가상 교육 및 원격 학습 모델에 사용되는 많은 도구, 플랫폼 및 형식이 있습니다. 교실 전문가와 의사 소통하여 학생들과의 원격 참여에 대한 기대치를 이해하고 이미 작동 중인 것을 기반으로 하며 열린 대화를 나누는 것이 중요합니다. 원격 작업 시나리오에서 강의실 전문가와의 계획과 관련된 리소스는 다음을 살펴보십시오. GIVE Resource on Getting Started With Remote Work.

비동기식 수업(사전 녹음 또는 서면)을 계획하든 동기식 워크샵(라이브)을 계획하든 간에 수업의 길이를 고려하는 것이 중요합니다. 계획 프로세스 동안 짧고 현실적인 시간 프레임을 설정합니다.

• Keep live sessions between 20 to 60 minutes. If the lesson will be longer than 30 minutes, build in at least one break to be off-screen, to stretch, go to the bathroom, get some water or materials. Younger students will need shorter sessions than older students.
• Keep pre-recorded sessions under 10 minutes.

For a live class, give plenty of notice to students about the live class including the date and time. Send a reminder before class. Create an agenda and communicate any supplies expectations. Share the agenda, lesson plan, or any prep materials beforehand so they can be prepared for what is expected to happen. This could also be helpful to send after class as well, to reinforce what was explored or to provide options for students who couldn’t make the class. Plus, repetition is always helpful!

For a live class, log in early to help troubleshoot any technical issues and get your classroom set up so that you’re ready to give a warm welcome to your students.

• 학생들이 로그인할 때 이름으로 인사합니다.
• 수업이 시작될 때 학생들이 로그온하는 동안 쇄빙선이나 작업을 수행하십시오.
• Try using features on Zoom and Google Meet such as the whiteboard, Jamboard, or polling for interactive engagement.

Nominate co-hosts (e.g., Teachers, students, Team Teaching Artist). Co-hosts can help support with tasks like monitoring the chat, muting/unmuting, admitting participants from the waiting room (if applicable), etc. Encourage students to lead activities or sections of the lesson like the opening or closing.

In synchronous or asynchronous lessons, having a structure with an opening, a closing, and repeated rituals is helpful and offers a moment of community-building and emotional check-ins so you can assess how students are doing.

Always offer options for choice and agency.

• Ask students to rename themselves to what they want to be called or give them an added task with this (e.g., “one adjective to describe how you feel, and your name”).
• Give them choices throughout, and use features like polling or the chat to do so and make it fun.
• Send students on missions to get items or get up and do a task in the lesson.

디지털 공간에서도 시간을 두고 명확한 전환을 수행하십시오. 비동기식 수업의 경우 성찰 질문에 대한 응답을 잠시 멈추고 전환 시간을 확보하십시오. 라이브 수업의 경우 전환에 대해 명시하고 충분한 시간을 제공합니다. 학생들이 남은 시간을 알 수 있도록 화면에 타이머를 설정하십시오.

For asynchronous lessons, provide a way for students to get in touch and communicate with you that is comfortable for you and the school. For synchronous work, build check-ins into your class time and use opening rituals to offer students a moment to share how they are feeling or express themselves. Consider utilizing tools like chats, private chats, polls, whiteboards, Pear Deck, Flipgrid, Padlet, and breakout rooms. On platforms with breakout rooms, you can put each student in their own breakout room with an assignment, and have one-on-one time with each student.

Virtual platform tools like mute, video on/off are the way in which we receive a lot of information about our students and are often ways in which we instinctively assess engagement. It is important to remember that students may be on mute or have their video on/off for a variety of reasons (e.g., something happening at home that they don’t want others to see/hear or a technical issue). Don’t make assumptions about students’ engagement solely based on the way in which they interact with functions like mute or video. Use of the chat, participation in polling, use of reactions, and return of assignments are also ways to see if students are engaged or able to participate. Follow up with the Classroom Professionals you are partnering with if you have questions about specific students.

The digital experience can be overstimulating for students. Some examples include:

• switching between various visual settings;
• screen sharing;
• seeing multiple participants;
• seeing a single speaker;
• sound variations, harshness, or focus;
• lots of visuals flying in and out of videos.

귀하의 공간과 그것이 학생들에게 미칠 수 있는 영향을 고려하십시오.

• the light on your screen;
• clutter or distracting items in your background.

다양한 교육 방식과 표현 방식 사이에서 균형을 잡는 방법과 감각적 휴식을 제공할 수 있는 방법을 고려하십시오.

• everyone turns their camera off;
• everyone on mute for a breath;
• everyone looks for a household item that makes them feel calm.

레지던트 초기에 이러한 기능에 대해 공개적으로 의사 소통하고 유연하게 사용하십시오.

• If there are times when the full group is muted, explain and contextualize why, and try to build in moments where students can share their voice later. 
• 선택의지를 장려합니다(학생들을 통제하는 대신 스스로 음소거를 켜거나 끄도록 요청).
• Transparency: “I am hearing a loud sound, I am going to put you on mute, [name of student].” 
• 채팅이나 투표 기능과 같은 다른 수단을 통해 참여를 유도합니다. 
• You can support students in using these functions if they are not able to do so themselves (e.g., turn camera on/off for them). 
• Use verbal and nonverbal cues just like you would in a typical classroom. Create cues for the digital cues (e.g., mute/unmute) or use those that work for you in other settings. Create cues for participation/interaction (hand up in camera, reaction buttons, make up your own cue). Students can also help create these cues with you to instill a sense of investment and ownership.

• Muting all students can be a very easy and streamlined way to eliminate noise, but it also cuts off a student’s ability to express and connect with others. Be mindful of how and why you are using mute.  
• Turning off the chat can also limit chatter but can again feel like you have cut off a student’s ability to express themselves and connect with others. 
• 하다 액세스 확인 at the top of the live class and throughout to see if needs are being met, including audio, video, and other needs. Make sure you do it verbally and in the chat.

Consider starting each class with a ritual or moment of movement/stretching and mental health check-ins.

• Mental/personal check-in (e.g., “Using your thumbs, show me how you’re feeling today. Thumbs up, down, middle, two thumbs-up, etc.).
• 설문조사를 사용하여 학생들과 함께 확인하세요.
• Have students type in the chat words, emojis, or colors to describe how they’re feeling.

• Create moments for students and caregivers to experience mindfulness together. You can create guided mindfulness meditations that both caregiver and child can listen to live or pre-recorded, or provide partner stretches for the caregiver and their child to do together.
• Utilize or encourage use of free apps (e.g., Stop, Breathe & Think, 10% Happier, Headspace, Smiling Mind).
• 학생들에게 눈을 감거나 카메라를 끄라고 합니다.