Remote Learning Guidance

• Both real-time and pre-recorded classes have advantages and disadvantages.
Instructors should use discretion and use whichever they feel is most appropriate for
their particular content and classes.
• Translations of materials should be provided whenever possible to English Learners.
Additional Considerations
• If new content is being covered, instructors should chunk content into smaller pieces to
match students' needs and be flexible with pacing. Remember that students cannot be
required to master and cannot be penalized for failure to master new content.
• Bandwidth may vary depending on the time of day and the number of people streaming
video and audio. This may affect streaming quality in live video classes and the ability to
view or upload videos in pre-recorded classes.
Feedback
• Feedback should be used to encourage and motivate learners to access content and
engage in suggested activities such as discussions, discussion boards, reflections, short
essays, etc.
• Feedback should be informative and tailored to the assignment(s) given.
• Instructors should give personalized feedback on content materials (submitted or not
submitted).
• Instructors should be able to provide a means (i.e., rubric) of how students will be
assessed on the assignment(s) they are receiving. Assignment(s) should be
accompanied with an understanding of the goals and objectives.
• Feedback needs to be consistent, ongoing, incremental, formative, as a means of
keeping students engaged.
Recommendations Specific to Career and Technical Education (CTE), Dual
Credit, and Advanced Placement (AP)
CTE
When weighing content decisions for CTE students, essential skills/knowledge must be
considered along with what is required for students to earn industry credentials and meet
standards of employers/certifying bodies.
Teachers may choose to use various delivery methods for materials and evaluation of
knowledge. Presentation may include, but not be limited to, video, YouTube, self-guided
activities, posting materials with discussion and questioning, reading of texts and readings,
essay writing, and sequential process flow. Additional recommendations for CTE are being
developed and will be posted on ISBE’s COVID-19 webpage when available.
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