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Eureka Responses Added as Google comments to a Google doc

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Eureka Responses Added as Google comments to a Google doc

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Have students Tweet out their learning as a HOT strategy. 

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Have students Tweet out their learning as a HOT strategy. 

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For young kids, you can have them enter the tweet onto a google doc and the teacher can post it later.

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Having kids read books online instead of reading actual books

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use of Jam Board for thought sharing/discussion

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use of Jam Board for thought sharing/discussion

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For a PBL

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Raz-kids for reading assignment

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Use PearDeck to gather data from students and use it to create graphs or other picture representations.

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Use PearDeck to gather data from students and use it to create graphs or other picture representations.

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Small group discussion through break out sessions

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Small group discussion through break out sessions

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Creating a Google Doc that team/students can access

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Students creating a website to illustrate their mastery of content

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Students creating a website to illustrate their mastery of content

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Students use a combination of paper and video tools to create a visual video "slideshow" where then can teach/reteach/showcase analysis.

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Teacher uses Zoom Circle with their Kinder students instead of sitting on the carpet in their classroom in a circle. 

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Teacher uses Zoom Circle with their Kinder students instead of sitting on the carpet in their classroom in a circle. 

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Using a google doc to collaborate on a project vs. a poster project in class

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Using a google doc to collaborate on a project vs. a poster project in class

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Students developing an SEL Youtube or Broadcast specifically for students and families during the COVID era

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Students developing an SEL Youtube or Broadcast specifically for students and families during the COVID era

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having students type instead of writing on paper

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Students can comment in realtime and respond to eachother's comments.

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You can use online manipulative for students to count objects and add-on 

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You can use online manipulative for students to count objects and add-on 

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Google Docs to present information to students and share information 

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Google Docs to present information to students and share information 

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Using FlipGrid to explain how you solve a math problem and then having other students or teachers respond. Also great for reading response/discussion.

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Using FlipGrid to explain how you solve a math problem and then having other students or teachers respond. Also great for reading response/discussion.

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Nearpod as a way to teach and monitor students' work in realtime

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Nearpod as a way to teach and monitor students' work in realtime

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Students can use a virtual rekenrek as opposed to an in-person one.

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Help students to understand content by making own assessments.

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Completing a virtual lab in Chemistry class

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Completing a virtual lab in Chemistry class

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graphic organizer includes multimedia resources

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graphic organizer includes multimedia resources

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Moving from the typical worksheet to a platform for more engagement and possible collaboration in small groups.

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Having students use Twitter n a discussion

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Having students use Twitter n a discussion

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The website can be used to add resources

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Students create a Google site as a work portfolio to be shared with family/classmates/etc

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Using EdPuzzle to ask/add HOT questions to video and track student responses 

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Using EdPuzzle to ask/add HOT questions to video and track student responses 

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Students partner and show their math work and post answers

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Allowing students to create videos or video games (roblox) to demonstrate content mastery.

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Students in an advanced Modern Language class could read a text and pull out significant words and understandings

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Use of high interest text to adjust learning and reading for students whomay be at differents reading levels. Use of authentic text.

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Instead of students using an actual TI-84 calculator, they use the TI-84 calculator App. 

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Instead of students using an actual TI-84 calculator, they use the TI-84 calculator App. 

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students can use microsoft word instead of filling out a worksheet

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students can use microsoft word instead of filling out a worksheet

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Students would record their screens, making annotations & orally presenting information as they record

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SEESAW- communicating with parents.

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Zoom breakout sessions as a substitute for small groups

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Zoom breakout sessions as a substitute for small groups

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Students create a digital portfolio and can add resources into the image

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Students house documents of assignments assigned verbally or by email from the teacher

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Use Book Creator to develop text sets for students

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Use Book Creator to develop text sets for students

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A posted video providing direct instruction.

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A posted video providing direct instruction.

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Will more than likely see many of our teachers in this phase at the start. Which

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PowerPoint

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Peardeck -open ended questions. Students can make comments/share thoughts

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Read a book with a class in a sister class in another country and share assignments; ex. interactive book studies, book review, etc.

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Add on for Google Slides that allows for interactive questions and live instruction sessions.

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Digital whiteboard for collaboration

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Annotation tool for google chrome or google drive. Xpress for quick hits and Kami for collaborative PDF annotation.

