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Planning for Engagement in Remote Lessons

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Planning for Engagement in Remote Lessons

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Given the new reality for learning in public schools this fall, planning for online instruction is essential. Planning for instruction is an ongoing part of every teacher's responsibilities, but it is particularly challenging when also navigating how to maintain continuity within inclusive classrooms from face-to-face classes to online learning. What principles of best-practice in face-to-face instruction transfer over to distance learning and what are the principles of best-practice for online instruction?

Universal Design for Learning (UDL) provides a means for planning, then implementing, online instruction. UDL, already familiar to many educators, is a means for both general education and special education teachers to promote thoughtful planning with intentionality for engagement, representation, and action/expression.

Keeping the big picture in mind when planning virtual lessons is key. The ultimate goal should be to plan interactions that are inclusive and accessible to all students as they measure student learning and progress. As schools plan for the fall semester many states are considering virtual learning options for all ages, with older students being more likely to access the majority of their learning online. For this reason, it is imperative that teachers in inclusive classrooms use principles of UDL for planning and delivering lessons that consider multiple ways to engage students in learning tasks, represent information, and entice action and expression from all learners.

Planning Virtual Lessons using UDL

Beginning with a UDL approach should be done whether using asynchronous or synchronous environments. However, the format of both should be considered during the planning period because instruction and learning look different for each.

The following table includes ideas for teachers to enhance virtual lessons as well as inclusive adaptations that would benefit all students, including students with significant cognitive disabilities, through the lens of UDL.

Considerations for Planning Online Lessons

There are multiple considerations for teachers to think about how students with disabilities interact with others and the content when designing online lessons. Understood.org provides general suggestions for teachers on how to share information and how students interact (receive and act upon) with content. Recommendations for teachers include:

1. Be consistent in how content is posted and how it is shared

2. Create a regular timeline for providing information and activities

3. Use a consistent layout for shared tasks and activities

4. Offer multiple means of representation

5. Remember to use multiple means of action and expression

6. Introduce new tools in low-stakes ways (non-graded tasks)

7. Provide a structured drop-in option for help, questions, and support

Here are a few other recommendations to aid in planning online lessons:

Type of Lesson (lecture/teacher-delivery, inquiry, collaborative learning groups)

Lecture/teacher-delivery: Within a lesson, teachers need to be mindful that in an online environment, even for secondary students, chunking lecture-style instruction into blocks of time is recommended. Teachers can circle back to content in subsequent instructional chunks.

Here are guidelines presented as a suggested minimum and maximum times of engagement by each student in remote learning activities posted by the Illinois State Board of Education (p.17). Keep in mind that some students will need additional breaks and processing time.

Whether in school, in a hybrid model, or in distance learning, the instructional team, including the family, can determine how state guidelines apply for students with significant cognitive disabilities. (Refer to the 5C Process: Planning for Instruction at School or in Distance Learning and the Learning Matrix Tool for school and home.)

Inquiry: Teachers are going to have to consider and plan to avoid student misconceptions. This may include frequent accessible checks for understanding and offer a way for students to share their understanding throughout the lesson (e.g., in a virtual science lab notebook or providing scheduled time when students can meet with the teacher individually or in small groups).

Collaborative learning groups: Teachers need to be explicit with directions and student roles, including how each member is expected to contribute to a virtual group.

Troubleshooting Technology

When utilizing instructional media, teachers have to take at least two steps to limit technological issues. First, teachers need to check all links are active, files can open, and file sharing systems are unrestricted to students to ensure student accessibility and avoid confusion. Second, teachers must encourage and provide opportunities for students to practice with the technology beforehand using content that is not new information. Specifically, students with significant cognitive disabilities (and often family members) need explicit instruction to use new technologies (Refer to the 5C Process for planning instruction between school and home and, specifically, the 5C Capacity Building step to support developing the skills to implement the plan. ). Students can learn the technology using previously covered content to avoid a double load of learning both technology and content simultaneously (See understood.org).

Use of Images

Using images does not equal accessibility if the images are not accessible in size, clarity, and purpose. Images included during instruction should serve a purpose beyond just breaking up text. Images should contribute to deepening students understanding of concepts, connections, or content.

Organizational Strategies

Reference materials that are readily available in classrooms for students require active online resources (i.e., concept maps, word walls, vocabulary diaries, experiment logs). Ensuring there are active spaces for these supports and depositories is important. For students with significant cognitive disabilities, the students could have a miniature word wall or anchor charts on their desk related to the different topics and strategies being taught. Organizing modules in a consistent, predictable manner helps students find and use content continuously. Some students may need a repeated review of recorded lessons and repeated practice with content, which can be a strength of an online learning environment.

Types of Questions

Planning questions ahead of implementing lessons allows teachers to plan how students will respond to questions throughout the lesson. Having response options and technology available during the lesson ensures all students can show what they do and do not understand.

