Instructional Models

These models are examples of how you might format your instruction in a hybrid scenario (where some students are in class while others are at home). These can be applied to some extent in any grade level and subject area. You can adjust them as needed and are encouraged to incorporate elements of multiple models. Regardless of which model(s) you utilize, be sure to check in on at-home students regularly and involve them in the classroom instruction and activities.

Hybrid Classroom Models

Live Stream

  • Overview: If direct instruction will be streamed live, the teacher will set up a device on Google Meet so students at home can view the instruction while the students in class view it in person. Try to incorporate interactive components that students in both places can participate in, such as a quiz game (e.g. Kahoot, Quizizz), formative assessment program (e.g. Pear Deck, Nearpod), or digital response tool (e.g. Slido, Poll Everywhere). An entire class period should not be live streamed; live direct instruction should be brief enough to hold the attention of at-home students. Other types of activities, such as collaboration and projects, should also be facilitated.

  • Benefits: The benefit of the live streaming model is that you provide the same content delivery to students both at school and at home, and students at home get the "feel" of being in class. Live streamed instruction can also be recorded for students who need to view it at a later time.

  • Blended Learning: In our blended scenario, live streaming will allow teachers to present the direct instruction content to students both in class and at home at the same time. The teacher can then facilitate asynchronous independent work, collaboration, projects, and other types of instruction for in-class students at school and at-home students virtually.

  • Distance Learning: In a distance learning scenario, the teacher could record the content delivery part of the lesson for students to watch or deliver it live virtually, then facilitate the other activities asynchronously online.

Station Rotation

  • Overview: In a station rotation model, students participate in small-group instruction with the teacher, independent and/or collaborative activities, and some kind of online instruction or practice. The numbers of stations can vary, but usually consists of 3 to 4 stations. Students can complete the stations over multiple class days or all in one class period.

  • Benefits: The benefit of the station rotation model is that it allows teachers to spend more time working in small groups with students and meeting individual learning needs. It also provides a structure for facilitating small-group instruction as well as collaborative, independent, and online learning.

  • Blended Learning: In our blended scenario, station rotation will allow teachers to meet the needs of the students who are physically present in the classroom as well as those who are at home. The teacher could have one rotation group for the students who are at home and could meet with them as a small group and have them collaborate live virtually on Google Meet. Or, each at-home student could be paired with an in-class partner who takes them to the teacher-led small group and collaborative stations virtually on a laptop or iPad while the at-home student is live on Google Meet.

  • Distance Learning: Station rotation lends itself well to transitioning to a distance learning scenario if needed because teachers can use a similar model virtually to meet with students in small groups and have students collaborate, then students can complete the independent and online work on their own time.

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Flipped Classroom

  • Overview: In a flipped classroom model, the content is delivered to students either at home as homework or in class online (known as in-class flip), then they participate in the "homework" (applying their learning) in class. The content delivery can be presented as a teacher-created video, other video, reading materials, or interactive exploration such as a virtual lab. Passive content should be kept brief to avoid losing student interest. Then, class time is used for independent or group activities, discussion, or projects.

  • Benefits: The benefit of the flipped classroom model is that students engage with the subject matter with the support of the teacher and other students rather than muddling through it independently at home. It also frees up class time for student-centered learning activities such as discussions and project-based learning by having the content delivery take place ahead of time.

  • Blended Learning: In our blended scenario, flipped classroom will allow teachers to create the content once then facilitate student learning both in class and at a distance, without having to re-instruct separately for the students who are at home. The teacher can then provide guidance to in-class students at school and at-home students virtually.

  • Distance Learning: Flipped classroom lends itself well to transitioning to a distance learning scenario if needed because students are already used to having the content delivered online. A similar model can be used virtually, where students experience the content on their own time then work independently or collaborate virtually.

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Student-Paced Flex

  • Overview: In the student-paced flex (guided asynchronous) model, the teacher creates a Hyperdoc or other compilation of learning activities that students go through to learn and engage with the material. The learning activities may include teacher-created videos, other videos, readings, asynchronous collaborative activities (Flipgrid, a discussion board, shared Docs/Slides, etc.), independent work, or small projects. Completion of the Hyperdoc or compilation of learning activities could take one class period or multiple. The teacher facilitates the learning process and provides help and instruction as needed.

  • Benefits: The benefit of the student-paced flex model is that it allows students to self-pace and the learning is driven by individual student needs. The teacher acts as the "guide on the side," facilitating student learning in a student-centered environment rather than acting as the "sage on the stage."

  • Blended Learning: In our blended scenario, student-paced flex will allow teachers to create the content once then facilitate student learning both in class and at a distance, without having to re-instruct separately for the students who are at home. The teacher can provide guidance to in-class students at school and at-home students virtually.

  • Distance Learning: Student-paced flex lends itself well to transitioning to a distance learning scenario if needed because students are already used to utilizing the compilation of learning activities and completing the activities at their own pace. A similar model can be used virtually, where students go through the learning activities at home while the teacher provides virtual support.

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Choice-Based Flex

  • Overview: In the choice-based flex model, students utilize a teacher-created "menu" of learning activities such as a choice board to facilitate learning the material and/or applying learning. Choice-based flex can be used in conjunction with other models such as flipped classroom if a teacher prefers to deliver content more traditionally but wants to allow student choice in engaging with and applying the learning. Teachers may have students choose one or multiple activities to complete and completion of the activities could take one class period or multiple.

  • Benefits: The benefit of the choice-based flex model is that it allows students choice in their learning, thereby developing student agency and allowing each student to showcase his or her individual strengths.

  • Blended Learning: In our blended scenario, choice-based flex will allow teachers to create the learning activity options once then facilitate student learning both in class and at a distance, without having to re-instruct or re-assess separately for the students who are at home. The teacher can provide guidance to in-class students at school and at-home students virtually.

  • Distance Learning: Choice-based flex lends itself well to transitioning to a distance learning scenario if needed because students are already used to utilizing the menu of learning activities. A similar model can be used virtually, where the students complete the activities at home and the teacher provides virtual support.

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One-on-One or Small Group

  • Overview: Teachers can meet with at-home students one-on-one or in small groups (if multiple students are at home). Teachers may also want to involve at-home students in their in-class small group instruction by the at-home student participating in class from a device (as is suggested in the station rotation model above).

  • Benefits: The benefit of one-on-one or small group instruction is that the at-home student feels like they are getting the same amount of interaction as in-class students. It also allows the teacher to meet the individual needs of students who cannot be in class.

  • Blended Learning: In our blended scenario, one-on-one or small group instruction could be done outside of regular class time, or the at-home student(s) could be included in small-group instruction that takes place in class via video conference.

  • Distance Learning: In the event that a distance scenario is necessary, the teacher should provide live virtual small-group instruction and/or offer virtual tutorials or office hours for all students.