playbook for successful distance learning - scottsdale christian … · 2020. 8. 21. · playbook...
TRANSCRIPT
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Focus on Building a Virtual Learning Community
A community is a supportive social group where members have a sense of belonging and trust (McMillan & Chavis, 1986). In a learning community, members work collaboratively to provide academic, social and emotional support to each other (Lai, 2015; Berry, 2017).
Social Emotional Learning (CASEL Competencies) (CASEL Reopening Guide) Resources
Building relationships: teacher→ student and student→ student
● Why? Creates a safe environment that allows students to connect with one another across lines of similarity and difference and engage in academic rigor and risk-taking.
● What? Class building activities, team building activities, non-digital alternatives to communicate.
● How? Whole group virtual meetings, small group, individual office hours.
● Building Relationships with Students
● Grade-level Team Meetings Guide for Explicit SEL Instruction
● Affirming Student Identity
Rituals and routines
● Why? Improves executive functioning when students know expectations, can find safety in predictability and achieve mastery in learning.
● What? SEL 3 Signature Practices, behavior & academic expectations, responding & attention strategies.
● How? Mutually agreed upon classroom norms revisited at each meeting.
● Shared Agreements ● Student Centered
Discipline ● Morning meetings ● Opening and Closure
Activities
Instructional Equity ● Why? Every student deserves instructional equity. Research shows student success increases with a variety of resources, strategies and increasing accessibility to learning opportunities.
● What? Universal Design for Learning, Culturally Relevant Pedagogy,
Differentiating Instruction.
● How? Thoughtful planning with educational partners in special
● UDL principles for online learning
● Culturally Responsive Teaching (video)
● CAST remote learning resources
● Differentiation overview
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
education, related services, EL teachers, departments and grade levels. Use strategies for co-teaching, virtual breakout rooms, individual help and support, student choice, with a variety of perspectives and relatable resources for every student.
● Improving distance learning for students with IEPs
● Critical Practices for Anti-bias Education
● Creating an inclusive classroom
Communication is Essential
Virtual Environment and Expectations Resources
Establish a learning hub (LMS)
● Why? One location to virtually house information and tools for students and their parents/guardians in order to reduce confusion and frustration.
● What? Contact and class information, announcements, assignments, discussions and sharing.
● How? Utilize existing webpage to create a designated page that is created by the teacher, grade level, school or district.
● How to design your LMS ● Connecting and
Communicating ● Strategies for Success ● Google: Digital Playbook
Consistent, clear, and concise expectations for communication
● Why? Virtual environments require additional and multiple communication methods to make up for lack of in-person communication nuances. Students and parents/guardians need to know when to expect to hear from their teachers and how to contact teachers when needed.
● What? Post weekly expectations as well as daily in order for students/families to plan their time, set guidance on what time of day and where you will communicate to the students/families, provide a tool and boundaries around when and how students/families can reach out to you for help.
● Remote Learning Communication
● Tips for supporting learning at home
● How to coach parents who are helping with distance learning
● Morning meetings
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
● How? Be mindful of multiple tools per teacher and multiple children per family as this can quickly become overwhelming. Provide synchronous meetings with parents/guardians at the beginning of the year in addition to a recorded video and text information. Keep these expectations visible in the learning hub. Virtual learning environments often have daily or weekly emails that are automatically generated and sent to parents (if setup) or may have a separate access code for parents. Parent education on how to use these tools is essential.
Classroom Management
● Why? Students in an online or virtual environment still need to be managed as a cohesive group of learners.
● What? Effective online classrooms take their direction from the best in brick-and-mortar classroom environments, leveraging strategies that work in face-to-face learning, and adapt them for the online environment.
● How? Teachers must build online communities that are organized and have clear routines, expectations and norms; where learners are engaged and the teacher knows each learner.
● Keys to teaching online ● Create an active viewing
mindset (video) ● Extending classroom
management online ● Brain breaks (video) ● Boost participation ● See resources in the
Rituals and Routines section
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Building a Blended Learning Unit Plan, Step 1: Launch
Teacher Planning Steps Resources
Understand the Building Blocks of Online Lessons
● Why? Teaching online is obviously different from teaching in a physical classroom, yet there are areas of overlap that may help traditional teachers feel more comfortable making the move online.
● What? Teachers need to think about their roles and responsibilities in this online environment. The virtual classroom should be a place where students access information and resources, engage with their teacher and their peers, and submit their work for feedback and evaluation.
● How? Adopt a modular approach to designing distance-learning experiences. Teachers must break up the learning activities into smaller parts and give students time to self-pace through those activities.
● Use the NIET’s Instructional Strategies for Virtual Learning to guide your work.
● Building blocks of online lessons
● Successfully taking off-line classes online
● ADE Virtual Resource Hub
Set Objectives and Success Criteria
● Why? Research supports learning goals, teacher clarity, success criteria, portfolio assessment, rubrics, peer/self-grading, SEL, personalized learning.
● What? Power Standards→ What do students need to know (outcomes): student friendly objectives; also, what will the students be able to do: “I can” statements?
