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During this time of remote learning, we must plan for flexibility, not perfection. In order to create the best, remote learning experience possible, we need to start with what we believe are the core principles of remote learning.
We believe Remote Learning…
- Is flexible, requiring staff and students to be flexible and to give each other grace,
- Is designed around a focus on the most important learning outcomes,
- Is accessible to learners of all levels,
- Is not a duplication of in-person learning, AND
- Includes both digital and non-digital learning.
Lakota Remote Learning Expectations
As we design remote learning experiences for our students, we ask that you use your professional knowledge and experience to implement the best instructional practices and to think through important questions.
Our goal is for students to learn and grow in a remote learning setting, NOT to replicate in-person learning.
Designing a Remote Learning System Best Practice Considerations
Overview of Remote Learning Best Practice Considerations -Printable "Cliff's Notes" version of the information below.
Collective Vulnerability, the FFTs of Online Learning, and the Sacredness of Bored Kids - Brene Brown
Connect
Remote learning isn't driven by devices; it's driven by people. Help students stay connected to you and to each other throughout this experience. Also, make sure that you continue a culture of collaboration and a connection with your fellow educators.
DO...
Use district-approved tools for consistent and clear communication with students and families.
Be clear with students on the approved ways they can communicate with you and their classmates to support learning.
Determine how you will gather feedback from your students throughout the experience.
Work with your fellow educators to plan and create resources!
DO NOT...
Use several different tools to communicate or communicate inconsistently.
Feel that you need to respond to emails or messages 24/7. Maintain a balance between your professional and personal life. Set regular times to check and respond to email or messages and only respond "in the moment" if it's an emergency.
Questions to Consider:
How will we communicate our expectations to students and parents? How do we improve communication, clarity, and collaboration during remote learning?
What lessons can we create collaboratively? How can we divide the instructional load and share what we create? How do we collaborate with with each other?
Empathize
When assigning work to students, please keep in mind that various factors can increase the time it takes for students to complete work at home and that we want the instructional time to be purposeful and meaningful.
DO...
Prioritize assignments and keep in mind that students have various home situations, multiple subjects, and, depending on the grade, may be receiving assignments from several teachers.
Align remote learning experiences across subjects/teachers for students.
Plan instruction over multiple days with realistic due dates and allow students to move at their own pace as much as possible.
Design with the whole child in mind and work to incorporate student voice and choice - quality over quantity.
DO NOT...
Assign classwork that must be completed every day with short timelines.
Design an experience that is overwhelming to students and loaded with busy work.
Questions to Consider:
What do we need to prioritize, and what things should we abandon?
When creating work for students to complete, are we creating work to "fill time”, or are we creating learning opportunities for students to grow and apply learning?
How do we adjust expectations, accountability, and due dates to meet all needs?
What assessments and assignments are coming up? Will these work for students at home? How might we tweak these?
Clarify
Remote Learning relies on families and students having a clear understanding of the expectations from each teacher. Make sure that expectations are clear and that students feel confident in understanding the assignment, especially when students are receiving assignments from multiple teachers.
DO...
Use rubrics, checklists, etc. to clearly communicate the expectations for assignments in "writing".
Create an audio or video recording of you explaining the assignment. A quick, 1-2 minute video can provide great clarity!
Identify and share out the system for students/families to ask for clarification if questions should arise.
Work to provide enough guidance to allow student ownership, but avoid a pause in the work due to uncertainty.
DO NOT...
Assign open-ended assignments with little to no guidance as students don't have the same access to you as they did when they were in your classroom each day.
Questions to Consider:
How will I communicate my expectations to students/families?
How will my students gain clarification if they don't understand the expectation?
Prioritize
In a remote learning model, we have limited time with our students. We must ensure the learning experiences that students are engaged in are intentional and aligned to the most important learning objectives.
DO...
Prioritize and select the most important learning objectives and assessment outcomes.
Provide formative and summative opportunities to check understanding and apply learning.
Expand use of district supported tools and resources to improve retention and provide a variety of ways for students to interact with learning.
Encourage students to pursue priority learning objectives outside of the assignments you create and to share their discoveries with you.
DO NOT...
Find online busy work without thinking of how these activities connect to prioritized objectives or assessment outcomes.
Questions to Consider:
What’s the baseline that students need to know, understand, and be able to do for us to be confident that they have met our learning objectives?
Is there anything we can make optional/extension work in order to make sure we are focusing on the most important things?
How will we regularly collect student progress data or information, especially for any students of concern? How will we communicate our plan?
Balance
Create an experience with a blend of online and offline, along with synchronous and asynchronous experiences, to allow, not only for deep learning, but also for staff and students to maintain relationships, collaboration, and communication.
DO...
Use district-approved, flexible tools and content to provide students with choice and anytime/anywhere access.
Act as a guide and support for students as they work through assignments at their own pace.
Think of ways students can discover, create, learn, and interact with family away from a device.
Provide a mix of synchronous and asynchronous experiences.
Asynchronous: Class interactions happen via a Learning Management System (Canvas, Seesaw, etc.) without real-time interaction. Students engage in class materials and complete work at their own pace, typically within a given timeframe, often using discussion boards, NearPod, Flipgrid, SeeSaw, and other tools to drive learning. Most teachers are comfortable using these tools; therefore, most teachers are already completely capable of running classes remotely. An asynchronous approach allows for deep learning.
Synchronous: Class interactions happen in real-time, at the same time. Students may virtually attend class together via video conference or by collaborating through other digital tools in real-time. We have Teams and Google Tools for synchronous meetings. A synchronous approach allows teachers to maintain relationships, collaboration, and communication
Have flexibility and give grace as students' home situations are different and may prevent them from being able to participate in real-time activities. Be ready to think through alternatives for that student if the situation presents itself.
DO NOT...
Base a student's success on their ability to participate in a real-time learning activity, being mindful of each student's situation.
Questions to Consider:
How do we scaffold the work and dissemination of learning expectations for all students?
Should a specific learning experience be Synchronous or Asynchronous? What are the advantages and disadvantages of both? How do we determine the right application of each?
Credits:
Created with images by Monica Sauro - "untitled image" • Jamez Picard - "Painted Heart on the Park Bench" • sydney Rae - "untitled image" • Anastase Maragos - "close up bullseye on a dart board! Instagram: @VisualsByRoyalZ | @RoyalZProduction" • Rachel - "untitled image"