TIS-restart-plan-03-09-20

v.030920R Page 5 Teachers have the option to fill modules in Word documents and then transfer to Man- ageBac. • Online learning will involve the use of ManageBac, Zoom, AssessPrep. Smart- Prep and Kognity. Asynchronous Learning • (Pre-recorded) lesson chunks (5-20 minutes) provide the intentions of the lesson, key information, actions, support materials and resources. This is useful for students who might not be able to join the synchronous lesson introduction (due to time zone or technical issues) • Provide an asynchronous lesson for each timetabled lesson that reinforces and extends students’ learning and understanding. • Activities should provide evidence of participation, as well as leading towards the unit’s summative assessment task • The content of lessons should be presented in multiple forms and multiple avenues employed for student engagement. Synchronous Learning • Introduction: before the asynchronous lesson commences. Its purpose is for informal discussion and a wellbeing check. • Synchronous learning sessions provide important time for: o explanation and clarification; o supporting students in need; o giving face-to-face feedback. Activities for Both Synchronous and Asynchronous Learning The planned activities should include: • reading • listening • speaking • writing • creating • research • design • reflection • collaboration • debating • presenting • inquiry Assessment • Formative : these should be reinforcement tasks (10-15 mins) within or additional to the lesson. These should promote further inquiry and be beneficial to the comple- tion of a summative task. • Summative : occurs at the end of unit. Ensure a suitable submission date and not a congested date (in terms of assessments due in other subjects). • It is important to ensure academic honesty is maintained: avoid past questions