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DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview)As we lead this effort across Oregon, the Distance Learning for All Guiding Principles will anchor our state in common values and helpgenerate collective action during this time: Ensure safety and wellness. Students need food, clothing, a safe place to learn and shelter, as well as a sense of care andconnection, in order to engage in challenging intellectual work.Cultivate connection and relationship. Student connections and relationships with trusted adults promote belonging, which isespecially important as learning takes place outside of the school setting.Center in equity and efficacy. Prioritize equity in every decision; build on cultural and linguistic assets to inspire learning andpromote student efficacy. Consider how decisions and actions attend to racial equity and social justice (Oregon Educator EquityLens). Consider the assets of students who experience disability.Innovate. Iterate through complex change with a spirit of possibility, centering in deep learning, student agency, and culturallysustaining practices.This is a DRAFT, to be improved with input from educators in future iterations.The following guidelines are for consideration, and should be adjusted as needed by educators, families, and others to meet the individualstudent’s needs. Suggested times do not need to be continuous; they may be chunked into shorter time frames as needed. It isrecommended that students have ample time for brain breaks and stretching. For a more comprehensive list of resources for distancelearning, please visit ODE’s Distance Learning for All Family and Educator Resources.1
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview)Elementary (K-5) Sample Instructional DayRECOMMENDED GUIDELINESGrade Teacher-Led Learning:Level Structured, grade-level learning directed byteacher and supported by teacher.Learning and Supplemental Activities (inaddition to Teacher-Led Learning):May be connected to Teacher-Led Learning, ledby the student, or led by the family).Meeting Nutrition and WellnessNeeds:Breakfast, Lunch, Snack andRecess/Play breaks.K-145 Minutes Maximum1-2 Hours Recommended2 Hours RecommendedSuggestions for Teacher-Led Learning: Learning experiences are guided by alicensed teacher. Center on critical problem solving,collaboration, communication andcreativity. Focus on essential and relevant learningfor students. Create opportunities forinterdisciplinary, well-rounded learning Build key skills and focus on conceptsthat align vertically K-12; link to OregonState Standards. Integrate opportunities for formativeassessment and student feedback thatfuel student agency. Differentiate and adjust distancelearning delivery models to includepaper packets, on-line experiences,Suggestions for Learning and SupplementalActivities: 15 minutes of independent reading orreading to a family member (books ofstudent choice) Observations of the local environment “Inotice ” “I wonder ” Board games, puzzles, dice, cards Journaling (draw/write) 30-60 minutes of imaginative play Watching educational programs onpublic television. Listening to a read aloud Listening to music Arts and Crafts Drama/Acting/Singing Drawing Flashcards Counting and SortingSuggestions for Nutrition andWellness:May be woven into the day as it worksbest for family schedule and studentneeds.Meal Time Schedule routine meal time(breakfast and lunch providedby the district for anyone whoelects to participate). Integrate handwashing Invite children to help Include all members of thefamily if possible. Connect/talk during mealsOutdoor Play Walk together2
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview) blended learning, phone, etc. as itmatches student learning needs andtechnology and connectivity capacity.Ensure access to qualified educators,grade-level content, and requiredmaterials (including technology whenpossible). Talk time - time for children to talk abouthow they are feeling and a space to askquestions. Bike ridesJump ropeSidewalk chalk drawingIndoor Play Puzzles Games StretchingTeacher-Led Learning May Include:Social Emotional Learning, Reading, Writing,Language, Math, Science, Social Science,Speaking and Listening, PE, Health, Art, Music,Online educational games or resources,Handouts or other learning activities supportingcore content areas.Quiet Time Snuggling with a pet/stuffedanimal Resting or napping Listening to calm musicGrade Teacher-Led Learning:Level Structured, grade-level learning directed byteacher and supported by teacher.Learning and Supplemental Activities (inaddition to Teacher-Led Learning):May be connected to Teacher-Led Learning, ledby the student, or led by the family)Meeting Nutrition and WellnessNeeds:Breakfast, Lunch, Snack andRecess/Play breaks.2-360 Minutes Maximum2 Hours Recommended2 Hours RecommendedSuggestions for Teacher-Led Learning:Suggestions for Learning and SupplementalActivities:May be woven into the day as it worksbest for family schedule and student3
