Collaborative Teaching
Distance Learning Options
By Terri Eichholz
Table of Contents |
Co-Teach Model: 1 Teach/1 Assist | ||
Strategy | Distance Learning Option | Web Link |
1. Address and monitor behavior issues. | During synchronous meetings, ensure students are self-managing, and have a plan for when the student needs to be re-directed, muted, or removed from class (can be put in waiting room if behavior is too distracting). | Sample list of online learning expectations, How to Address Behavior Plans During Remote Learning, Classroom Structure and Management in Your Online Classroom |
2. Adjust the reading level of materials. | For online materials, demonstrate how students can help students to use tools that summarize in simpler language. | |
3. Utilize visual aids and graphic organizers. | If you are not creating graphic organizers ahead of time for students, guide them through creating their own online. | Read, Write, Think Interactive Graphic Organizers, Slides Graphic Organizer templates, 25 free Google Drawing Graphic Organizer Templates and How to Make Your Own |
4. Highlight text. | Students using Microsoft Edge Browser can use Immersive Reader to read out loud to them while highlighting words, and for other accommodations. | |
5. Keep notes on students who appear to be dis-engaged. | To increase engagement, encourage movement in response to questions, such as standing up, clapping, etc.., as well as interactive portions in the lesson. (Remember general attention span is age +1 = minutes.) | PearDeck, NearPod, Easy Ways to Add Polls to Slide Shows, 8 Ideas Designed to Engage Students Online |
6. Monitor students who seem to have questions or difficulty. | Respond to questions in the chat window or offer students a way to privately signal that they need help to avoid embarrassment. | |
7. Note students who are not present for synchronous classes. | Contact family to determine reason for absence, and offer help if needed. | |
Co-Teach Model: Stations | ||
Strategy | Distance Learning Option | Web Link |
1. Meet with small groups. | For synchronous discussions in small groups, try virtual breakout rooms. (Be sure to change groups regularly so that they are sometimes homogenous and sometimes heterogenous.) | How to do Google Meet Breakouts, Zoom Breakout Rooms, Using Breakout Meeting in Microsoft Teams |
2. Adjust the reading level of materials. | For online materials, demonstrate how students can use tools that summarize in simpler language. | |
3. Utilize visual aids and graphic organizers. | If you are not creating graphic organizers ahead of time for students, guide them through creating their own online. | Read, Write, Think Interactive Graphic Organizers, Slides Graphic Organizer templates, 25 free Google Drawing Graphic Organizer Templates and How to Make Your Own |
4. Highlight text. | Students using Microsoft Edge Browser can use Immersive Reader to read out loud to them while highlighting words, and for other accommodations. | |
5. Vary student groups. | Sometimes use heterogenous, sometimes homogenous (based on student needs) | Tools that can be used for choosing random names for groups: Flippity Name Picker Instructions, Flippity Randomizer Instructions, Random Name Picker from ClassTools (no spreadsheet needed), Classroom Screen (Random Name Widget), Class Tools Random Name Picker |
6. Use manipulatives. | Utilize common home materials such as cups, pennies, etc… Or, direct students on how to use online manipulatives. | Toy Theater, Didax (can also be embedded in learning platform) |
7. Determine groups ahead of time. | If using online breakout rooms, and you have this feature, pre-assign students to breakout rooms. | Getting Started with Breakout Rooms in Zoom, How to Pre-Assign to Zoom Breakout Rooms |
8. Create some learning stations that can be done independently. | Start with only 2 stations - one for each teacher. As students get comfortable, some independent stations can be added. | How to Structure Learning Stations Online, Station Rotation in an Era of Social Distancing |
Co-Teach Model: Parallel | ||
Strategy | Distance Learning Option | Web Link |
1. Break into two groups. | For synchronous discussions in small groups, try virtual breakout rooms. (Be sure to change groups regularly so that they are sometimes homogenous and sometimes heterogenous.) | How to do Google Meet Breakouts, Zoom Breakout Rooms, Using Breakout Meeting in Microsoft Teams |
2. If using online breakout rooms, and you have this feature, pre-assign students to breakout rooms. | Getting Started with Breakout Rooms in Zoom, How to Pre-Assign to Zoom Breakout Rooms | If using online breakout rooms, and you have this feature, pre-assign students to breakout rooms. |
