2020-2021 Instructional Guidance for Diverse Learning Settings - Office of Standards and Instructional Support July 2020
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2020-2021 Instructional Guidance
for Diverse Learning Settings
Office of Standards and Instructional Support
July 2020Credits
Colorado Department of Education
Katy Anthes, Ph.D. Melissa Colsman, Ph.D. Floyd Cobb, Ph.D.
Commissioner of Education Associate Commissioner Executive Director
Student Learning Division Teaching and Learning Unit
Office of Standards and Instructional Support
Joanna Bruno, Ph.D.
Director
Carla Aguilar, Ph.D. Judi Hofmeister
Music Content Specialist Dance Content Specialist
Drama and Theatre Arts Content Specialist
Maya M. Garcia
Science Content Specialist Jamie Hurley, Ph.D.
Comprehensive Health Content Specialist
Olivia Gillespie
Physical Education Content Specialist
Reading, Writing, and Communicating Content
Specialist Raymond Johnson, Ph.D.
Mathematics Content Specialist
Donna Goodwin, Ph.D.
Visual Arts Content Specialist Chris Summers
Computer Science Content Specialist
Stephanie Hartman, Ph.D.
Social Studies Content Specialist Alyssa Wooten
Financial Literacy Content Specialist
Additional Contributions
Shannon Milliken
Comprehensive Physical Education Senior Consultant
Office of Health and Wellness
Attribution
Significant portions of this document were adopted or adapted from Version 1.1 of “Supporting Science
Learning During COVID-19 School Closures” by the Council of State Science Supervisors, which is licensed
under CC BY 4.0.
2Table of Contents
Credits ........................................................................................................................................................... 2
Purpose ......................................................................................................................................................... 4
Teaching and Learning in Diverse Learning Settings..................................................................................... 4
Content-Specific Resources to Support Diverse Learning Settings............................................................... 5
Equity Considerations for Learning Across Settings ..................................................................................... 5
General Considerations for Standards-Aligned Instruction .......................................................................... 7
Instructional Guidance by Content Area....................................................................................................... 8
Comprehensive Health.............................................................................................................................. 9
Computer Science ................................................................................................................................... 13
Dance and Drama.................................................................................................................................... 17
Mathematics ........................................................................................................................................... 22
Music ....................................................................................................................................................... 27
Physical Education .................................................................................................................................. 38
Reading, Writing, and Communicating ................................................................................................... 55
Science .................................................................................................................................................... 69
Social Studies .......................................................................................................................................... 72
Visual Arts ............................................................................................................................................... 81
World Languages..................................................................................................................................... 90
3Purpose
When CDE describes best, first instruction, it is assumed that instruction is occurring in a traditional
environment: teachers and students gathered together in a classroom, working in small groups, large
groups, and individually, and that there are no safety risks posed by having people in close proximity of
each other or touching shared objects. Due to COVID-19, we can no longer assume that this traditional
environment is possible or preferable under the current circumstances. Districts and schools have had to
consider other options, including hybrid/blended learning, online-only options, or switching to remote
learning on an emergency basis when circumstances require it. For most educators, this has created
challenging teaching conditions—not only is teaching under these non-traditional settings challenging
compared to the classroom environments teachers are accustomed to, but the uncertainty of the
moment makes long-term planning and preparation especially difficult.
The purpose of this document is to provide some guidance under these uncertain times for each of the
content areas addressed by the Colorado Academic Standards. While some compromises are inevitable
when shifting instruction to non-traditional settings, maintaining high-impact instruction (or the highest-
impact instruction under the circumstances) requires adherence to certain principles, practices, and
strategies. Teaching is a very complex endeavor and while it isn’t possible to cover every approach, tool,
or practice for every situation, this document aims to inform educators about what teaching should
ideally look like given a variety of instructional settings.
Teaching and Learning in Diverse Learning Settings
In March of 2020, schools in Colorado made on-the-fly decisions and took quick action to change the
way teaching and learning worked across the state. Several terms emerged to describe the different
settings school was happening in, such as online, virtual, remote, and at home. To attempt to clarify the
language used to describe these settings, this document refers to the following categories:
• In-person learning: Face to face instruction within a brick and mortar structure.
