+ Twenty-five Questions: Are You Ready to Teach Remotely? – Hobart and William Smith Colleges \

Twenty-five Questions: Are You Ready to Teach Remotely?

Remote instruction requires preparation to teach effectively.  This checklist will guide you through the most important points to continue teaching. Please consider the following points when attempting to migrate your instruction:

Plan

  1. Where are you on your current learning goals and what materials remain to be taught?
  2. What learning objectives are critical to completing your instruction?
  3. What resources or activities (readings, videos, hands on activities) do you require to complete your instruction?
  4. What are the diverse learning needs including disabilities present in your classroom?

Connect

  1. Have you updated students with your changes to instruction and expectations during the disruption?
  2. Will you continue with office hours during a disruption?  Can you do this remotely?
  3. Can you access your work email and office voice mail during a disruption?  Is your voice mail set up?
  4. What is your comfort level with the technology platforms you plan on using?  Do you require additional instruction?
  5. What is the comfort level of your students with the technology platforms you plan on using?  Do you need to provide them with instruction or resources to access?
  6. Is your chosen communications medium appropriate and accessible to your class including those with disabilities?
  7. Is your computer’s video, speakers, and microphone operational?
  8. Do you know how to contact institutional technical support during the disruption?
  9. Do you have an alternative plan or flexibility to accommodate those students whose bandwidth or hardware is limited due to finances or geography?

Instruct

  1. Will you be teaching synchronously through web conferencing or will you be teaching asynchronously through readings, discussion boards, and other similar methods?
  2. Is all course material you planned on using – primary and supplemental – posted and available for students?
  3. How do you plan to provide accessible content to students with accommodations including disabilities during disruption?
  4. How will you facilitate classroom discussion remotely?
  5. If you teach workshops, do your activities have to be adapted to fit a remote format?
  6. If you teach a lab, can the lab activity be completely remotely?  Is there an alternate method for reaching the learning objective remotely?

Assess

  1. How will you assess student learning during a disruption?
  2. Do in-class exams make sense in a disruption or does an alternate format like open-book exams or reflective essays make sense?
  3. How much flexibility on due dates can you allow? 
  4. How will you evaluate student participation during a disruption?
  5. How will your grading change to accommodate the different circumstances?
  6. Does your assessment plan have enough flexibility to accommodate those with diverse needs including disabilities?  Can it also accommodate those who get sick or whose family members get sick during disruption?
COVID-19 Information and Data

Questions?

We know that this is a shift in practice.

For technological questions, please reach out to the Digital Learning Team at x4420 or dlc@hws.edu

For pedagogical, assessment, and student learning questions, please reach out to the Center for Teaching and Learning x3351, pliner@hws.edu or shess@hws.edu

Note: This document was adapted from a document created by Jenae Cohn and Brian Seltzer, Stanford University, California. Their work was outstanding and served as the basis for Hobart and William Smith Colleges guide for Academic Continuity During Disruption.