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Caring for chickens, cleaning barn stalls, and learning to live in sub-zero temperatures were all part of Charlie's experiences at the North Country School in the Adirondacks over Presidents Day Weekend. Read on to learn more!

Remote Learning at Pingry

Definition

Remote Learning for Pingry students is the collective efforts of the entire community to leverage our passion and talents to rethink and redesign what the Pingry experience can be when we are not together. While technology helps facilitate our goals in myriad ways, it does not provide the entirety of the remote experience. As you can see from our mission and goals below, while we may be remote, we will not always be online - and while we may not be online, we will strive to be connected.

Mission

In many ways, the mission of remote learning at Pingry mirrors Pingry’s institutional mission: to foster intellectual curiosity, individual growth, social responsibility, and academic excellence.  Remote learning is not intended to replace what occurs day-to-day, face-to-face on Pingry's vibrant campuses. Pingry’s remote learning plan seeks to acknowledge and embrace the differences between learning face-to-face and learning remotely, while still prioritizing academic excellence and student progress. Our approach to remote learning will leverage our flexibility, creativity, and strong community connections in a way that works to support the School’s mission in new and creative ways. And it bears in mind that our goal is not perfection; rather, it is educational continuity, human connection, and, above all, the well-being of our entire community.     

Guiding Principles

Emergency remote instruction is not the same as online learning

Faculty preparing to teach a formal online course can spend many months designing it. Our remote instruction does not seek to replicate the ideal online course experience for students; rather, our focus is on continuing instruction. Remote instruction happens in partnership with families and in good faith that everyone is doing their best in a complex, evolving situation.

Teachers build upon the structures they already have in place 

Our teachers will draw on the relationships they have built with their students  as well as the existing architecture of their classes to guide decisions about how best to continue teaching remotely. 

Low-tech (or even no-tech) can be the best solution 

It can be tempting to try to replicate students’ in-class experience by primarily utilizing digital platforms that require teachers and students to be online together at the same time. Blended approaches that include a combination of real-time sessions (synchronous participation), self-paced engagement (asynchronous participation, and offline work (e.g., pleasure reading, discussions with a family member or friend remotely, journal writing, photography, and/or video production) can often be a more effective way to involve students.    

Revisit goals

A transition to remote learning due to COVID-19 has prompted faculty and students alike to adapt to less-than-ideal teaching conditions; similarly, expectations should also be adjusted. Faculty may not cover all of the content and skills they normally teach. They will decide what’s most important among their instructional goals and let those priorities  guide their teaching decisions, not letting perfection be the enemy of forward progress. 

Center human connection

Given the heightened anxiety and uncertainty we are all experiencing at this moment as a result of COVID-19, it is important that we approach each other with compassion, generosity, and well-being in mind. Connection and collaboration are essential elements of remote learning. 

In short, Pingry’s remote learning plan places a premium on:

  • Frequent connection 

  • Simplicity and flexibility

  • Soliciting feedback

  • Quality and quantity 

  • Student efficacy 

  • Routine and predictability 

  • Support and compassion

  • Fun and adventure

 

Remote Learning Details by Division

Remote Learning FAQ

Pingry Responds to COVID-19