• Hybrid/blended learning: A combination of in-person learning and remote learning.
• Online-only learning: Online learning in Colorado refers to schools that are providing online
course offerings on a full or part-time basis. Students who engage in online learning in this
context are enrolled in an approved school or program or may be taking an online course to
supplement.
• Remote learning: Education that occurs away from a school building in response to emergency
situations such as COVID-19 or natural disaster. Remote learning seeks to offer continuous
educational opportunities that may or may not build upon previously taught content. Remote
learning is both a temporary and longer-term option. Remote learning may include digital
resources and/or hard copy resources and may include synchronous or asynchronous
instruction and/or self-paced independent study work.
Even with these categories and definitions, other variations are possible. For example, in-person
learning with an enforcement of social/physical distancing will certainly have some constraints that in-
person learning without social/physical distancing. Similarly, online and remote learning looks very
different when it is conducted synchronously rather than asynchronously.
4Content-Specific Resources to Support Diverse Learning
Settings
CDE’s top priority continues to be the health and safety of all students, educators, and communities in
Colorado. To help schools plan for educational continuity while the suspension of in-person learning is in
effect, we have curated a list of best practices for remote learning and teaching including free web-
based resources to help keep students academically engaged. We recognize that the multitude of
resources for remote learning can be overwhelming so we have collected and organized material by
content area and grade level that may be useful as educators develop plans for their students. While
remote learning through the Internet provides a great deal of flexibility in learning opportunities,
educators should also consider utilizing hard copy resources (e.g., packet work, textbooks).
There is no requirement for districts to offer remote learning via the Internet, but if educators decide to
go this path, they should strive to include equitable access to instruction for all students. Equitable
access does not require that all students receive instruction in the same format e.g., online instruction).
Districts should consider the individual learning needs of students in determining how to best meet
individual needs. Click here for a curated list of resources across content areas.
Equity Considerations for Learning Across Settings
Regardless of the instructional setting, or how it changes in 2020-2021, we suggest you
consider the following do support students and their families:
• Support flexible scheduling and limited technology access when shifting to hybrid/blended or
remote learning settings. Student learning should not be solely dependent on access to devices
and the internet. Encourage approaches that can be pursued without technology and/or
asynchronously to set students up for success.
• Engage students in meaningful explorations, investigations, inquiries, analysis, and/or sense-
making. Equitable learning experiences should be both responsive to the current need as well as
meaningful to learners.
• When in remote or hybrid settings, encourage students to engage in activities that already
happen in their homes with materials that families already have (especially so families do not
need to purchase additional supplies). Families in poverty may be experiencing several of the
considerations described above, along with additional concerns including regular access to
meals, utilities, health services, or shelter. Undocumented students and students receiving
special education services may face challenges in accessing resources that they need. Encourage
educators to prioritize the physical, mental, and emotional well-being of all students.
• Help students make explicit connections to their interests and identities.
• Invite family members to be a partner in students’ learning. Students and families may need to
juggle home, caretaking, school, and work responsibilities. Consider a menu of options for
learning experiences that allow for different types and levels of engagement during remote
learning.
• Provide students with choices for how they engage, what they investigate/research, or how
they demonstrate learning.
• Support students in self-reflection related to content and process to support their learning.
• Exercise sensitivity when referencing the current pandemic as a topic for instruction.
5• Encourage, support, and facilitate first-language family participation in the learning across
multiple settings. Take steps to bridge the gap in access to bilingual and native language
resources that support learning for students and their families.
6General Considerations for Standards-Aligned Instruction
The guidance provided below gives educators insights into “traditional” teaching practices and how
shifts in those teaching practices can lead to student learning experiences that are more authentic and
engaging in diverse learning settings. These shifts support instructional alignment with the 2020
Colorado Academic Standards.