Assessment and Feedback

Matching the content to differentiated assessments in an online format requires teachers to understand the tools available to them as well as thoughtful consideration of adaptations to existing assessment methods. The collection of authentic data that incorporates accommodations (e.g., read aloud for tests) is essential if grades are assigned to student performance. Feedback on student performance should also be purposeful and actionable. For more information about delivering feedback in an online environment, see the TIES distance learning #16 on feedback.

Author(s)

Shawnee Wakeman, Ph.D.

Elizabeth Reyes, Ph.D.

Distance Learning Series: DL #20, August, 2020

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Wakeman, S., & Reyes, E. (2020). Online inclusive education: Guidelines and considerations for planning virtual lessons (DL #20). TIES Center.

TIES Center is supported through a cooperative agreement between the University of Minnesota and the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education (# H326Y170004). The Center is affiliated with the National Center on Educational Outcomes (NCEO) which is affiliated with the Institute on Community Integration (ICI) at the College of Education and Human Development, University of Minnesota. The contents of this report were developed under the Cooperative Agreement from the U.S. Department of Education, but do not necessarily represent the policy or opinions of the U.S. Department of Education or Offices within it. Readers should not assume endorsement by the federal government. Project Officer: Susan Weigert

The National Center on Educational Outcomes (NCEO) leads the TIES Center partnership. Collaborating partners are: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North-Carolina-Charlotte, and the University of North Carolina-Greensboro.

TIES Center

University of Minnesota

215 Pattee Hall

150 Pillsbury Dr. SE

Minneapolis, MN 55455

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

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Building Engagement with Distance Learning | DL #20: Online Inclusive Education: Guidelines and Considerations for Planning Virtual Lessons

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Given the new reality for learning in public schools this fall, planning for online instruction is essential. Planning for instruction is an ongoing part of every teacher's responsibilities, but it is particularly challenging when also navigating how to maintain continuity within inclusive classrooms from face-to-face classes to online learning.

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Online Math Manipulatives

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NYC Department of Education

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The strategies and resources on this page are designed to help you create a productive, safe and healthy learning environment at home during remote learning.

Set Up for Remote Learning

Communicate

Encourage your child to communicate feelings and use strategies to manage them.

Use a 5-point scale, an emotion thermometer, or an emotions sign to help your child identify and communicate feelings.

Create a space in your house for your child to calm down when feeling angry, sad, frustrated or overwhelmed.

Create a Schedule

Just as adults use calendars, grocery lists, and "to-do" lists to enhance memory, children benefit from visual reminders. Create a schedule to use at home, so your child knows what to expect each day. The schedule can showcase the flow of the day and include remote learning, chores, physical activity, indoor and outdoor play, rest and mealtimes.

Learn how to create a schedule with this video, create a schedule online, view sample daily schedules created for different age levels, or make your own by hand or on the computer. Children can help make the schedule by drawing pictures, determining which activities should be included, and the sequence of events. Older children can make their own schedule with or without your assistance depending on their level of independence.

Prepare your child for transitions or changes in schedule ahead of time so s/he isn't surprised.

Use timers to help your child understand the schedule and transition to new activities.

Set Up a Space

Create a quiet, comfortable space for your child to do schoolwork

Offer Choices

Offering your child choices can help give them a sense of control and reduce power struggles.

For example, if you want your child to clean their room you can give them a choice of what to put away first and provide them with praise or a reward for completing the task.

Family Training Videos

Using Schedules - Visual Schedules help both parents and children. Picture, word, or object schedules keep children focused and help reduce problem behavior. This video will show you how!

Transitioning from Play to Work -Transitioning from playing to eating to using the iPad can trigger outbursts. This video will give you practical, and proven, strategies to manage transitions and keep your child on schedule.

Printable Resources

Promote Positive Behavior

This guide is designed is to help parents and caregivers promote positive behavior during remote learning.

Family Training Videos

Learning Activities and IEP Goals

Below are learning activities that support progress toward common IEP goals that you can do at home with your child. Some require adult support and all are hands-on. You can discuss which of these are best for your child with teachers, paraprofessionals, and related service providers.

Following directions

Assisting with household tasks

Preparing a snack or meal

Laundry

Cleaning

Getting the mail

Putting away toys and materials

Feeding a pet

Watering plants

Putting away groceries

Daily care routines

Taking a shower

Brushing teeth

Getting dressed

Helping a younger sibling with a bath, getting dressed, etc.

Playing board games or card games

Play a round of "I Spy." Describe what the object is using feature, function, and class. Examples:

Refrigerator: "It is big." "It keeps food cold."

Window: "It is made of glass." "You can see through it."

Chair: "It is (color). You can sit on it."

Do a scavenger hunt, using prepositions. E.g. "I am looking for something that is under the bed. I am looking for something that is in a drawer."

Conversation Goals

Ask your child to describe what they are doing as they complete an activity

FaceTime with a favorite family member and prompt your child to maintain the conversation on topic by making related comments and asking questions.

