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General Priorities and Expectations for Remote Learning

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This resource offers guidance for setting general priorities and expectations for the student experience in the remote learning environment. These expectations should serve as a clear focus for instruction and culture, responding to priority areas of 1) prioritizing instruction for students (particularly for vulnerable populations), 2) supporting students’ emotional needs and unfinished learning needs, and 3) advancing and preserving student learning no matter the instructional delivery model.

Expectations for Overall Student Experience

  • Students have regular, personal touchpoints with teachers and/or other school staff to check-in on their basic needs, social-emotional well-being, academic needs, and needed support for dealing with trauma.
  • Students have regular touchpoints with their classmates to continue to build community.
  • Students engage in learning experiences targeted to their specific learning needs as well as the most important work of the grade (including enabling content from the prior grade).
  • Students are provided flexible, engaging, and meaningful learning experiences.

Expectations for Content

Expectations for Supporting Whole Child

  • Students access grade-level content
  • Teachers address unfinished learning in service of grade-level content
  • Skill loss, literacy knowledge, and building conceptual mathematic understanding are prioritized
  • Remediation and support are provided to close any learning gaps
  • Students actively engage in the work of every lesson
  • Students learn practices to build self-awareness
  • Teachers, students, and families build relationships to foster a sense of safety and connection
  • Students build community through remote classroom structures
  • Students are given choice and voice to build a sense of self-efficacy and agency
  • Students experience consistency and predictability in routines and structures

What is an Instructional Day?

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Teacher to Student Feedback Expectations in a Remote Setting

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Teacher to Student Feedback Expectations in a Remote Setting

Providing meaningful feedback to students is a key action teachers can take to advance and preserve learning and connection with students. This resource offers guidance and expectations for teachers when giving feedback on student work, including suggestions for delivery based on various instructional delivery models. You can use this example as is or modify for your school needs.

The Role Feedback Plays in Learning

In his research on effective practices that improve student achievement, John Hattie (2008) found that “the most powerful single modification that enhances achievement is feedback.” Feedback can help students to develop and refine their thinking, make sense of misconceptions in their learning, and support students to improve the quality of their work.

Expectations for Student Feedback

Not all feedback has the same impact. There are specific characteristics of feedback that can make it more effective in supporting student learning. Effective student feedback is:

  • Specific: Provides students with explicit guidance about what they did well, how they are improving compared to prior assignments, and/or where they need to focus.
  • Timely: Provided immediately, or as soon as possible, so they can act on the feedback.
  • Goal-oriented: Supports students to develop or refine their thinking through the use of questions, models, counterexamples, etc. towards a clear instructional goal or outcome.
  • Actionable: Provides a clear next step for students to take, usually in revising current work or implementing the feedback in a new assignment.

Teachers should think through the following guiding questions to help them determine the best feedback for students.

  • What is my goal in providing the feedback?
  • What transferrable takeaway do I want the student to have as a result?
  • What action do I want the student to take based on the feedback (e.g., apply to the current assignment, implement in future)?
  • What additional instructional support might the student need to be successful?

The following table outlines suggestions for how to deliver feedback based on the different instructional delivery models.

 

In-Person

Remote

Suggestions for Feedback Delivery

  • Written on student work
  • In-person conference
  • Students share different solution methods or ideas and discuss
  • Phone call
  • Email or text message
  • Video conference
  • Comments and/or annotations in a shared document
  • Video/screencast of teacher explanation