Page 126 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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ja Krajnčan in Katja Frangež
– Contacts with parents (more frequent, with clear and direct instruc-
tions to help the child, more cooperation with parents).
– Cooperation within the working group (more frequent, evaluations for
students with special needs, presentation of good practices, coopera-
tion with teachers, team meetings for more problematic students).
In most cases, teachers and providers of additional professional assistance
simplified and shortened teaching preparation and materials, eliminated the
unnecessary content and emphasized key contents and activities. Most ma-
terial was prepared in advance, by recording their own explanations or using
platforms which allow for interactive explanations of the material. Emphasis
was placed on home-made concrete materials, which were used to replace
the didactic materials used in lessons at school. Thus, we confirmed our hy-
pothesis that ‘Providers of additional professional assistance and/or learning
support prepared more video content and interactive materials during dis-
tance learning, with which they tried to replace the physical teaching aids
otherwise used in school.’
Finally, we were interested in the effectiveness of conducting additional
professional assistance sessions online. More than 76 of providers of addi-
tional professional assistance believe that the implementation of additional
professional assistance sessions was not as effective as implementation of
these sessions in school. No one chose the answer that implementation was
more effective, while a good 23 of respondents believe that the implemen-
tation of these sessions was as effective during distance learning as in school.
The factors which led to poorer efficiency were the following: ICT problems,
children’s motivation, poorer ability to directly monitor the child’s work, dis-
turbing environment, problems with attention and concentration, lack of
personal contact and concrete materials, and others.
The adjustments listed and used by the providers of additional profes-
sional assistance were grouped into sets and classified according to fre-
quency (from most to least common):
– adaptations of practices, content, working methods,
– adjusted schedule of additional professional assistance,
– more effort on motivating children,
– adjustments in communication and communication channels,
– help with solving ICT problems,
– greater emphasis on regular/daily contact,
– more learning support, explanations of the material, less focus on cor-
recting deficits,
126
– Contacts with parents (more frequent, with clear and direct instruc-
tions to help the child, more cooperation with parents).
– Cooperation within the working group (more frequent, evaluations for
students with special needs, presentation of good practices, coopera-
tion with teachers, team meetings for more problematic students).
In most cases, teachers and providers of additional professional assistance
simplified and shortened teaching preparation and materials, eliminated the
unnecessary content and emphasized key contents and activities. Most ma-
terial was prepared in advance, by recording their own explanations or using
platforms which allow for interactive explanations of the material. Emphasis
was placed on home-made concrete materials, which were used to replace
the didactic materials used in lessons at school. Thus, we confirmed our hy-
pothesis that ‘Providers of additional professional assistance and/or learning
support prepared more video content and interactive materials during dis-
tance learning, with which they tried to replace the physical teaching aids
otherwise used in school.’
Finally, we were interested in the effectiveness of conducting additional
professional assistance sessions online. More than 76 of providers of addi-
tional professional assistance believe that the implementation of additional
professional assistance sessions was not as effective as implementation of
these sessions in school. No one chose the answer that implementation was
more effective, while a good 23 of respondents believe that the implemen-
tation of these sessions was as effective during distance learning as in school.
The factors which led to poorer efficiency were the following: ICT problems,
children’s motivation, poorer ability to directly monitor the child’s work, dis-
turbing environment, problems with attention and concentration, lack of
personal contact and concrete materials, and others.
The adjustments listed and used by the providers of additional profes-
sional assistance were grouped into sets and classified according to fre-
quency (from most to least common):
– adaptations of practices, content, working methods,
– adjusted schedule of additional professional assistance,
– more effort on motivating children,
– adjustments in communication and communication channels,
– help with solving ICT problems,
– greater emphasis on regular/daily contact,
– more learning support, explanations of the material, less focus on cor-
recting deficits,
126
