003-Module 3 Managing Remote Learning

English in the New Context.
Grades 7 - 9
Module 3: Managing
remote learning
2023
www.britishcouncil.org
Outcomes
By the end of the live session, you will be able to:
- Consolidate your understanding of the issues involved in managing

remote and physical classrooms
- Share activities to develop their students' skills and autonomous
learning in the remote and physical classroom
- Share and discuss a range of techniques to manage your students
successfully when in the physical and remote classroom
- Have an action plan for continuing to develop your own practical
classroom skills and knowledge
Issues
Issues
What are the main issues raised by this module?
• What did you find most interesting? In Breakout Rooms, work

• What would you like to know more about? with the list of digital
tools on your topic, and
• What surprised you?
present your ideas
• What would you like to address in your classroom?
answering the questions
• What did you find difficult? (10 min).
• What did you disagree with?
www.britishcouncil.org 4
Responses
Response
What are your opinions of these issues?
• Share what you discussed in your groups.

• As you listen to the presenting group, think of your own unique way of
using the tool presented.
Classroom practice
Classroom practice
How can we deal with these issues in the classroom?
• Think about and share classroom activities and tips and suggestions
that could help other teachers.
• https://jamboard.google.com/d/1rJyE6MpQHjN9zgODjLJgea3hasKKd
KKitIVL6R_mb2E/edit?usp=sharing
In Breakout Rooms,
think of ways to deal
with these issues in the
classroom (10 min).
Discussion
Discussion
Share your suggestions
• Make notes of any useful tips and activities you hear from other
teachers.
0
Action planning
Action plans
Create your action plan
Coach:
Deadline:
• What were my main learning points from this module?

• What would I like to know more about?
• How will I find out more about this topic?
• How will I incorporate what I have learned into my teaching?
Any questions
Proximity in the classroom
Think about where you stand or sit during different parts of your lesson in the physical
classroom and how this impacts on your students’ learning.
• When and why do you move around?
• How and why do change your position in the classroom?
• When do you move closer to your learners? What impact does this have on them?
• Where are you when your learners do group or pair work? Why?
• Where are you when you are giving instructions to the whole class? Why?
• Where are you when you give feedback to individual learners? Why?
• How is this different when you’re teaching in the remote classroom?

Developing your teaching independently
Which ones have you tried?
Which do you think would work best? Why?
• Record your lesson and watch it a few days, or a week later. Set yourself an observation task, such as
measuring your teacher talking time, or seeing how clear your instructions are. Write some feedback for yourself
on what you did well, and what you would like to do better.
• Record one of your lessons and ask a colleague you respect to watch it and give you feedback.
• Join some teacher groups on Facebook and follow some other teachers on Twitter or Linkedin. Try to find
teachers who are sharing useful article or materials. Make a little time each day to look at new articles or
materials that people are sharing and try to find something interesting and useful.
• Have regular teacher meetings in your remote classroom with other teachers from your school and share ideas.
You can set these up independently.
• Keep a reflective journal or blog about the things that interest you about teaching. Share what you write and get
comments and ideas from other teachers.
• Create a digital space online or an email group. Use the space to share links to useful articles and resources
with other teachers from your school.
• Get feedback from your learners and ask them how they think you could improve your lessons.
Types of tools
Which of these types of tools would you like to try in your physical/remote
classroom?
• A tool for creating video quizzes

• A tool that my learners can use to create audio podcasts
• A tool to enable my learners to do collaborative writing
• A tool to enable my learner to post digital notes on a virtual noticeboard
• A digital portfolio tool that enables me to collect examples of my
learners’ work
• A tool that enables me to quickly record and share the pronunciation of
new words or sentences
Using digital tools
Read these statements from teachers talking about using digital tools. Which ones do you agree with? Why?
Which of these approaches does most to encourage learner autonomy and digital literacy development?
• Teaching remotely is great. Learners have their digital devices so you can use lots of different digital tools.
• I use more web-based resources in the remote classroom. My learners don’t have great connectivity, but I can send them to specific sites or get them to watch videos.
• I limit my tools to non-classroom ones so learners can do things out of class and prepare for the interaction in class. In the online classroom I focus on using breakout rooms and getting
learners to interact with each other as much as possible.
• I don’t use any additional digital tools in the remote classroom. My learners spend enough time in front of the screen already, without getting them to fiddle about with different apps. I get
them to use paper a lot and they show things on the webcam.
• I have two different types of digital tools that I use with my learners.
• The first type is organisational ones. These are things like: digital to-do lists, a calendar for revision reminders, and a tool for mapping their learning progress.
Getting feedback
Share some of the different methods you use to get feedback from the learners in your
classroom.
Which of these have you tried?

Which would be appropriate for use with your students?
• Ask learners to draw a happy/sad/confused face on paper and hold it up to their

camera.
• Ask learners to write into the chat in response to questions.
• Ask learners to give a short presentation about what they have learned.
• Ask learners to write a reflective journal about what they learned during the lesson.
• Use a digital polling tool with short questions.
• Ask learners to share emojis or gifs expressing their feelings.
• Ask learners to complete 'can do' statements.
Using text chat
How do you use the text chat feature during your

remote lessons?
• How would having this feature available in the

physical classroom make the lessons more
‘digitally rich’?
• What would be the problem with using text chat in
the classroom?

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English in the New Context.

- Consolidate your understanding of the issues involved in managing

What are the main issues raised by this module?

• What did you find most interesting? In Breakout Rooms, work

What are your opinions of these issues?

• Share what you discussed in your groups.

How can we deal with these issues in the classroom?

Share your suggestions

Create your action plan

• What were my main learning points from this module?

• When and why do you move around?

• How and why do change your position in the classroom?

• How is this different when you’re teaching in the remote classroom?

• A tool for creating video quizzes

Which of these have you tried?

• Ask learners to draw a happy/sad/confused face on paper and hold it up to their

How do you use the text chat feature during your

• How would having this feature available in the

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