Home Learning Model
Home Learning, St. Andrew’s remote learning model, is 100% online and provides primarily synchronous teaching and learning with asynchronous learning opportunities during the day. While we had to quickly transition in March from a normal classroom environment to Home Learning, K-12 faculty spent significant time this summer participating in summer professional development work to improve online teaching and learning, including ample time for grade-level coordination and planning. In addition, parent and student feedback helped inform ways to improve the student experience.
Home Learning improvements include more one-on-one time between the student and teacher to enhance the academic experience, support student interest and engagement, instituting student interest-based afternoon electives, implementing better-constructed community time, providing ample parent support, creating meaningful student-life activities, providing clear expectations, and investing in more project-based learning opportunities to reduce screen time and independent growth and development.
On Campus Hybrid/Pod Learning Model
The Hybrid/Pod Model offers low teacher/student ratio academic instruction and learning, socialization, peer-to-peer engagement, student/teacher engagement, and minimal disruptions. It addresses the social and emotional connection of in-person instruction, facilitating, guidance, and peer interaction, plus being in a school space that is conducive to school work.
Students will be assigned to Learning Pods, which are small groups (7-10) of students paired with one Teacher or Learning Facilitator (acting also as a guide/adviser/mentor) for in-person learning and home learning support. This approach is personal, durable, supportive, scalable, and safe. In the Middle and Upper Schools, those learning pods will replicate the already existing Advisory System.
The learning pods will be self-contained. This model allows for students and teachers to return to campus at various capacities without difficulty and to practice the habits and rituals of attending school and socially distancing.
Students will have daily core academic programming offered synchronously and asynchronously, SEL and DEIB lessons, Chapel devotionals, recess (for lower grades), and lunch via the Pod Learning Model.
When it is safe to transition from Home Learning to on-campus learning, the Hybrid/Pod Learning Model will be St. Andrew’s next step.
Logistics for On-Campus Hybrid/Learning Pod Model
DROP OFF AND DISMISSAL: Drop-off and pick-up times will likely be staggered to help limit student foot and parent vehicular traffic. Additionally, using multiple entry and exit doors would keep learning pods separate.
OUTSIDE SPACES: St. Andrew’s is blessed with ample outdoor spaces on both campuses. These spaces will be used more frequently (weather permitting) and scheduled similar to classroom spaces in order to limit conflict and exposure between Learning Pods.
BEYOND THE CLASSROOM (31st Street): BTC may be offered for students during on-campus learning days. Aftercare would be available in mixed groupings outside if appropriate, similar to the planning and safety measures put forth by athletics and fine arts rehearsals. Additionally, strategic rostering of learning pods could limit the number of pods mixing after the conclusion of the shortened day program.
BUSING: We believe we have enough buses and drivers to accommodate appropriate social distancing on the buses for our 31st Street and Southwest Parkway routes
On Campus/Normal Learning Model with Provisions
On Campus/Normal Learning Model will look more like a normal school day. With a modified full schedule, classroom groupings and homerooms will return to their usual sizes with full time synchronous face-to-face instruction. While there will likely be limitations on large group gatherings (like full Upper School Chapel services or assemblies) we anticipate a reintegration of athletics and P.E. on a limited basis.
As always, the School will continually assess and evaluate safety protocols as recommended by CDC, Austin-Travis County Local Health Authority, and the TEA.
Learning Model Concepts and Definitions:
Synchronous - teaching and learning where the students and teachers are together (in-person or online) at the same time
Example 1: “Normal” school - teachers and students on campus with teacher delivering a lesson
Example 2: Home Learning - teacher delivers lesson via Zoom live session to students
Asynchronous - teaching and learning does not happen at the same time, whereby teachers create the lessons using multimedia tools and students engage in learning independently
Example 1: “Normal” school - where a teacher assigns an instructional video that teaches graphing of line, the students watch the video and complete 5 questions to practice the lesson, and the following day in school, the teacher meets with the students who need extra help
Example 2: Home Learning - where a teacher assigns an instructional video that teaches graphing of line, the students watch the video and complete 5 questions to practice the lesson, and the following day, the teacher identifies which students to have a Zoom meeting with to provide extra help
Learning Facilitator (Guide) - Similar to the MS and US Advisory, Learning Pods are facilitated by an SAS qualified teacher who is committed to 10 or less students. This teacher would be in communication with other subject specific teachers regarding lesson planning, discussing student progress and needs, and guiding students through the asynchronous process of learning.