Use your child's special interests to engage them in conversation. Ask "how?" and "why?" questions during play to expand interactions.

Reinforce your child for starting interactions

Answering Questions

Ask your student "wh" questions about ongoing activities. Examples: "What are you doing?" "What is mom/dad/grandma/aunt/brother doing?"

Have your child make choices by asking questions. For example, "Would you rather wear the red shirt or blue shirt today?" or "Do you want to draw a picture first or write words first?"

Ask your child yes or no questions.

Ask your child "wh" questions and "how" questions when reading books and looking at pictures.

Recall/Retell

Show your child pictures from family outings and events and ask them to recall details.

After reading a book, watching a show or movie, or completing an activity, ask your child to tell you about it. Prompt them to tell you about the beginning, middle, and end.

Draw pictures or write sentences to sequence common activities.

Counting

Count items as you complete household tasks - e.g. How many spoons are we putting away? How many pairs of socks are we folding? How many books are on that shelf?

Create a bar graph showing the colors of Legos, colors of gummy candies, amount of different types of coins, etc.

Make a paper chain to count down to a milestone. Or add a link every day to count the number of days that have passed.

Write numbers on index cards. Your child can attach the appropriate number of paperclips either around the edge of the card or by making a paperclip chain.

Use small objects (cheerios, toothpicks) to make sets of 10.

Emotional Regulation

Create a 5-point scale for feelings of frustration. Include your child's own drawings and own words.

Build a "break station" in your house. Have a quiet space where you student can remove himself from frustrating situations and engage in calming activities.

Post visual supports in the most frequented rooms to remind your child to use self-regulation strategies.Label emotions and associate them with body states. Examples:

"I can tell that you feel angry because your voice is loud, and your heart is beating fast."

"She looks excited! I think she is excited because she has a big a smile and is jumping."

Paste delayed gratification - do activities that require waiting, such as baking.

Use timers to help your child stay on a task with a non-preferred activity. For example, use a first/then visual reminder and timers to let your child know that first he will do math for 15 minutes, then he can play for 15 minutes.

Engage your child in problem-solving activities. Think aloud about solutions. For example, direct your child to complete a task but do not give him all the needed materials. You can say something like "I really want to draw a picture, but I can't find a pencil! Maybe I should get one from the drawer or ask Mommy where the pencils are."

Math Word Problems

"Think aloud" as you do daily math activities in the house. Examples:

"I am making two sandwiches. Each sandwich needs 2 slices of bread. How much bread should I take out?"

"Bedtime is at 8:30. It takes 45 minutes to get ready for bed. What time should we start getting ready?"

Adding Detail to Writing

Draw pictures with details. Provide a topic for the drawing and encourage your child to add as many details as possible.

Write stories that your child dictates to you. Ask him/her to add details.

Narrate details as you complete activities or watch TV.

Executive Functions

Write out a grocery list

Have your child give you directions for completing a task. Follow the directions as given and help them revise the directions as needed.

Include your child in creating daily schedules.

Color code materials in the home. Color coding can be used to help children complete chores (summer clothes in the green drawer, winter clothes in the blue drawer) or to understand rules (you can eat snacks from the green basket)

Card games (like Uno) and board games

If you have a multilingual household, speak with your child in multiple languages.

Play games like Follow the Leader, Simon Says, and Freeze Dance

Fine Motor Skills

Remind your child to use an appropriate grasp when writing, coloring, and cutting.

Create activities where your child is picking an item out of another item. E.g. - beads in dough; small toys in rice; letter shapes in water

String beads

Let your child style her hair or play with your hair

Practice dressing independently, including buttons and zippers, and tying shoes

More learning resources and ideas can be found on the DOE's grade-level learn at home pages.

Related Services

Find social stories, visual aids, and at home tips for speech, physical therapy, occupational therapy and more.

Get Moving

Make time for movement throughout the day with The Get Ready to Learn Home Series for children with a wide range of developmental and educational challenges. This program has been proven to have a positive impact on focus, attention, routines, and transitions.

Everyday there will be a new video that will build on the previous day's session. The get ready project also has a library of Ready Break free to families throughout remote learning.

More physical education resources can be found on the DOE's website.

Family Support

You play a crucial role in the education of your child, especially during remote learning. Here are some resources and contacts to support you.

Helpful Websites

Children's stories in American Sign Language.

Do2Learn Free pages with social skills and behavioral regulation activities and guidance, learning songs and games, communication cards, academic material, and transition guides for employment and life skills.

Community forum on Facebook to share ideas, projects and strategies to adapt materials to better serve students with disabilities.

Lincoln Center Theater Performance designed especially for children with Autism Spectrum Disorders.

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The strategies and resources on this page are designed to help you create a productive, safe and healthy learning environment at home during remote learning. Encourage your child to communicate feelings and use strategies to manage them. Use a 5-point scale, an emotion thermometer, or an emotions sign to help your child identify and communicate feelings.

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Explicit Instruction