Learning experiences should look less like… Learning experiences should look more like…
An attempt to recreate school at home during Flexible goals and structures for learning
learning: • extended time for learning and reflection
• assuming a strict “school day” schedule • use of commonly available materials
• requiring special materials (e.g. materials • purposeful selection of learning targets
not commonly found at home) • allowing students to explore their interests
• pacing with the planned scope and • meaningful, manageable tasks and
sequence in remote learning environment projects
• assigning readings to stay “caught up” • opportunities to learn without the use of
• packet of worksheets and busy-work devices or the internet
• all learning experiences happen virtually
Teacher-centered instruction Purposeful teacher-student interactions
• virtual lectures/classes that all students • optional opportunities to connect with
synchronously attend teachers and peers virtually and at a
• teachers delivering information and variety of times
assignments • teachers providing coaching, feedback,
• teacher instruction and feedback as the and encouragement
primary mode of facilitating learning • encouraging students to engage in
learning and reflection with their
families and communities
• encouraging self-reflection on what
students learn and how they learn it
Assignments to “get through” content Assignments that promote authentic learning
• emphasizing memorizing content or • connecting experiences to household
“checking off” tasks on lists activities, like cooking, fixing things, or
• asking students to complete tasks that gardening, community interactions
are irrelevant, lack authenticity, or are • asking students to identify relevant
redundant in nature (e.g., “busy work”) problems in their lives and leverage
• trying to cover content through a volume content knowledge to address them
of activities or skipping from topic to • allowing students to deeply explore
topic concepts, topics, phenomena (science),
and/or problems of interest through
investigation, analysis, research, and
other sense-making strategies to build
understanding and practice over time
7Instructional Guidance by Content Area
CDE’s Office of Standards and Instructional Support stands behind the saying, “All Students, All
Standards.” The Colorado Academic Standards define learning goals in each content area. By providing a
high-quality, standards-based educational experience for students in each of the content areas, schools
open doors of opportunity to students’ futures. By experiencing high-quality teaching and learning in a
variety of content areas, upon graduation students should be prepared to seek out and find success in
multiple career fields, college majors, or other future endeavors connecting to any one or more of the
content areas for which Colorado has academic standards.
Unlike other sources of guidance for the 2020-2021 school year, the guidance below gives equal
preference to each content area. This is not a guide for narrowing the curriculum down to
mathematics and English language arts. Instead, it is our goal that schools consider the guidance
provided and strive to offer well-rounded, enriching, opportunity-creating educational experiences for
all students, regardless of the instructional setting.
8Comprehensive Health
Instructional strategies and learning experiences should be student centered, interactive, and
experiential. The strategies include group discussions, cooperative learning, problem solving, role
playing, and peer-led activities. Learning experiences correspond with students’ cognitive and emotional
development and help them personalize information and maintain their interest and motivation while
accommodating diverse capabilities and learning styles. Instructional strategies and learning experiences
include methods for the following:
1. Addressing key health-related concepts
2. Encouraging creative expression
3. Sharing personal thoughts, feelings, and opinions
4. Developing critical thinking skills
Curricular materials, strategies and instruction should be free of culturally biased information but also
include information, activities, and examples that are inclusive of diverse cultures and lifestyles, such as
gender, race, ethnicity, religion, age, physical/mental ability, and appearance. Strategies promote
values, attitudes, and behaviors that support the cultural diversity of students; optimize relevance to
students from multiple cultures in the school community; strengthen the skills that are necessary to
engage intercultural interactions; and build on the cultural resources of families and communities. The
table below contains content-specific instructional strategies and tools to help health educators provide
high-quality learning experiences.
Moving from less Moving to more like… Instructional Tools to Try
like… Strategies
Rote memorization Facts and terminology Health Skills Health Skills
of facts, concepts, learned as needed while Development Investigation/Inquiry
and terminology developing explanations Investigation/Inquiry Project Based
and designing solutions Project Based Learning Learning
supported by evidence- Problem-Based Problem-Based
based reasoning and Learning Learning
arguments. Teacher Modeling Teacher Modeling
Focus on building key Think-aloud Think-aloud
health skills, accessing
information, analyzing
influence, communication,
decision making, goal
setting, self-management,
and advocacy skills.
Concepts and skills Students are practicing Simulated Practice Health Skills
are taught once with skills across various health Role Play/Simulations Simulated Practice
little to no practice topical areas and across Role Play/Simulations
of the skills multiple content areas.
Focusing on introduction,
reinforcement (practice),
and mastery of skills over a
period of time.
