Instructional Design Principles for Remote Teaching and Learning
Instructional Design Principles for Remote Teaching and Learning
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In alignment with NCDPI and the NC State Board of Education’s mission and vision, the Instructional Principles for Remote Teaching & Learning are designed to provide guidance for student learning across North Carolina when state, national, or international crises impede students from learning in their regular school setting.
Instructional Time Expectations
Instructional Time Expectations
The amount of time students are expected to learn and complete academic work in a remote setting should differ from instruction delivered in a physical classroom. You should not assume students will be spending the traditional hours or the same amount of time on learning as when they are in the classroom.
The amount of time students are expected to learn and complete academic work in a remote setting should differ from instruction delivered in a physical classroom. You should not assume students will be spending the traditional hours or the same amount of time on learning as when they are in the classroom.
According to decades of medical research, young children have the capacity to stay focused for 5 to 10 minutes, while older students can stay on task for 10 to 15 minutes. After about 12 minutes, their minds begin to wander and they are no longer able to focus on learning.
To hold the students’ attention in a remote setting, it is recommended to either pause after 5 or 10 minutes to give students time to reflect on what they learned; assess their level of understanding; or simply give students a quick break.
Also, teachers can switch the modality of instruction, e.g., move from lecture (Loom) to reading materials to discussion (Padlet, etc).
Breaking instruction into small manageable segments or chunks has been shown to increase learning
The total time students spend in a remote learning environment per day depends on the age of the student.
Educators should provide a recommended schedule with flexible options and assume that students will have minimal supervision or guidance.
Communication to Family and Students
Communication to Family and Students
In transitioning to remote learning, providing regular and predictable opportunities for families and students to connect with their teachers and schools is key.
In transitioning to remote learning, providing regular and predictable opportunities for families and students to connect with their teachers and schools is key.
These connections should be short and simple and provide support for individuals and the community overall. It is helpful to put a consistent means in place, so that students and families can depend on, and look forward to outreach and connection on a regular basis.
Some Ideas
Some Ideas
Student Engagement in Learning Opportunities Aligned to Standards
Student Engagement in Learning Opportunities Aligned to Standards
Designing learning opportunities aligned to standards that engage students is critical to support students’ academic and social and emotional growth.
Designing learning opportunities aligned to standards that engage students is critical to support students’ academic and social and emotional growth.
It is important that educators continue to design meaningful learning experiences aligned to the essential concepts and skills that students need to be successful in their respective grade levels and subject areas. However, educators will have to adapt these learning experiences to a remote setting with and/or without access to devices and the internet.
Since the level of independent learning increases in a remote setting, it is more vital to provide a variety of engaging activities to maintain student enthusiasm and motivation to learn.
Educators should utilize many different instructional strategies to sustain student engagement and motivation in a remote setting.
Click on Link below for NCDPI's Remote Instructional Resources
Equity, Choice, and Flexibility
Equity, Choice, and Flexibility
As educators design learning opportunities for students in a remote learning environment, it is important to provide students with choice and flexibility.
As educators design learning opportunities for students in a remote learning environment, it is important to provide students with choice and flexibility.
When possible provide students with options in how they learn content and/or demonstrate what they have learned.
This could be as simple as providing students with a choice of reading a text or listening to an audio file of the text.
Additionally, students can demonstrate what they have learned by writing a short paragraph or sending the teacher a 30-second video explaining their understanding of a concept (Flipgrid).
Even further, more advanced options could include providing students with choice boards or project-based learning.
It is especially important for educators to design instruction with choice and flexibility when considering student populations that typically have additional support while in school, e.g., English Learners, Exceptional Children, Academically/Intellectually Gifted, and students who receive free or reduced lunch. Instruction should include enough flexibility and choice to reduce instances of students feeling overwhelmed, disinterested, and/or frustrated.
It is critical to keep in mind that the academic and familial worlds have just been blended together.
Collaboration among Students
Collaboration among Students
Students need social interaction, and collaborating with one another is an effective strategy for learning that also supports the whole child
Students need social interaction, and collaborating with one another is an effective strategy for learning that also supports the whole child
While many educators build collaboration into their face-to-face instructional strategies, this is also possible with remote learning, whether using computers or other non-digital means.
Some Ideas
Some Ideas
Working in small groups is possible through online platforms, video calls, working on shared documents, or students calling each other.
