Planning Remote Instruction

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Step 1

Determine the standards-based skill(s)/key idea(s) that will be the focus for the rest of the school year and/or for the lesson.

Objective

Establish a progression of the essential knowledge and skills/key ideas still needed to be taught and/or reviewed to ensure student understanding necessary for course credit.

  • Using your standards, determine what has already been taught.
  • For the remaining standards, ask yourself:
    • What skills/key ideas are essential for course credit?
    • What skills/key ideas are essential for the next course of study?
  • Map out the progression of these identified skills/key ideas for the remaining weeks of instruction.
  • Determine how evidence of learning will be evaluated.
  • Determine the skill(s)/key idea(s) that will be taught in the lesson.
  • Provide feedback and plan for extension and reteaching as needed.

NYS learning standards

Step 2

Plan for instruction using direct instruction/modeling; discussion; research and exploration; collaborative tasks; and/or practice and review.

Objective

Plan for instruction of priority skills and standards in an online/remote learning platform.

Modes of delivery

Adapt your traditional modes of delivery using enhanced learning experience for remote learning (tools, resources and strategies).

Direct instruction

Traditional
  • Transfer information (lecture or mini-lesson) or explain a complex topic.
Remote learning
  • Use Screencastify, QuickTime, Loom etc. to record a screencast.
  • Live meeting spaces (Zoom, Webex, Google Meets etc.).

Modeling

Traditional
  • Conduct a think-aloud as you navigate a task, apply a strategy, practice a skill, using show and tell methods.
Remote learning
  • Use Screencastify, QuickTime, Loom etc. to record a video showing students how to do something.
  • Record a screencast to demonstrate how to navigate something online.
  • Use an online tool or resource, simulation etc.

Discussion

Traditional
  • Engage students in academic conversations about a text, video, podcast,  topic  or issue.
Remote learning
  • Post discussion questions on Google Classroom or use the discussion  question feature in your learning management system to engage students in asynchronous text-based discussions.
  • Host a synchronous discussion using a video conferencing tool such as  Google Meet or Zoom to allow students to engage in a real-time discussion.

Research and exploration

Traditional
  • Encourage students to research a topic or issue and communicate the information they find.
Remote learning
  • Give students or provide students a choice on a topic to research online and ask them to communicate/demonstrate what they are learning in a shared space online (an online discussion board, shared online document or slide deck, Padlet Wall or FlipGrid).

Collaborative tasks

Traditional
  • Group students and allow them to work collaboratively on shared tasks.
remote learning
  • Group students online using a collaborative suite, such as Google or Microsoft, to engage groups of students (shared documents or slide decks).

Practice and review

Traditional
  • Connect students with practice and review activities.
Remote learning
  • Use online resources such as Quizizz, Kahoot!, Quizlet, Khan Academy etc. to encourage review and to create retrieval activities.
  • Create digital documents (Google Docs or Microsoft OneNote) to assign  review activities or writing assignments.

Resources

Adapted From: Catlin R. Tucker, “Successfully Taking Offline Classes  Online,” Educational Leadership/Special Report, April 2020.

Step 3

Determine how you will collect demonstration of learning, e.g., create a choice board of options for student response.

Objective

Offer students a variety of ways to demonstrate their understanding of the  target skill(s)/key idea(s). Consider creating choice boards with options that have been intentionally chosen to highlight the skill(s)/key idea(s).

How to use the menu of choice board options:

  • Determine the Bloom’s rigor and depth of the response you are looking for.
  • Pick a few options for student response. (Some options have directions on how to create, others are examples, all can be use in any discipline.)
  • Modify your options to focus on the taught skills(s)/key idea(s).
  • Consider creating a choice board and share with students.
  • Feel free to add your own options.

Online tools

Step 4

Determine if there is evidence of learning and provide feedback.

Objective

For teachers to:

  • check in on student learning with purposeful experiences;
  • provide feedback and allow for student revisions;
  • encourage student self-reflection; and
  • plan for learning extension experiences, re-teaching and re-evaluation.

For students to think about:

  • what they learned;
  • how they learned and applied it;
  • what questions they have about the concepts or skills covered; and
  • what support they need to continue improving, based on their own reflections and teacher feedback.

Determine how evidence of learning will be evaluated. Provide feedback and plan for extension and reteaching as needed. (Students may submit multiple times to reach goal of EOL.)

Rubric to determine EOL/NYL

Adapted from ASCD