● How? What evidence will be collected, project or product, rubric, peer grading, self-grading. Expectations in print/text as well as audio or video.
● When? Although as teachers we plan with objectives and criteria first, we want to build curiosity before telling students what they will be learning, so introduce this third. After the launch and questioning techniques, provide students with objectives, statements, and success criteria (rubrics, etc.).
● AZ Standards ● Prioritized ELA (k-12) and
math (k-8) standards ● Addressing unfinished
learning ● Achieve the Core ● How Create a Choice
Board (video) ● Rubrics ● Feedback
● Six Tips for Managing
Feedback Load
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Launch Event
● Why? Research supports engagement, motivation; curiosity. ● What? An authentic (real world connection/value of learning) event and
interest: field trip/virtual field trip, expert/guest speaker, phenomena, interactive exploration, artifacts.
● How? Flip the culminating event to the beginning. ● When? Do this first with students. The event sets the tone, creates curiosity
and engages the learners.
● Schema in education ● Phenomena for NGSS ● Teacher Tube (YouTube) ● Netflix documentaries on
YouTube ● Guest speakers ● Virtual field trips
Engage with a challenging problem or
question
● Why? Research supports inquiry based learning, engagement, and authentic (real world) learning. Students are motivated by the pursuit of meaningful information. Big ideas and questions help to complete the picture of how ideas and concepts are related.
● What? Overarching ideas, essential questions, driving questions. Each lesson will refer back to how that piece of learning will help to answer this question.
● How? Ideally, students are guided to ask their own questions. Teacher facilitates the questioning process and guides students to create an open-ended overarching question or idea.
● When? Do this second with students. Once students become curious about what they will learn, the class can then determine what they will need to know in order to answer the question or support the statement. Learning objectives and success criteria will be explicitly stated and shared.
● Boost Participation ● Using a hook ● QFT ● 5 Whys ● TQE Discussions ● Discussion methods ● Talk Moves (video)
● How to Generate
Effective Questions
● Visible Thinking Routines
Explore
● Why? Helps to build schema and connect students’ lives to new ideas by identifying patterns and relationships. Builds curiosity and question generation.
● What? Organized opportunity to explore examples or models: choice boards, mentor texts, virtual museums, interactive maps, simulations.
● How? Provide an interactive website, document or tool to allow students to choose what they would like to explore. Create a scavenger hunt. Use reflection and metacognitive routines to hold learners accountable rather than points or grades.
● Are you a curator or a dumper?
● Google Earth ● Google Arts and Culture ● Choice Boards-students’
perspective ● 25 Hyperdocs for ELA
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Building a Blended Learning Unit Plan, Step 2: Build Knowledge, Understanding & Skills
Instructional Steps Resources
Build Knowledge through direct instruction
● Why? Research supported, to deliver information. ● What? 10 minutes or less (age dependent) Interactive video, guided notes
or sketch notes on lower level remembering and understanding concepts, facts and definitions.
● How? Keep equity in mind. Screen/video record an interactive asynchronous video using presentation tools and/or digital tools that embed formative assessment/tracking data. Provide a graphic organizer, guided notes and/or sketch note template.
● How to make effective videos
● Research informed strategies ● Screen recording ● Non-linguistic
Representations ● Notetaking ● Read alouds ● Fluency routine
Active learning through engagement strategies
● Why? Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills, and promotes meaningful learning experiences.
● What? Independent, small group or whole group work where students practice applying the information they have learned.
● How? Synchronous and asynchronous practice in cognitive task analysis, discussion/discussion boards, creating non-linguistic representations, practice quizzes, reflection, reciprocal teaching, and feedback.
● Summarizing ● Jigsaw
● Jig Jaw Method (video) ● Cognitive Task Analysis
Types & Examples ● Reciprocal Learning Strategy ● Transfer Strategies ● Socratic Circle (video)
● Engagement ● High Impact Teaching
Strategies
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Reteach and Extend/Enrichment
● Why? Reteach to correct student misconceptions or errors in understanding. Extension and enrichment allow students to dig deeper into the content as well as personalizing learning.
● What? For reteaching, students must be presented information in a different way than originally taught as well as alternative application strategies. Extension and enrichment should not simply be additional work, but exploration and creation guided by student interest and curiosity.
● How? Choose alternative strategies based on student needs and preferences to reteach and allow students to work in small groups or independently to revisit questions and create student products.
● Tips for small group instruction
● Choice Boards in Google Docs (video)
● Choice Board (example) ● Reteach alternative strategy
from above ● Enrich based on QFT or 5
Whys from above
Repeat steps 1-3 for additional understanding and skills until all objectives are met and students are able to successfully assimilate and show their knowledge through higher levels of learning in analyzing, evaluating and creating.
MTSS/RTI
● Why? Students who required additional time and support for learning must still receive those supports during distance learning in order to achieve their learning and behavioral goals.
● What? Small group and one-on-one interventions need to be scheduled within the school day for students. Teachers should utilize any existing interventions that can be transferred to an online setting.
