Distance Learning Adaptation (DLA) Weekly Planning Document

Weekly Assignment Template:

Cover Page: Student Version

Lesson Title:

Objectives and
Technical Skills
[standards-aligned]

Essential Question

Attachments and
Resource links

Tech Tools

Deliverables and
due dates

Synchronous
Meeting Times

Hook: Opening Activity and Instructions

Hook:
Estimated time:
Opening Instructions:

Guided Practice: Main Activity and/or Project Instructions

Activity/Project:
Estimated time:
Instructions:

Check for Understanding and Engagement

Key questions:

Closing and Extension Activities

Closing Activity:
Estimated time:
Instructions:

Additional Resources and Career Connections:

Revised 8/21/20
This is an Open Access document. It is available for public use, replication, adaptation and adoption. No attribution required or necessary.
 Distance Learning Adaptation (DLA) Weekly Planning Document
Guidance

Overview:
This document will support teachers in the design and adaptation of weekly lessons for distance learning implementation.
It is open for public use. The guidance and weekly assignment templates can be used with CTEOnline.org lessons and
projects and/or customized for a teacher’s existing curriculum. For California Department of Education (CDE) guidance
on distance learning visit: https://www.cde.ca.gov/ls/he/hn/distancelearning.asp For CTE specific resources vist:
https://www.cde.ca.gov/ci/ct/dl/
Advice:
Remember, “less is more”. Pick your favorite tech tools, train your students so they know how to effectively use them, and
stick to them. Also remind them of the help features of software. Always backwards plan. What are your non-negotiable
learning objectives? Consider using the following course planning templates: Course Planning Template by Unit, Course
Planning Template by Week (Will force you to make a copy).

Variability and Accessibility in Distance Learning:

The Universal Design for Learning guidelines will ensure you are supporting all learners. Work with your district to identify
specific distance learning strategies, accommodations, and modifications for Special Education, Social Emotional
Learning, and English Language Learners.

Sample Weekly Routines (contingent on district schedules):

● Message board Mondays
● Teamwork Tuesdays
● Work Readiness Wednesdays
● Turn-Things-In-Thursdays
● Flip-Grid Fridays

Sample Pacing Guide (contingent on district schedules) :

● Post and deliver opening activity and instructions every Monday
● Facilitate collaborative guided practice activity on Tuesday
● Check for understanding on Wednesday
● Collect work on Thursday
● Closing activities and extension on Friday

Distance Learning Delivery Options (from California Department of Education):

Teacher-facilitated learning may be accomplished asynchronously or synchronously through learning management
systems, teacher-produced or curated videos each being structured to focus on the learning target. Synchronous
opportunities must be provided daily and may include full group instruction, peer interaction, two-way communication,
small group breakouts, or individual office hours. The delivery method should match the purpose of the current learning
outcome and corresponding task. At times it may be appropriate for new content to be delivered asynchronously utilizing
synchronous time for peer interaction, small group breakouts or individual office hours. Inversely, at times content may
require synchronous opportunities to include direct instruction on new content. All modes should provide students a
means of checking for understanding and progressing based on that understanding.

Applied learning opportunities may include choice boards offering multiple opportunities to demonstrate learning.
There is opportunity for staff to develop integrated lessons to maximize instructional time. An example might include
braiding science and math standards in a performance task. Educators will need to support the development of
independent learning skills through modeling, scaffolding, student conferences, feedback, and reflection. Although family
support is important, applied learning experiences should take into account that many families will not be able to provide
extensive support. During time allotted for applied learning, it is important for an adult to be available for questions. An
example of this might include regularly scheduled office hours with a staff member.

