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District Distance Learning Progression

A progression that outlines key elements of an instructional model for distance learning

Overview

To support the abrupt shift to remote learning, the Personalized Learning Department at Dallas ISD recognized the need for a revised instructional model to address asynchronous remote teaching and learning. In response to this gap, they created the Distance Learning Progression, which identifies the necessary system, leader, teacher, and student actions for operating in a full-time distance learning instructional model.

Approach

The Distance Learning Progression is sequenced across four phases of implementation:

  1. Establishing a learning management system (LMS) - supports the actions that must be in place for students to remotely access content

  2. Engaging in guided learning - identifies actions to be taken to support synchronous instruction alongside self-paced learning

  3. Engaging in independent learning - identifies actions to be taken to support asynchronous instruction

  4. Providing feedback for learning - identifies actions to support student agency through goal-setting, reflection, and progress monitoring

Aimed at systems-level planning, each phase of the progression outlines key actions that are foundational to implementation and are categorized by teacher, leader, and student actions to be taken. Teachers and leaders can explore each phase to access actions that they can implement in a remote setting.


This strategy is a part of TLA's Hop, Skip, Leapfrog release, which explores the concrete ways in which schools and systems pursued student-centered innovation during COVID-19. Explore the full guide to find additional strategies, insights, and resources.