Distance Learning Models

Learn online together

(Synchronous)

Learn together via telephone

(Synchronous)

Learn online independently

(Asynchronous)

Learn offline independently

(Asynchronous)

Learn online together (Synchronous) and work offline independently

(Asynchronous)

What this looks like for teachers and students:

• Students learn together online via Google Classroom, Zoom, or LMs

• Teachers support student learning during shared online experiences

• Students engage in learning experiences using printed material and guidance

• Students engage with teachers and their peers by telephone to engage in learning

• Students learn independently using a program or LMS

• Students receive teacher feedback and support via email and/or through the LMS

• Students independently engage in learning experiences using printed materials for guidance

• Students receive written feedback from teachers

• Students engage in a blend of online and offline learning experiences

• Some experiences take place at a set time together and others are completely independent

Considerations for families:

• Technology access and an ample data plan

• Can support a set schedule of online learning experiences

• Access to cellular or landline phone system

• Support will be needed during the learning experience

• Technology access and an ample data plan

• Allows for more flexibility in scheduling

• Manage learning experience including completion of work and student questions while working

• Allows for more flexibility in scheduling

• Technology access and an ample data plan

• Supports a set schedule of learning experiences

• Manage learning experience

Considerations for teachers:

• Access to digital materials and resources

• Training and capacity to lead online learning experiences

• Thoughtful and intentional planning to manage either group or individual calls to support learning

• Access to digital materials

• Set up of online learning experiences for students

• Management system for feedback and work submission

• Expectations and training on creating a schedule for student check ins and direct conversations

• Develop thoughtful learning experiences

• Avoid hours of worksheet packets

• Provide written feedback for students

• Plan for online and offline learning experiences

• Lead online learning experiences

• Support families through offline learning experiences

• Expectations and training on creating a schedule for student check ins and direct conversations

Role

Considerations for Remote Learning

Principal,
Assistant Principal, Instructional Coach

Teacher Support

• Set expectations and give models for teachers to design effective distance learning
• Survey students on their comfort level with different online tools and use that data to inform planning
• Explain the role of digital citizenship by modeling, guiding, and encouraging safe and responsible behavior related to technology use
• Inventory access to distance learning devices
• Inventory, distribute, and track required technology and materials to all students
• Implement frequent check-ins with teachers to proactively address challenges

Progress Monitoring

• Follow teachers’ posting of lessons to ensure grade-level rigor and standards are being met
• Observe virtual lessons to provide feedback on instruction
• Provide feedback specific to meeting the learning needs of students who are instructionally vulnerable
• Set guidelines for virtual office hours, collaborative planning, and family conferences
• Implement systems that provide additional support for families with students who are instructionally vulnerable

Teacher

Before Instruction

• Provide a virtual orientation to ensure that all students and families know and understand instructional tools and procedures
• Prioritize students who are instructionally vulnerable  by providing additional training and support as needed
• Practice utilization of the virtual tools
• Plan remote learning based on logically sequenced and clear lesson objectives aligned to standards

During Instruction

• Use recorded videos, slides, or other visuals to deepen student understanding about the content
• Provide translated materials and recordings when possible
• Record a think-aloud or narration to model new learning and engage students in the learning process
• Implement frequent checks for understanding by stopping and asking questions and asking students to put the new information into their own words
• Include opportunities for student choice
• Use breakout room options to work with various students on differentiated needs
• Pace lessons to allow time for ample student-to-student interactions via chat, discussion boards, collaborative documents, and online surveys
• Include scaffolds such as a read-aloud, thinking maps, and links to online resources where appropriate

After Instruction

• Provide office hours for students to check-in at designated times to receive timely feedback on assignments
• Prioritize students who are instructionally vulnerable
• Provide written feedback in a timely manner virtually through email or direct to the student through the LMS aligned to the lesson’s objectives and criteria for success

Family

• Ensure students have access to instructional materials and respects school technology
• Protect time for students to engage in learning experiences and complete assignments
• Create a workspace (preferably a quiet one) for students to engage in the learning experiences and complete the necessary assignments

Our District/School Remote Instructional Delivery Model Is:

What this looks like for instructional delivery

What this looks like for student learning

Technology and resources required

Considerations for vulnerable student populations

Considerations for families

Considerations for teachers/staff training and professional development

Additional Considerations