top of page
19.png

Instructional Training for Remote Learning

________

The Problem

 

When schools suddenly closed due to the COVID pandemic, teachers were required to record and deliver video lessons to maintain learning continuity. This created two major challenges:

  • Technical: Many teachers struggled with video recording, editing, and using new tools like Microsoft Teams and Google Classroom.

  • Pedagogical: Adapting interactive, play-based, in-person lessons to an online format for young children was especially difficult. Teachers worried about losing engagement, reducing lesson quality, and overwhelming families.

20.png

The Solution

 

I designed a step-by-step professional development program to build both technical and pedagogical capacity.

 

Key features included:

  • Instructional training materials: Comprehensive guides and screencasts on using Microsoft Teams, Google Classroom, and user-friendly video editing tools (Inshot, iMovie, Canva), helping teachers navigate new technology with confidence.

  • Technical training: Hands-on tutorials on recording, editing, and adding engaging elements to videos for young children.

  • Pedagogical adaptation: Guidance on restructuring in-person lessons into short, engaging online sequences, maintaining play-based learning and attention retention.

  • Peer feedback round: Teachers shared their first videos in small groups, providing constructive feedback on clarity, engagement, and creativity.

  • Community of practice: Monthly meetups to share good practices, showcase creative strategies, and highlight what was resonating with children and families.

 

Results

​

  • Adoption: Within one month, 95% of teachers were creating and editing their own video lessons independently.

  • Engagement: Children’s attention improved, with parents reporting more enjoyable and structured lessons.

  • Collaboration: Peer feedback and monthly meetups fostered a strong community of practice.

  • Confidence: Teachers felt comfortable with new technology and continued to integrate video creation into teaching even after returning to in-person classes.

bottom of page