3. Address and monitor behavior issues. | During synchronous meetings, ensure students are self-managing, and have a plan for when the student needs to be re-directed, muted, or removed from class (can be put in waiting room if behavior is too distracting). | Sample list of online learning expectations, How to Address Behavior Plans During Remote Learning, Classroom Structure and Management in Your Online Classroom |
4. Adjust the reading level of materials. | For online materials, demonstrate how students can help students to use tools that summarize in simpler language. | |
5. Utilize visual aids and graphic organizers. | If you are not creating graphic organizers ahead of time for students, guide them through creating their own online. | Read, Write, Think Interactive Graphic Organizers, Slides Graphic Organizer templates, 25 free Google Drawing Graphic Organizer Templates and How to Make Your Own |
6. Highlight text. | Students using Microsoft Edge Browser can use Immersive Reader to read out loud to them while highlighting words, and for other accommodations. | |
7. Keep notes on students who appear to be dis-engaged. | To increase engagement, encourage movement in response to questions, such as standing up, clapping, etc.., as well as interactive portions in the lesson. (Remember general attention span is age +1 = minutes.) | PearDeck, NearPod, Easy Ways to Add Polls to Slide Shows, 8 Ideas Designed to Engage Students Online |
8. Monitor students who seem to have questions or difficulty. | Respond to questions in the chat window or offer students a way to privately signal that they need help to avoid embarrassment. | |
Co-Teach Model: Alternative | ||
Strategy | Distance Learning Option | Web Link |
1. Meet with small groups. | For synchronous discussions in small groups, try virtual breakout rooms. (Be sure to change groups regularly so that they are sometimes homogenous and sometimes heterogenous.) | How to do Google Meet Breakouts, Zoom Breakout Rooms, Using Breakout Meeting in Microsoft Teams |
2. Use manipulatives. | Utilize common home materials such as cups, pennies, etc… Or, direct students on how to use online manipulatives. | Toy Theater, Didax (can also be embedded in learning platform) |
3. Adjust the reading level of materials. | For online materials, demonstrate how students can use tools that summarize in simpler language. | |
4. Utilize visual aids and graphic organizers. | If you are not creating graphic organizers ahead of time for students, guide them through creating their own online. | Read, Write, Think Interactive Graphic Organizers, Slides Graphic Organizer templates, 25 free Google Drawing Graphic Organizer Templates and How to Make Your Own |
5. If using online breakout rooms, and you have this feature, pre-assign students to breakout rooms. | Getting Started with Breakout Rooms in Zoom, How to Pre-Assign to Zoom Breakout Rooms | If using online breakout rooms, and you have this feature, pre-assign students to breakout rooms. |
6. Have a plan for small group to “catch up” if large group is learning new concept. | Create video of large group lecture or give access to new learning with online videos. | |
Co-Teach Model: Team | ||
Strategy | Distance Learning Option | Web Link |
1. Address and monitor behavior issues. | During synchronous meetings, ensure students are self-managing, and have a plan for when the student needs to be re-directed, muted, or removed from class (can be put in waiting room if behavior is too distracting). | Sample list of online learning expectations, How to Address Behavior Plans During Remote Learning, Classroom Structure and Management in Your Online Classroom |
2. Adjust the reading level of materials. | For online materials, demonstrate how students can help students to use tools that summarize in simpler language. | |
3. Utilize visual aids and graphic organizers. | If you are not creating graphic organizers ahead of time for students, guide them through creating their own online. | Read, Write, Think Interactive Graphic Organizers, Slides Graphic Organizer templates, 25 free Google Drawing Graphic Organizer Templates and How to Make Your Own |
4. Highlight text. | Students using Microsoft Edge Browser can use Immersive Reader to read out loud to them while highlighting words, and for other accommodations. | |
5. Keep notes on students who appear to be dis-engaged. | To increase engagement, encourage movement in response to questions, such as standing up, clapping, etc.., as well as interactive portions in the lesson. | PearDeck, NearPod, Easy Ways to Add Polls to Slide Shows, 8 Ideas Designed to Engage Students Online |
6. Monitor students who seem to have questions or difficulty. | Respond to questions in the chat window or offer students a way to privately signal that they need help to avoid embarrassment. | |
Co-Teach Model: 1 Teach, 1 Observe | ||
Strategy | Distance Learning Option | Web Link |