● How? At home intervention plans can be created to support student success. These plans should include asynchronous and synchronous interventions that are determined by the multi-disciplinary team.
● Home-based intervention plan
● RTI/MTSS when schools reopen
● High Impact Teaching Strategies
● See Instructional Equity section above
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Building a Blended Learning Unit Plan, Step 3: Develop, Critique, Share
What can students CREATE with this knowledge? Resources
Students show what they know
● Why? The deepest level of learning is achieved when students are able to use what they know and transfer that knowledge into a creation representative of their knowledge.
● What? Students create authentic products (those that are used by professionals and hold meaning outside of a school setting).
● How? Offer student choice in digital tools or non-digital creative endeavors; small groups or individual, use Bloom’s creation verbs to design authentic tasks.
● Authentic Projects ● What do you want kids to do
with technology? ● Bloom’s Creation Verbs ● SMART Goals ● Formative Assessment &
Feedback ● Formative Assessment &
Summative Assessment
Receive critique and peer feedback
● Why? Students not only become experts on the objective that they are reviewing, but also practice good communication and collaboration skills. Students also become audience members for each other.
● What? Rubric based on content and objectives not on the product itself. ● How? Explicitly teach critique and feedback skills. If possible, use
anonymity occasionally so that there are no social influences.
● Rubrics ● Authentic Assessment ● Creativity Rubric ● TAG Feedback (video)
● Feedback Rules (video)
● Increase independence
Share knowledge
● Why? Students are motivated by knowing that people outside of their classroom will be seeing their work.
● What? Students can share and explain their creation, their reflections throughout the process of the unit.
● How? Use community members or experts that may have come in during the launch, PTA, other classrooms, collaborate globally. Virtual meetings, recordings, virtual showcase.
● Public Exhibitions ● Public Audience
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Instructional Leader’s Role in Supporting Distance Learning
“Leadership in distance education is a set of attitudes and behaviors that create conditions for innovative change, that enable individuals and
organizations to share a vision and move in its direction, and that contribute to the management and operationalization of ideas” (Beaudoin,
2003).
Communication Resources
Consistent, clear, and concise expectations
● Why? All instructional leaders must be able to establish and communicated their vision for teaching and learning, especially through distance or virtually learning.
● What? Leaders must create norms or expectations for teachers regarding critical aspects of their work, e.g., social/emotional, communication, student engagement, instruction, grading, participation in meetings, etc.
● How? Provide synchronous meetings with teachers as well as asynchronous (recorded video) content and text information where these expectations are developed, shared and reviewing regularly. Provide regular, formative feedback to teachers related to these expectations.
● Meet a virtual principal
(video)
● Questions to consider
● Questions to ask post
emergency learning
Effective communication
● Why? Virtual environments require additional and multiple communication methods to make up for lack of in-person communication nuances. Teachers need to know when to expect to hear from their administrators.
● What? Create a weekly newsletter for teachers and staff to ensure consistent communication. Post weekly expectations as well as daily (if appropriate) in order for teachers to plan their time. Set guidance on what time of day and where you will communicate to teachers.
● How? Provide synchronous meetings with teachers as well as asynchronous (recorded video) content and text information. Engage teacher leaders, grade level/PLC leads to develop two-way communication.
● Keeping lines of communication open
Playbook for Successful Distance Learning
Reproduced with permission, only when cited: Lotus Training & Consulting Group www.lotustcg.com, questions please contact [email protected]
Content and resources updated and adapted from original document created by Melanie Kitchen of Erie1 Boces https://www.e1b.org/en/index.aspx
Support Resources
Share knowledge
● Why? Teachers need guidance and support from their administrators through streamlined tips, tricks, and tools as they work to transition their instruction online.
● What? Administrators should synthesize information they receive, including resources and tools, and share those that align to their expectations and to existing tools (e.g., technology platforms).
● How? Engage and invite teachers to share what works and what they’ve learned, collect and review suggestions and deploy those that have the most promise.
● How to make effective videos
● Collaboration during distance learning
● 10 key lessons for online learning
● Tips for supporting learning at home
● Humanizing digital pedagogy
Understand the Building Blocks of Online Lessons
● Why? Teaching online is obviously different from teaching in a physical classroom, yet there are areas of overlap that may help traditional teachers feel more comfortable making the move online.
● What? Administrators need to understand teachers’ roles and responsibilities in this online environment, and provide guidance and support so teachers have a clear understanding of what is expected.
● How? Administrators must train, coach and ultimately hold teachers accountable for implementing best practice, distance/virtual learning opportunities for students.
● Research informed strategies for distance learning
● NIET’s Instructional Strategies for Virtual Learning
● Successfully taking off-line classes online
● Building blocks of online learning
Provide formative critique and feedback
● Why? Teachers need formative observation and feedback on their instructional design and delivery.
● What? Administrators should use rubrics, based on the delivery of content and objectives, to evaluate both synchronous and asynchronous instruction.
● How? Explicitly teach rubrics, have teachers self-assess and evaluate their own work, regularly observe instruction and provide formative feedback.
● Video Production Rubric ● Personalizing feedback
online ● WOOP