Revised 8/21/20
This is an Open Access document. It is available for public use, replication, adaptation and adoption. No attribution required or necessary.
Distance Learning Delivery Options
Engagement Teacher Facilitated Learning Applied Learning
Strategy Can be Synchronous or Asynchronous Can be Synchronous or Asynchronous

Model Teacher delivers instruction to meet learning Student’s work through tasks to meet learning
objectives objectives

Examples ● Teacher-produced and/or curated ● Choice Boards or playlists

videos and playlists ● Integrated Performance Tasks
● Narrated slide decks ● Requires modeling, scaffolding,
● Teacher facilitated online interaction student conferences, feedback and
using tools like Flipgrid, Peardeck, reflection
Jamboard and Padlet ● Open office hours support applied
learning, offer parent support and
communicate with families

Synchronous vs. Asynchronous Engagement Strategies

Engagement Synchronous Asynchronous
Strategy

Model Takes place in “real time,” with delivery of Occurs without direct, simultaneous interaction
instruction and/or interaction with participants of participants

Purpose Elaborate on a project, check in with students,
check for understanding, host live group
discussions or demonstrations, office hours,
small group breakout sessions
Provide directions, lectures and resources for a
lesson or project, provide formative feedback,
deliver lessons and lectures, engage group in
online conversations, check on progress

Suggested tools for
communication and
engagement.
Many tools can be
used for both
synchronous and
asynchronous
engagement,
depending on
intention and
implementation.
**Many districts are
determining which
tools will be used in
Distance Learning
Implementation
Plans.
Video Conference: Zoom, Houseparty (app),
Google Meet, Microsoft Teams (Video
Conferencing)
Teleconference: Freeconferencecall.com
Live Collaboration and Online Discussion:
Microsoft Teams, Padlet, Slack, Google Docs
and Slides, Trello, JamBoard
Live Group Messaging and Chat: Slack,
Remind, Voxer
Social Media: Instagram Live, Facebook
Live, Twitter chats
Learning Management System (LMS):
Canvas, Schoology, Google Classroom,
Microsoft Teams
Discussion: Padlet, Flipgrid, Kialo, JamBoard
LMS discussion feature, Google Classroom
questions
Collaboration: Microsoft Teams, Trello, Slack,
Google Docs and Slides
Journaling: Blogger, Weebly, Google Sites,
Instagram
Flipped Lecture or Lesson: Google Slides,
Adobe Spark, Youtube, Screencastify,
Edpuzzle, Peardeck

Considerations for using the DLA Template: **Clearly label, organize, and attach all reading and
supplemental materials so they are structured for print and/or online delivery. Provide a written or hard copy alternative to
all video resources in a lesson.
Revised 8/21/20
This is an Open Access document. It is available for public use, replication, adaptation and adoption. No attribution required or necessary.
Hook: Opening Activity and Instructions
● Recommended Strategies: Students can interact with instructions in an asynchronous online format via LMS or
class website and/or participate in an synchronous Zoom or Google Meet meeting for Q&A and discussion

● Variability and Accessibility: Students can read printed instructions and send a message or call teacher and/or
peers with questions.

Guided Practice: Main Activity and/or Project Instructions

● Recommended Strategies: Students can interact with instructions through an asynchronous lecture via
narrated slide-deck created with Screencastify and Google Slides, Youtube and/or Flipgrid. Students can interact
with each other via LMS or other collaboration tool.

● Variability and Accessibility: Students can read printed instructions and complete assigned activities in a
notebook.

Check for Understanding and Engagement

● Recommended Strategies: Students can respond to questions in an asynchronous discussion on Padlet,

Flipgrid, Kialo, Google Classroom question, or LMS discussion feature.

● Variability and Accessibility: Students can record responses in a notebook, or a voice recording.

Closing and Extension Activities

● Recommended Strategies: Students can participate in a synchronous Zoom or Google Meet class discussion
or asynchronous forum discussion with Kialo, Padlet or LMS discussion tool.

● Variability and Accessibility: Students can read printed instructions. Students are provided with printed
extension activities and able record responses in a notebook.

Additional Resources and Career Connections:

● Recommended Strategies: Provide a list of extra resources to assist with student learning. If students are still
struggling with the main concept and/or main objective, they can access additional resources for help/practice.
Example: Using EdPuzzle or YouTube to re-teach / review the main objective.

● Variability and Accessibility: Students can read relatable articles / worksheets that are printable.

Revised 8/21/20
This is an Open Access document. It is available for public use, replication, adaptation and adoption. No attribution required or necessary.