Synchronous learning expectations:
· Students are expected to participate in synchronous learning for the full amount of time in the class period or block. Teachers will follow a standard lesson design which includes a variety of activities – whole group, small group, individual, modeling, practice, and feedback.
· Each day’s lesson will be available as a recording during the late afternoon of each day. Students and families can use some or all of the recorded lesson to review the learning or assignments. In addition, the recorded lessons could be used after an absence to gain access to the lesson.
· Students will participate in teacher led and teacher directed learning, and receive personalized feedback and coaching. Students will participate in activities such as analyzing text, working through complicated math problems, and testing hypotheses, independently and together with other students. Centering cognitively demanding work can accelerate students academically while keeping them emotionally invested in remote learning.
· Students are encouraged but not required to have their cameras on at all times but are expected to fully engage in the learning activities. Engagement can be demonstrated in a variety of ways.
· Students should prepare for synchronous learning times by having he correct learning materials and logging in on time.
Asynchronous learning expectations:
Asynchronous activities are the kinds of activities that students can complete independently with minimal support. These might include practice opportunities from the previous lesson, foundational skills practice, a reading in anticipation of the next lesson, and a variety of tasks. These activities will be meaningful and supportive of the learning objectives for each lesson. A student’s asynchronous block will follow their synchronous learning block (examples: Monday AM: Synchronous, Monday PM: Asynchronous or Monday PM: Synchronous, Tuesday AM Asynchronous).