9Moving from less Moving to more like… Instructional Tools to Try
like… Strategies
Learning ideas Systems thinking and Case Studies Case Studies
disconnected from modeling to give context Mock Trial Mock Trial
questions or real- for the ideas to be learned. Cooperative Learning Cooperative Learning
world situations Build in culturally Examples of
responsive examples and Cooperative Learning
opportunities to connect Collaborative Learning
with health concepts and
skills providing
opportunities for students
to make content real,
relevant, and right now.
Teachers providing Students conducting Investigation/Inquiry Investigation/Inquiry
information to the investigations, solving Cooperative Learning Cooperative Learning
whole class problems, and engaging in POGIL
discussions with teachers’
guidance. Learning
experiences correspond
with students’ cognitive
and emotional
development that help
them personalize
information and maintain
their interest and
motivation while
accommodating diverse
capabilities and learning
styles.
Addresses individual Instructional methods Socratic Seminar Socratic Seminar
influences, explore relevant personal Investigation/Inquiry Investigation/Inquiry
pressures, and and social pressures that Cooperative Learning Cooperative Learning
norms. influence risky behaviors, POGIL
such as the influence of the
media, peer pressure, social
barriers. They provide
opportunities for students
to accurately assess the
level of risk-taking
behaviors, and correct
misperceptions while
reinforce health enhancing
attitudes and beliefs.
Teachers posing Students discussing open- Socratic Seminar Socratic Seminar
questions with only ended questions that focus Discipline-based Question Formulation
one answer on the strength of evidence Questions Technique
used to generate claims. Roleplay & Simulation Roleplay & Simulation
Discussion
10Moving from less Moving to more like… Instructional Tools to Try
like… Strategies
Document Based Voice Thread
Questions
Discussion
Voice Thread
Students reading Instructional methods Problem/Project Based Project Based
textbooks and which allow students to Learning Learning
answering questions actively engage with the Document Based Problem-Based
at the end of the content in a more inclusive Questions Learning
chapter, or the use manner. Direct textbook Accessing Information Document Based
of worksheets as the instruction, or the use of Questions
sole route of worksheets as the sole Accessing Information
knowledge transfer. method of knowledge
transfer do not consider
the many different learning
styles seen in students.
Students reading multiple
sources, including content-
related magazine and
journal articles and web-
based resources; students
analyzing the information
for validity and reliability;
and developing summaries
of information.
Pre-planned Multiple investigations Problem Based Project Based
outcomes for driven by student’s Learning Learning
“cookbook” questions/interests with a Project Based Learning Problem-Based
activities range of possible outcomes Learning
that collectively lead to a
deep understanding of
established core ideas
Oversimplification of Provisions for support so Authentic Learning Authentic Learning
activities for that all students can Problem-Based Problem-Based
students who are engage in sophisticated Learning Learning
perceived to be less lessons and practices. Socratic Seminar Socratic Seminar
able than their peers Stereotype Threat Stereotype Threat
Mitigation Universal Design for
Culturally Responsive Learning
Teaching
Universal Design for
Learning
Use scare tactics to Use trauma sensitive Accessing Information Accessing Information
change behavior practices that support
behavior change. Provide
medically accurate
11Moving from less Moving to more like… Instructional Tools to Try
like… Strategies
information with students
and build their skills to
identify valid and reliable
resources. Scare tactics
have not been shown to
change behavior.
Provides limited Expand linkages for Authentic Learning Authentic Learning
opportunities to students to other Problem-Based Problem-Based
make connections influential persons who Learning Learning
with other affirm and reinforce health- Socratic Seminar Socratic Seminar
influential persons promoting norms, beliefs, Stereotype Threat Stereotype Threat
beyond the teacher and behaviors. Instructional Mitigation Universal Design for
strategies build on Culturally Responsive Learning
protective factors that Teaching
promote healthy behaviors Universal Design for
and enable students to Learning
avoid or reduce health risk
behaviors by engaging
peers, parents, families,
and other positive adult
role models in student
learning.
12Computer Science
Moving from less Moving to more like… Instructional Strategies & Tools to Try
like… Computer Science
Practices
Rote memorization Facts and terminology Discipline-based Question Formulation
of facts and learned as needed Questions Technique
terminology while developing Investigation/Inquiry STEM Teaching Tools
explanations and Teacher Modeling Teacher Modeling
designing solutions Problem-Based Learning Problem-Based Learning
supported by Think-aloud Think-aloud
evidence-based Investigation/Inquiry
reasoning and
arguments.