1. Record teacher’s lesson for later use. | If the co-teacher is using a slide presentation, ask him/her to include closed captions as you record using a tool like Screencastify. (Only teacher lecture should be recorded with teacher’s permission - no student responses due to privacy.) | Closed Captions in Google Slides, Closed Captions in Powerpoint (Note: You must be in presentation mode for this option to work, so using Screencastify to record as you present can be helpful) |
2. Keep notes on students who appear to be dis-engaged. | To increase engagement, encourage movement in response to questions, such as standing up, clapping, etc.., as well as interactive portions in the lesson. (Remember general attention span is age +1 = minutes.) | PearDeck, NearPod, Easy Ways to Add Polls to Slide Shows, 8 Ideas Designed to Engage Students Online |
3. Monitor students who seem to have questions or difficulty. | Respond to questions in the chat window or offer students a way to privately signal that they need help to avoid embarrassment. | |
4. Note students who are not present for synchronous classes. | Contact family to determine reason student is not able to attend, and offer help if needed. | |
Advance Support | ||
Strategy | Distance Learning Option | Web Link |
1. Ensure the student has an appropriate working environment, along with necessary supplies. | Offer caregivers (through e-mail, phone calls, or other approved messaging services) recommendations for workstations for students at home. | Sample ideas for portable workstations. Tutorials for Digital Learning Tools |
2. Work with co-teacher(s) to create an appropriate, effective, and efficient schedule for students. | Contact caregivers to verify that they understand the learning schedule, especially synchronous learning times, and that it works for their situation. | Sample at home schedule (can be modified and printed). It should be noted that many experts are recommending that time spent online learning should be no more than 2 ½ hours - though this can vary by age. |
3. Work with co-teacher(s) to create a behavior management plan. | Make videos of instructions and expectations that can be viewed by students (and parents) if they have forgotten. Provide caregivers with ideas for aiding students with staying on task. | Sample list of online learning expectations, Screencastify to record screen instructions. Use this document to offer concrete examples to parents. Sample list of online learning expectations, Behavior Support During Remote Learning |
4. Collaborate with co-teacher to determine consistent routines for finding things/turning work in. | Create a streamlined, efficient virtual classroom “look” that makes it easy for students to remember how to access assignments, feedback, and resources, and how to ask questions or turn in work. | |
5. Create or curate video or audio recordings of lesson materials. | Use free recording apps to create digital files that can be shared with the student. Many phones have these features included. (Remember general attention span is age +1 = minutes.) | Other ways to record besides using phone camera and voice recording - Screencastify (for recording something shared on a computer screen), Loom, Three Ways to Make Short Audio Recordings by Richard Byrne, Sodaphonic, Record to Slides Chrome Extension |
6. Give feedback on work that has been turned in. | If you are using a Learning Management System or Google Classroom, ask the supervising teacher to add you as a teacher so you can view student work-in-progress. | |
7. Create word banks for assignments. | Make digital images of words using Google Slides that can be included in presentations or used as backgrounds on devices. | Virtual Word Wall (In addition to her instructions, you can also choose to save a slide as a .jpg, and then use it as a background.) |
8. Create visual aids and graphic organizers. | Use online, interactive graphic organizers, which can be prepared ahead of time for students. Take screen shots, save files to add to student materials, or print out. | |
9. Create review materials. | Use digital student response tools, so you can work with review materials during tutoring, or students can use on their own. | Boomcards, Quizlet, Kahoot, PearDeck, Socrative, Nearpod, Quizziz |
10. Create checklists for students to keep track of assignments or steps to success. | Create a digital checklist in Google Docs. | “Interactive Checklists in Google Docs” by Eric Curts |
11. Provide assistive technology. | Communicate with caregivers to make sure necessary assistive technology equipment is available at home. | Assistive Technology for Online Learning by Stanford University, 5 Assistive Technology Tools that are Making a Difference by Alvernia University |
12. Adapt for lack of technology. | Prepare take-home kits for students who do not have access or ability to use technology. | |
Other Resources |
CEC Quick Takes: Co-Teaching with Remote Learning (with Marilyn Friend) |