As we have previously communicated, we have made an in-depth review of our Academic Continuity Plan based on the experience lived over three months of implementation and the feedback we received during that process from students, teachers, parents, and administrators. In addition, we drew on everything learned from experts in these topics as well as from internationally renowned institutions through the networks of colleagues in the organizations to which we belong.
As a result of all this work, we were able to establish three main points:
- We had to leave behind the emergency response phase and move to one in which we implement a solid, well-founded, and sustainable action plan, taking into account what is anticipated.
- Although it is important to learn from other experiences, what is proposed must respond to our reality and meet the specific needs of our educational community.
- Even though the ideal situation for learning and socialization is being on campus, we must be prepared to be effective in a distance or hybrid environment, and have the possibility of moving from one model to another fluidly, under the circumstances.
In this sense, these are some of the adjustments made to the plan:
- We have considered two new platforms, Seesaw for children in Preprimary and up to third grade, and Google for Education from fourth grade onwards. During vacation, teachers have already received initial training in the management of these platforms and we will continue to support them in the implementation of these new tools with their students which complement what we already had with Schoology and Zoom. We will also send information from the perspective of parents and schedule Q & A sessions about it.
- We have adapted our pedagogical practices taking into account principles of the hybrid model called Blended Learning, which has been implemented internationally for decades already, with excellent results, for example, to maximize the use of classroom time and know what to leave for the distance learning moments.
- We have better calibrated the balance between synchronous and asynchronous times, taking into account the students’ developmental levels, the characteristics of the different subject areas, and the needs of our context.
- We have assigned specific times in the weekly schedules for support interventions for all students, from the socioemotional perspective in the first place and also in terms of academics, obviously, being very aware of the heterogeneity that we will find in August in terms of the students’ readiness levels. To achieve this:
- We have identified the priority standards and indicators to focus on them and dedicate more time to them, without ignoring all the others.
- We have a record of what was achieved in the previous year and what could not be worked on (a very small proportion) so that teachers take it into account as a starting point when planning their lessons for the new year.
- We have also recorded what the individual experience of the students was in the context of distance learning so that it is taken into account by the teachers.
These are some of the general adjustments made but there are others more specific by section that the principals, counselors, and teachers will explain more in detail in sessions that we have already programmed for it. We want to emphasize that, throughout this review process, we have not lost sight of what we have set out with our Strategic Plan and what we intend to achieve with our work around what we have called Deeper Learning.
We want to ensure that, regardless of the model that we propose, that we have to fluctuate between distance and hybrid learning, or eventually that we move to the completely face-to-face situation, the principles of Deeper Learning are maintained.
In the following link you can review the document Acedemic Continuity Plan Version 2.0