Thinking about pedagogy in an unfolding pandemic. An independent report on approaches to distance learning during COVID-19 school closures

The Coronavirus (COVID-19) outbreak is causing various levels of disruptions in education globally. At this current date (March 29th), UNESCO has 165 countries announcing school closures in an attempt to slow the spread of the disease, impacting over 1.5 billion students.

The purpose of these school closures is to try to prevent further transmission of COVID-19 through self-isolation, shielding and social distancing.

This document is to inform practice and policy from the people on the educational frontlines of an unfolding pandemic. We need to address not only the current global school closures, but also the possibility of future stoppages over the next 12 to 18 months due to recurring outbreaks and the future of ducation.

This means that we must have a multilateral approach that is collaborative and integrated to solve the social inequities that impact education.

More importantly, we will need to professionally shift pedagogical practice to implement blended learning teaching the whole child instead of teaching for grading and sorting.

This report has been written by amassing, via crowdsourcing, research and discussions, the good practices of teachers around the world in relation to distance (remote) learning and online resources. The teachers, academics and professionals who have answered our call illustrate the ability to collaborate and innovate to find solutions even in a time of crisis.

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