5-day model
Day 2 of a sample one-week cycle of remote teaching and learning
Day 2: Collaborative learning
- No explicit teaching on this day. Monitor student to student communication. Promote engagement and higher order thinking with questioning.
- Provide immediate feedback on returned work or, where possible, work in progress.
- Analyse student work for knowledge gaps so you can plan for guided instruction on the following day.
- Prepare day 3 lessons to address gaps demonstrated in returned student work.
- Analyse participation to help you determine attendance. Contact students or parents and carers if you have any concerns with participation.
Day 1 of a sample one-week cycle of remote teaching and learning
Day 1: Direct instruction
- Set clear expectations so that students and their parents can plan their week ahead. Students should be aware of learning intentions and success criteria.
- Explicit teaching delivery. Set a timetable for live delivery if applicable. Consider recording it for sharing so that students can access it any time.
- Introduce topics that are part of your program. Provide stimulus material to your students.
- Propose guiding questions. You could deliver of these questions using chat technology such as MS Teams or Google Classroom. Encourage dialogue with and between students to promote higher-order thinking.
- Explain learning activities clearly. Structure them into discrete tasks. MS Teams and Google Classroom are the department provided tools that can help deliver this learning online. Consider the needs of your school community when delivering these tasks.
- Analyse participation to help you determine attendance. Contact students or parents and carers if you have any concerns with participation.
Day 3 of a sample one-week cycle of remote teaching and learning
Day 3: Guided instruction
- Provide whole class feedback either in a recording, live or in writing. Ensure students have time for questions related to the feedback. Consider setting up individual or small group instruction where possible.
- Deliver lessons planned on day 2 to address gaps identified in student knowledge.
- Analyse participation to help you determine attendance. Contact students or parents and carers if you have any concerns with participation.
Day 4 of a sample one-week cycle of remote teaching and learning
Day 4: Independent learning
- No explicit teaching on this day. Monitor student to student communication. Promote engagement and higher order thinking with questioning.
- Provide immediate feedback on returned work or, where possible, work in progress.
- Start marking and annotating student work that has been returned through the week.
- Record assessment data.
- Begin preparing the Day 1 lesson and content for the following cycle using the information you are getting from student work.
- Analyse participation to help you determine attendance. Contact students or parents and carers if you have any concerns with participation.
A possible model for a one-week cycle of remote learning and teaching, focusing on the teacher objectives for each day.
Introduction
The cycle can begin and end on any day of the week. If you are brand new to this kind of teaching, reduce the scope of your program until you and your students have adapted.
Use the Digital Learning Selector to find tools and platforms that can help you at every stage. The keywords used here can be used to filter tools and activities.
Day 5 of a sample one-week cycle of remote teaching and learning
Day 5: Review learning
- Finalise and annotate student work then hand it back.
- Provide feedback.
- Explicit teaching where necessary to address identified gaps in student knowledge.
- Consider the learning intentions and success criteria for the following week. Plan experiences they will need to undertake that could address them.
- Finalise day 1 lesson and content for the following cycle.
- Analyse participation to help you determine attendance. Contact students or parents and carers if you have any concerns with participation.