After an overview of measures taken by other European countries the document analyzes the characteristics of our school buildings
Do not underestimate, yet, theimpact on mobility and the crowding of the various collective means of transport. On the basis of these data, the Committee reiterates, also for school activities, the validity of the cardinal principles that characterized the fight against Covid-19: social distancing (maintaining an interpersonal distance of not less than one meter); strict hygiene of the hands, staff and environments.
For avoid the risk of gathering, students’ entry and exit will be differentiated, either through the hourly staggering or by making available different access and exit routes to the school building. Each school will therefore proceed with a mapping and reorganization of its spaces in relation to the number of pupils and the number of staff, with the aim of ensure face-to-face teaching as much as possible, also making use of extra spaces, thanks to collaborations with territories and local authorities and with possible hourly reductions / reductions.
There distance teaching implemented in the months of the emergency has certainly represented a prompt and effective response from schools and has led to an acceleration of new skills of school staff and students; in view of the reopening of the didactic activities in the presence, the remote mode could represent a integrative and not substitute moment, applied differently and commensurate with the age groups of the students, underlines the document.
To learn more about the topic, we recommend reading the text Distance learning
This volume is intended to be a support for the entire school community in implementing the distance teaching and in carrying out the procedures connected to it. In the period of emergency COVID-19, many schools have endeavored to offer pupils and students distance learning activities (DaD).
With a very operational cut, the volume is divided into Parts: in the before we analyze the role of the School Manager in the implementation of the DaD, the second summarizes the main teaching methodologies to be applied, while the third browse i main software and tools for synchronous and asynchronous distance teaching. Finally, the last part collects practical examples of distance learning activities for different disciplinary fields (literary, mathematical, scientific subjects).
DISCOVER THE EDISES MANUAL ON DISTANCE EDUCATION