Explicitly state the learning objective in any instructional materials you are providing to students (texts, videos, etc). State why students need to access a learning resource and what they will learn from it.

• Include models of mastery. What does it look like when a student has achieved mastery?

• Chunk learning into smaller more digestible segments.

• Check for understanding or provide students an opportunity to practice new skills after each segment.

• Provide learning in different modalities (print, video, etc).

• Consider including screencasts or videos to elaborate concepts.

• Structure learning into playlists (hyperdocs) that clearly articulate a progression of learning.

• Text or video directions clearly state what a student should do with each element in the online environment.

• Use ways to engage or hook students into the learning task (i.e. anticipation guide, grounding phenomenon, connection to previous learning, etc).

• Use instructional models appropriate to grade level/content area (i.e. gradual release of responsibility, inquiry-based learning, etc).

• Build-in checks for understanding throughout the learning that allows students to get immediate feedback.

• The learning includes choice boards, playlists, etc.

• Students have multiple opportunities to receive feedback from their peers and their instructor.

• Students have opportunities to collaborate online with peers.

Instructional Video can be a great way to engage both the students who are in your classroom and the students who are learning remotely. Ensure that the instructional video includes a learning objective, is concise, and is immediately followed up by a check for understanding or application of learning. This video includes a discussion about instructional video best practices. You can find more resources on instructional videos at the GWAEA Blended Learning Website.