What Role Do Parents/Guardians Have in Remote Learning?
Parent/Guardian involvement and support will be required and will vary depending on the age of the student and the student’s ability to work independently. This learning approach relies on the parent/guardian to monitor engagement and completion of required independent work.
Learning partnerships involve everyone: school staff, students, and parents working together to support learning. Our instructional coaches have put together a tip sheet for students and their parents/guardians. These tips should help your child stay connected to their learning, classmates, and school team!
View Remote Learning Tip Sheet (PDF)
What is Required of Students in Remote Learning?
Teachers will strive to achieve the remote learning standards to the greatest extent possible. However, it is recognized that real-time (synchronous) learning will not be possible in all instances.
Students will be required to participate daily in learning and assessment, as follows:
Real-time online instruction will be coordinated by the assigned teacher for all students registered in the class. Students must be available for the following real-time learning times (synchronous):
- Grades 1–6: Approximately one hour/day of synchronous instruction. Teachers will schedule a minimum of 20 minutes per week with each student in real-time conversation.
- Grades 7–8: Seven to eight hours of instruction (synchronous) per week.
- Grades 9–12: Two hours per course (synchronous) per week.
Independent work: Student assignments will reflect the learning outcomes of the Manitoba curriculum. Assignments will be differentiated to meet the learning needs of students. Independent work can include reading, viewing and responding to prerecorded videos, Google classroom, and engaging in project-based learning. Some parent/caregiver support is important. Students will be expected to participate for the following minimum amounts of time (independent work):
- Grades 1–4: Two and a half hours per day.
- Grades 5–8: Three hours per day.
- Grades 9–12: One hour per course per day.
Kindergarten: Students will engage in one to two hours per day of play-based learning. Kindergarten teachers will connect with the student, along with parents/caregivers, a minimum of once per week to facilitate connection and provide support and play-based learning ideas.
Attendance will be recorded. Students may be required to attend school (or an alternate setting) for assessment and discussions with the teacher/school administrators, as needed and requested.
What is the Focus of Remote Learning?
For Grades 1–8, the focus will be placed on key curricular areas: math, English language arts, social studies, and science. Physical education, health/well-being, music, and art will be integrated into two key subject areas.
High school (Grades 9–12) will follow the full curriculum to ensure full credit attainment. Regular check-ins should be established between the teacher and students. Technical vocational programming is not feasible in remote learning.
How Will Special Learning Needs Be Addressed?
- Student-specific plans (e.g., adaptation plans, modification plans, individual education plans, behaviour intervention plans, health care plans, and personal transportation plans) are key in supporting students with special needs and students who are at risk as they transition back to in-class learning. Whether the students are in class or in remote learning environments, student-specific plans may need to be reviewed and adjusted more frequently.
- Given the unique nature of each student’s specific plan, not all supports are transferrable to a remote online learning environment. This learning approach will require parent involvement and support. Students must be available for the real-time teacher instruction, as scheduled by the teacher for all students in that class/cohort.
- Students who live with complex medical needs and who have received medical advice to not attend school in person will continue to receive appropriate supports, as per the student-specific planning process and their individual health care plan.
What Are the Technology Requirements for Remote Learning?
Remote learning requires access to a laptop with a camera and Internet. If Internet access is not possible, then print-based options with telephone contact (or an alternative) will be explored in discussion with the School Division. These instances should be minimized to the greatest extent possible, given the critical importance of routine and daily contact. School Divisions are responsible for ensuring that technology is accessible to all students or that an alternate plan is in place.
HSD Video Conferencing Etiquette (PDF)
Remote Learning Support Centre
The Manitoba Government has announced the launch of a Remote Learning Support Centre. View news release.
The goal of the Manitoba Remote Learning Support Centre is to ensure that all students have access to and engage in high-quality learning regardless of the circumstances posed by COVID-19. In partnership with Manitoba Education, representatives from metro, rural, and northern divisions have come together to oversee the design and implementation of a provincial strategy for school leaders, teachers, students, and families.
The support centre portal is located at www.mbremotelearning.ca. View MB Remote Learning Support Centre at a Glance (PDF) for a summary of the services provided.