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Easy video creating with google slides, voice over, and powerpoint. A Chrome extension.

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Video response tool for students to create quick responses and engage in video dialogue.

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Student driven digital portfolios and simple parent communication

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Live, interactive polling tool to collect reactions and formative data while displaying results for participants.

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District approved resource for benchmarking and tracking progress of students through iReady lessons and interim assessments.

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Our learning management system. Pre-made content and course shells available in the commons.

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As we continue leading remote learning, these principles will guide effective remote learning practice.

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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.

These seven instructional design principles are overarching and intended to apply to a range of learning environments and contexts with the acknowledgment that students and teachers have different levels of access to devices and the Internet.

Instructional Design Principles

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.

Connection and Communication with Families and Students

Schools are often the hub of our communities and play a significant role in their students' and families' lives, including and beyond academics. In transitioning to remote learning, having regular and predictable opportunities for families and students to connect with their teachers and schools is key.

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. Educators will have to adapt these learning experiences to a remote setting with and/or without access to devices and the Internet. Educators should provide a recommended schedule with flexible options and assume that students will have minimal supervision or guidance.

Equity, Choice, and Flexibility

As educators design learning opportunities for students in a remote learning environment, it is important for educators to design instruction with choice and flexibility, especially when considering student populations that typically have additional support while in school. Instruction should include enough flexibility and choice to reduce instances of students feeling overwhelmed, disinterested, and/or frustrated.

Collaboration Among Students

Students need social interaction, and collaborating with one another is an effective strategy for learning that also supports the whole child. The key is trying to ensure that students are collaborating and connecting with each other multiple times each week through thoughtful, yet simple lessons.

Feedback on Student Work

Feedback has the potential to have a powerful impact on student learning and motivation, and educators will need means to assess (even if not through graded tests) how students are progressing in their learning. Regular and timely feedback will play an important role in guiding students in their instruction.

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. As schools, districts, and teachers work to provide continuity of learning for their students, SEL should be at the forefront of structures and learning opportunities.

Applying the Instructional Design Principles

As schools and teachers design learning opportunities, the Instructional Design Principles are intended to serve as guideposts for developing lessons and connecting communities. It is important to remember that instruction during remote learning will look different than it does in the face-to-face classroom. The current cause of remote learning and the fact that students and families cannot come together in a physical space make the sense of community and belonging only more important.

As the weeks progress, educators and students need to be open and flexible as we figure out remote learning together. The Instructional Design Principles illustrate the importance of focusing on the whole child and connecting with students and families to ensure that schools continue to play their essential and central role in the community.

For More Opportunities Aligned to These Principles

The Friday Institute is partnering with the North Carolina Department of Public Instruction to provide professional learning opportunities for educators to support their implementation of remote learning during the COVID-19 crisis. Sessions will be run multiple times and will change week by week.
Learn more about Remote Learning to Support NC Educators.

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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.

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Similar to NewsELA, but free and customizable. Here is the Link: https://www.commonlit.org/

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Improving your vocabulary and practicing vocab words. https://www.vocabulary.com/

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Data, graphics, and infographics for your classroom. Ideas: use it as a syllabus, embed documents for research, or create a poster of key concepts. Students friendly!

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Everyone can collaborate and share data in real time. Remember: you can moderate how students can add, view, or comment.

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Create a portfolio, class website, or student product.

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Students can create a portfolio of links and teachers can create a research portfolio

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Make your images interactive in three easy steps: 1) upload 2) tag 3) share

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Create a self-grading quiz in google forms.

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"Lower tech" tool (students don't need technology) that allows teachers to scan tests on their phone and give students immediate feedback. Excellent for giving students immediate remediation from assessments.

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In this tutorial, we will explore 4 easy steps for using GradeCam Go! to manage assignments and tests.

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Differentiate instructional reading and assign high interest texts to a classroom.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Collect student thinking and look for trends. Analyze word data visually.

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Professional Development Objective: Increase teachers' capacity to utilize effective instructional strategies with technology to facilitate learning for their students. Essential components of each...

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Students join teams across the classroom and collaborate to access the answers across all their screens. Quizlet live requires students to work together and makes students start again when they miss a question so they can learn everything. Can be excellent to introduce new material in exploration or review.