TOOLS AND RESOURCES
ensuring that teachers and students have support and guidance to use specific platforms is essential, par- ticularly if new forms of technology are being implemented. 3. Peer interaction can motivate students and improve learning out- comes. Strategies to support peer interaction include peer checking and feedback, sharing good work, and content discussions. Different approaches to peer interaction are likely to be better suited to dif- ferent age groups. Collaborative approaches to learning have value, but most notably for older students. 4. Supporting students as indepen- dent learners can improve learning outcomes. Students who learn at home often must work indepen- dently. Using strategies that help stu- dents work independently promotes student success. For example, teach- ers can prompt students to reflect on their work or to consider the strate- gies they will use if they get stuck. 5. Different approaches to remote learning suit different tasks and types of content.
Approaches to remote learn- ing vary widely; each has its own strengths and challenges. Education leaders should support teachers as they consider which approaches are best suited to the content they are teaching and the age of their students. For example, games for learning were found to have a high impact on learning vocabulary in foreign language studies, but there is less evidence related to their use in other subjects.
According to the authors of the
report, the results do not necessarily take into account the circumstances schools faced during the COVID-19 pandemic in 2020. “Thus, it is important for teachers and school leaders to use their professional judgment in determining the sup- port they provide their pupils and to monitor its impact on learning.” Access the report at https://educa
tionendowmentfoundation.org.uk.
asbointl.org Benefits of Ventilation
Efficient ventilation systems can reduce the transmission of COVID-19 in schools by more than 80% according to a recent Italian study.
An experiment overseen by the Hume foundation think-tank com- pared coronavirus contagion in 10,441 classrooms in Italy’s central Marche region. COVID infections were significantly lower in the 316 classrooms that had mechanical ventilation systems. The reduction in COVID infections increased accord- ing to the strength of the ventila- tion systems.
In classrooms where the air was completely replaced twice an hour, COVID infections were reduced by 40%. When the air was replaced four times in an hour, the infections were reduced by almost 67%. They were lowered by 82% with six air replacements, the study showed. Most of Italy’s schools lack mechanical ventilation systems; teachers keep windows weather permitting.
As reported in Reuters:
www.reuters.com/world/ europe/italian-study-shows- ventilation-can-cut-school-covid- cases-by-82-2022-03-22.
Clean Air Challenge
The Clean Air in Buildings Chal- lenge from the U.S. Environmental Protection Agency provides guide- lines and best practices to help build- ing owners and operators reduce risks from airborne viruses and other contaminants.
Key actions outlined in the Clean Air in Buildings Challenge include: • Create a clean indoor air action plan.
• Optimize fresh air ventilation. • Enhance air filtration and cleaning.
• Conduct community engagement, communication and education.
Review the Clean Air in Buildings Challenge document at www.epa. gov/system/files/documents/2022-03/ 508-cleanairbuildings_factsheet_ v5_508.pdf
INDEX OF ADVERTISERS
ABM Industries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 17 ASBO Career Central
...............................................page 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 4
..............................................page 24 ASBO GASB 87 Webinar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 4 ASBO Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 3
..............................page 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..................................................page 34 Staples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VIRCO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 39
SCHOOL BUSINESS AFFAIRS | MAY 2022 43
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