Teachers can host online sessions for students to share how they are doing and to discuss or share ideas on what they are learning.
Students can be assigned reading partners to call and share a summary of what they read or to ask each other a series of questions.
They can work together virtually to build a shared presentation and post it to share with the class for feedback and comments.
Teachers can host meetings with seminar type discussions.
Feedback on Student Work
Feedback on Student Work
Students will be more isolated than normal and will need guidance and feedback from teachers. Feedback has the potential to have a powerful impact on student learning and motivation.
Students will be more isolated than normal and will need guidance and feedback from teachers. Feedback has the potential to have a powerful impact on student learning and motivation.
Educators will need the means to assess (even if not through graded tests) how students are progressing in their learning. Educators should ensure that they have different opportunities to interact with and review student work so that they can provide feedback and consider what the student needs next.
Teachers are not expected to provide feedback on all assigned work, but rather on select student work. Teachers should aim to provide feedback, formally or informally on at least a weekly basis on targeted assignments that demonstrate their understanding of core standards.
According to Prensky (2007), the addictiveness of video games can be partly attributed to the constant stream of feedback they provide. At each level of the game, players learn what works and what doesn't, and they can immediately use that knowledge to advance to more challenging levels. And researchers have found that the same dynamic applies in education: One of the most powerful keys to unlocking student motivation and perseverance is feedback.
According to Prensky (2007), the addictiveness of video games can be partly attributed to the constant stream of feedback they provide. At each level of the game, players learn what works and what doesn't, and they can immediately use that knowledge to advance to more challenging levels. And researchers have found that the same dynamic applies in education: One of the most powerful keys to unlocking student motivation and perseverance is feedback.
Social and Emotional Learning (Cross-cutting, Embedded, or both)
Social and Emotional Learning (Cross-cutting, Embedded, or both)
Addressing social and emotional learning (SEL) effectively is proven to support the whole child and increase achievement; and this is never more important than during a crisis.
Addressing social and emotional learning (SEL) effectively is proven to support the whole child and increase achievement; and this is never more important than during a crisis.
School- and class-wide approaches that bring students together and help them see they are not alone and have support from their school community are essential.
Intentionally connecting with students and families on a regular basis will be a whole school effort with teachers, teacher assistants, school counselors, social workers, administrators, and others working together.
Supporting students in self awareness, self management, social awareness, relationship skills, and responsible decision making all come into play in new ways in the transition to remote learning.
Supporting students in self awareness, self management, social awareness, relationship skills, and responsible decision making all come into play in new ways in the transition to remote learning.
Weaving in SEL themes to assignments can provide students with opportunities to reflect and share. Providing space and time for students to share how the current situation is impacting them may also be helpful.
Weaving in SEL themes to assignments can provide students with opportunities to reflect and share. Providing space and time for students to share how the current situation is impacting them may also be helpful.
SEL Focus and strategies for Remote Learning
SEL Focus and strategies for Remote Learning
A Few Ideas:
Read Stories-Pretty much any book or short story targets a variety of social emotional skills like kindness, empathy, perspective-taking, and more. It’s important to note that picture books aren’t just for little kids. Many older kids love a good read aloud, too!
Virtual Morning Meeting-
While it’s certainly preferable to lead a morning meeting in a face-to-face way, it’s also important to note that virtual morning meetings can work, too! A video conversation app, like Flipgrid, is a great way to start a conversation on a daily SEL topic.
Virtual Emotions Check-Ins-
Virtual check-ins can be simple messages through emails or Remind, or they can be in the form of videos using Google Hangout or other video programs.
Video Instruction
Using videos can be a valuable tool in teaching a variety of skills. For example, you might record a lesson teaching about using coping strategies, using positive self-talk, or practicing mindfulness.
Daily Journal
Not only is writing in a journal a calming and mindful activity, but it’s also a great way to help kids share thoughts and feelings. Even more, you can use journaling as a specific way to target social emotional skills.
Family Check-Ins
it’s also important to check in with families. If we want kids and teens to do well, we need to also support the families they live with. Provide a weekly check-in with families just to briefly ask how things are going and if they need any support.
Assign Mindful Activities
Whether learners have technology or not, educators can always encourage mindful activities at home. Assign 10 minutes of mindful time each day. You can ask students to complete a specific activity or choose from a list of activities (like: take a walk, draw a picture, go outside for 10 min, etc.)
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