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview) Learning experiences are guided by alicensed teacher.Center on critical problem solving,collaboration, communication andcreativity.Focus on essential and relevant learningfor students.Create opportunities forinterdisciplinary, well-rounded learning.Build key skills and focus on conceptsthat align vertically K-12; link to OregonState Standards.Integrate opportunities for formativeassessment and student feedback thatfuel student agency.Differentiate and adjust distancelearning delivery models to includepaper packets, on-line experiences,blended learning, phone, etc. as itmatches student learning needs andtechnology and connectivity capacity.Ensure access to qualified educators,grade-level content, and requiredmaterials (including technology whenpossible).Teacher-Led Learning May Include:Social Emotional Learning, Reading, Writing,Language, Math, Science, Social Science,Speaking and Listening, PE, Health, Art, Music, 20 minutes of independent reading orreading to a family member (books oftheir choice).Journaling (draw/write)Observations of the local environment “Inotice ” “I wonder ” Observe andrecord weather patterns, growth ofplants, birds migrating.Board games, puzzles, dice, cardsSewing, knitting, craftingMeasuring around the houseFinding and continuing patternsCreate and solve story problemsFlash cards/math facts reviewDrawingDrama/Acting/Singing60 minutes of imaginative playListening to read aloudWatching educational programs onpublic television.Talk time - time for children to talk abouthow they are feeling and a space to askquestions.needs.Meal Time Schedule routine meal time(breakfast and lunch providedby the district for anyone whoelects to participate). Integrate handwashing Invite children to help Include all members of thefamily if possible. Connect/talk during mealsOutdoor Play Walks Bike rides Jump rope Sidewalk chalk drawing Sports that allow for socialdistancing - juggle a soccerball.Indoor Play Puzzles Games StretchingQuiet Time Snuggling with a pet/stuffedanimal4
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview)Online educational games or resources,Handouts or other learning activities supportingcore content areas. Resting or nappingListening to calm musicGrade Teacher-Led Learning:Level Structured, grade-level learning directed byteacher and supported by teacher.Learning and Supplemental Activities (inaddition to Teacher-Led Learning):May be connected to Teacher-Led Learning, ledby the student, or led by the family)Meeting Nutrition and WellnessNeeds:Breakfast, Lunch, Snack andRecess/Play breaks.4-590 Minutes Maximum3 Hours Recommended2 Hours RecommendedSuggestions for Teacher-Led Learning: Learning experiences are guided by alicensed teacher. Center on critical problem solving,collaboration, communication andcreativity. Focus on essential and relevant learningfor students. Create opportunities forinterdisciplinary, well-rounded learning. Build key skills and focus on conceptsthat align vertically K-12; link to OregonState Standards. Integrate opportunities for formativeassessment and student feedback thatfuel student agency. Differentiate and adjust distancelearning delivery models to includepaper packets, on-line experiences,Suggestions for Learning and SupplementalActivities: 30 minutes of independent reading orreading to a family member (books oftheir choice) Journaling Observations of the local environment “Inotice ” “I wonder ” Observe andrecord weather patterns, growth ofplants, birds migrating. Board games, puzzles, dice, cards Sewing, knitting, crafting Measuring amounts for cooking. Drawing Flash cards/math facts review. Create and solve story problems. Finding and continuing patterns. Listening to audio books. 60 minutes of imaginative play, dance,May be woven into the day as it worksbest for family schedule and studentneeds.Meal Time Schedule routine meal time(breakfast and lunch providedby the district for anyone whoelects to participate). Integrate handwashing Invite children to help. Include all members of thefamily if possible. Connect/talk during meals.Outdoor Play Walks Bike rides Jump rope5
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview) blended learning, phone, etc. as itmatches student learning needs andtechnology and connectivity capacity.Ensure access to qualified educators,grade-level content, and requiredmaterials (including technology whenpossible).Teacher-Led Learning May Include:Social Emotional Learning, Reading, Writing,Language, Speaking and Listening, Math, SocialSciences, Health, Physical Education, Art, Music,Science, Online learning and resources,Handouts or other learning activities supportingcore content areas. exercise.Talk time - time for children to talk abouthow they are feeling and a space to askquestions. Sidewalk chalk drawingSports that allow for socialdistancing - juggle a soccerball.Indoor Play Puzzles Games Stretching6
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview)Secondary (6-12) Sample Instructional DayRECOMMENDED GUIDELINESGrade Teacher-Led Learning:Level Structured, grade-level learning directed byteacher and supported by teacher.Learning and Supplemental Activities (inaddition to Teacher-Led Learning):May be connected to Teacher-Led Learning, ledby the student, or led by the family)Meeting Nutrition and WellnessNeeds:Breakfast, Lunch, Breaks.6-81-2 Hours Recommended2 Hours RecommendedSuggestions for Learning and SupplementalActivities: 30-60 minutes of reading or listening toaudio books. Independent research Engage in problem solving activities. Board games, puzzles, dice, cards Create and solve story problems thatinclude at least one operation. Sewing, knitting, crafting Meal planning Cooking and modifying recipes (doublingor tripling). Reading to younger siblings. Flash cards/math facts review Drawing or creating art Making music Creating videos Journaling, creative writingMay be woven into the day as itworks best for family schedule andstudent needs.30 minutes per subject; 3 hours maximum Learning experiences are guided by alicensed teacher.Center on critical problem solving,collaboration, communication andcreativity.Focus on essential and relevant learningfor students.Create opportunities forinterdisciplinary, well-rounded learning.Build key skills and focus on conceptsthat align vertically K-12; link to OregonState Standards.Integrate opportunities for formativeassessment and student feedback thatfuel student agency.Differentiate and adjust distancelearning delivery models to includepaper packets, on-line experiences,blended learning, phone, etc. as itMeal Time Schedule routine mealtime (breakfast and lunchprovided by the district foranyone who elects toparticipate). Integrate handwashing Help with planning meals,picking up meals, cooking,cleaning up after meals. Connect/talk during mealsPhysical Wellness Activities: Walking Jogging7
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview) matches student learning needs andtechnology and connectivity capacity.Ensure access to qualified educators,grade-level content, and requiredmaterials (including technology whenpossible). Interview a family member to learnabout family history.Identify & solve a local problem orchallenge (family, neighborhood, schoolcommunity, etc.)Teacher-Led Learning May Include:Social Emotional Learning, Reading, Writing,Language, Speaking and Listening, Math, SocialSciences, Health, Physical Education, Art, Music,Science, CTE, Online learning and resources,Handouts or other learning activities supportingcore content areas. Riding bikes, skateboards,etc.Jumping ropeWatching a workoutvideo/app.Practicing mindfulness;yoga/stretchingPlaying individual sportsactivities that allow forsocial distancing - juggle asoccer ball.Grade Teacher-Led Learning:Level Structured, grade-level learning directed byteacher and supported by teacher.Learning and Supplemental Activities (inaddition to Teacher-Led Learning):May be connected to Teacher-Led Learning, ledby the student, or led by the family)Meeting Nutrition and WellnessNeeds:Breakfast, Lunch, Breaks9-121-2 Hours Recommended2 Hours RecommendedSuggestions for Learning and SupplementalActivities: 30-60 minutes of reading or listening toaudio books. Plan for post-secondary with activitiessuch as: Research careers Explore scholarshipMay be woven into the day as itworks best for family schedule andstudent needs.Meal Time Schedule routine mealtime (breakfast and lunchprovided by the district foranyone who elects to30 minutes per subject; 3 hours maximum Learning experiences are guided by alicensed teacher.Center on critical problem solving,collaboration, communication andcreativity.Focus on essential and relevant learningfor students.8
DRAFT Tool #5 Distance Learning:Sample Instructional Day (K-12 Overview) Create opportunities forinterdisciplinary, well-rounded learning.Build key skills and focus on conceptsthat align vertically K-12; link to OregonState Standards.Integrate opportunities for formativeassessment and student feedback thatfuel student agency.Differentiate and adjust distancelearning delivery models to includepaper packets, on-line experiences,blended learning, phone, etc. as itmatches student learning needs andtechnology and connectivity capacity.Ensure access to qualified educators,grade-level content, and requiredmaterials (including technology whenpossible).Support all students to attain an Oregon2020 Diploma, Oregon 2020 ModifiedDiploma, or Oregon 2020 ExtendedDiploma and successfully transition tocareer and/or college.Teacher-Led Learning May Include:Social Emotional Learning, Reading, Writing,Speaking and Listening, Math, Social Sciences,Health, Physical Education, Art, Music, Science,CTE, Online learning and resources, Handouts/learning activities supporting core content areas.opportunities.Investigate colleges and/orapprenticeship or other postsecondary programs. Draft college or scholarshipessays. Plan for SAT/ACT - take apractice examEngage in an independent studyIdentify & solve a local problem orchallenge (family, neighborhood, schoolcommunity, etc.)Board games, puzzles, dice, cardsSewing, knitting, craftingMeal planningCooking and modifying recipes (doublingor tripling).Reading to younger siblings and/orsupporting them in their learning.Drawing and creating artMaking musicCreating videosJournaling, creative writingInterview a family member to learnabout family history.Learning from educational programs,podcasts, documentaries, or publictelevision. participate).Integrate handwashingHelp with planning meals,picking up meals, cooking,cleaning up after meals.Connect/talk during mealsPhysical Wellness Activities: Walking Jogging Riding bikes, skateboards,etc. Jumping rope Watching a workoutvideo/app Practicing mindfulness;yoga/stretching Playing individual sportsactivities that allow forsocial distancing - juggle asoccer ball.9
Language, Speaking and Listening, Math, Social Sciences, Health, Physical Education, Art, Music, Science, Online learning and resources, Handouts or other learning activities supporting core content areas. exercise. Talk time - time for children to talk about how they are fee
