Google Doc version (to view or copy): The Distance Learning Playbook
STUDY GUIDE: The Distance Learning Playbook
- Authors: Douglas Fisher, Nancy Frey & John Hattie
- Publisher: Corwin
- Publication Date: 2021
Directions
In a remote or hybrid learning environment, the roles and responsibilities of stakeholders have shifted from that of a traditional learning setting. This new book is filled with great information to utilize in the classroom, school building, or school district. As you read each module in the text, consider rating yourself within the remote learning environment using the self-assessment below. If you are facilitating a professional learning opportunity with this text and this self-reflection survey, consider having participants discuss their individual results with one another. This survey also presents a great opportunity to discuss “how you know” your reflections are accurate and what evidence you have to support your claim. This resource was adapted from TheMainIdea.net.
Resource
Self-Reflection Survey: Distance Learning by Teaching Skill via Text Modules
As you read the text modules and reflect on the questions below, rate yourself on a scale from 1 to 10.
A 1 is “I have not worked on this skill yet” and a 10 is “I have this teaching skill mastered.”
Module 1: Take care of yourself
- I have a space dedicated to work
- I have daily and weekly routines that are working for me
- I have opportunities built into my schedule to socialize
- I have placed a priority on my physical and emotional health
Module 2: First day of school
- I have expectations established for learning in a virtual classroom setting
- I have routines for online classroom interactions I can teach my students and their families
Module 3: Teacher-student relationships from a distance
- I exhibit empathy, create trust, and convey warmth with all students and families
- My remote classroom is student-centered
- I employ instructional strategies in an online setting that foster critical thinking skills
- I promote respectful and caring peer-to-peer relationships; as well as relationships between myself and families
Module 4: Teacher credibility at a distance
- I am leaving an impression on learners that I can successfully teach in a remote learning setting
- I am accessible to students and families as partners
- I exude passion in the virtual classroom
- I am relatable to families and students in a remote setting
Module 5: Teacher clarity from a distance
- I am clear about the content and skills I need to teach in an online setting
- I lesson plan prior to delivering the material
- I clearly outline the learning goals for each class to students and families working as partners in learning
Module 6: Engagement at a distance
- I am aware of student disengagement
- I use technology tools purposefully
- I create tasks with engagement in mind
Module 7: Quality instruction for distance learning
- In a remote learning setting, I model the learning for students
- In a virtual learning environment, I find ways for students to collaborate
- I address how the new learning will be applied to future learning or to real-world situations
Module 8: Feedback, assessment, and grading
- I check for understanding regularly during learning opportunities
- I provide feedback that is personalized, supportive, and actionable
Module 9: Using what we’ve learned from crisis teaching
- I address social and emotional needs of students in a remote or hybrid learning environment
- I make partnerships with families a priority
- I provide opportunities for students to watch recorded lessons to improve their learning
- I assess students learning and tailor instruction to what students do not know versus reteaching material to the whole class which some students may have already mastered