Teaching & Learning from a
If the Governor closes school buildings, we will move to a distance learning model, maintaining safety, academic standards, and social connections through digital interactions.
Aligning with the
MI SAFE START Phases
Uncontrolled growth, persistent spread, or flattening.
Preparing for Virtual
If the Governor moves our area into Phases 1-3, all schools - public, private, charter, and parochial - will be closed. In Bloomfield Hills Schools, we are ready for this possibility. If the Governor closes school buildings, we will move our teaching and learning to "Distance Learning," which will allow us to progress in our teaching and learning goals while remaining safely at home.
LEARNING AT HOME
Based on Feedback from students, staff, and families, we have worked on updates over the summer to our at-home learning plan to include:
More live/direct (synchronous) instruction
Access to materials and progress/grades
Revised daily schedule
Students maintain relationships with peers and teachers, while learning fully from home
Students and families will have complete access to class resources, progress, and grades
The same rigorous and engaging teaching and learning families expect from Bloomfield Hills Schools
Phases 1 - 3: Distance Learning
What is "Distance Learning"?
Clarifying Distance Learning Through A Student Story
Ryo has always enjoyed learning. In fact, he is particularly curious, especially when given some choice over how he learns. Ryo is quite self-directed as a learner, although he still appreciates feedback from his teachers. He has mostly thrived in the digital environment offered by Distance Learning, feeling confident and comfortable setting his own learning plan and moving forward with less teacher input. He likes setting his own pace and enjoys the freedom to work on what he wants when he wants. Ryo also likes the ease of re-watching videos until he understands the material. He also really appreciates that there are fewer timed tests and that his teachers seem to allow him a greater variety of ways to show his understanding with Distance Learning. He has found that with Distance Learning he has had quite a few projects that have allowed him to explore real-world topics, which has been appealing. Ryo feels he is contributing more to digital interactions than he normally does in class when he often chooses to be quiet. Interestingly, he is also finding he gets more personalized feedback with Distance Learning. In regular classes he rarely asks questions—sometimes he even hides a bit in class—but he is much more comfortable asking questions via chat or the other feedback systems his teachers have set up. Also, in class other students often take up a lot of teacher time and energy, but in a digital environment he gets an equal amount of attention and feedback.