Learning ideas Systems thinking and Discipline-based Question Formulation
disconnected from modeling to give Questions Technique
questions context for the ideas to Concept Attainment Concept Attainment
be learned Investigation/Inquiry Investigation/Inquiry
Teacher Modeling Teacher Modeling
Teachers providing Students conducting Problem-Based Learning Problem-Based Learning
information to the investigations, solving Process Oriented Guided POGIL
whole class problems, and Inquiry Learning STEM Teaching Tools
engaging in discussions Cooperative Learning Cooperative Learning
with teachers’ Activities Collaborative Learning
guidance
Siloed activities Collaborative learning Pair Programming On Pair Programming
which focus on to build critical thinking Peer Instruction POGIL
independent and problem solving in Process Oriented Guided Cooperative Learning
learning. order to promote a Inquiry Learning Collaborative Learning
more inclusive student Cooperative Learning
community. This Activities
encourages students to
develop important 21st
century skills such as
communication
teamwork, and an
appreciation of
diversity.
13Moving from less Moving to more like… Instructional Strategies & Tools to Try
like… Computer Science
Practices
Teaching computer Making use of Problem-Based Learning Problem-Based Learning
science within a computer science's Interdisciplinary Interdisciplinary
vacuum. ability to make Connections Connections
interdisciplinary
connections. In our
society computer
science has an ever-
increasing presence
within other fields such
as medicine,
manufacturing, energy,
and agriculture to
name a few. Making
use of colleagues or
community members
from other fields can
also supply students
with role models, and
the ability to see
themselves within the
field.
Teachers posing The idea that effective Socratic Seminar Socratic Seminar
questions with only question development Discipline-based Question Formulation
one answer often requires Questions Technique
advanced preparation Roleplay & Simulation Roleplay & Simulation
in order to engage the Document Based
desired thinking within Questions
students. Use
questions which
encourage students to
explore the reasoning
behind their answer,
and if using single
answer questions
require content-based
answers rather than
simple "yes" or "no."
14Moving from less Moving to more like… Instructional Strategies & Tools to Try
like… Computer Science
Practices
Students reading Instructional methods Problem-Based Learning Student Engagement
textbooks and which allow students Design Journal Problem-Based Learning
answering to actively engage with Culturally Responsive Design Journal
questions at the the content in a more Teaching Addressing Diverse
end of the chapter, inclusive manner. Universal Design for Learners
or the use of Direct textbook Learning Universal Design for
worksheets as the instruction, or the use Learning
sole route of of worksheets as the
knowledge sole method of
transfer. knowledge transfer do
not consider the many
different learning
styles seen in students.
For others with
cognitive delays or
English learners this
can be an
insurmountable
challenge.
Pre-planned Much like building Authentic Learning Authentic Learning
outcomes for endurance when Problem-Based Learning Problem-Based Learning
“cookbook” reading computer Design Journal Design Journal
activities science encourages Roleplay & Simulation Roleplay & Simulation
students to build
persistence in the face
of challenging
concepts. It is
recognized that
students are more
likely to persist in the
face of a challenge
when the content is
personally relevant.
This can be achieved
by designing lessons to
include real-world
issues, problems, and
applications.
15Moving from less Moving to more like… Instructional Strategies & Tools to Try
like… Computer Science
Practices
Oversimplification Stereotyping a student Authentic Learning Authentic Learning
of activities for with expectation of Problem-Based Learning Problem-Based Learning
students who are poor performance will Socratic Seminar Socratic Seminar
perceived to be less often affect their Stereotype Threat Stereotype Threat
able than their performance. This Mitigation Universal Design for
peers possibility can be Culturally Responsive Learning
mitigated through Teaching
communicating your Universal Design for
high expectations for Learning
the student, the use of
frequent effective
feedback, and
providing positive role
models.
16Dance and Drama
Strategy In-Person Hybrid/Blended Online only Remote
Brainstorming Encourage Students may Encourage Students may
or Developing students to use demonstrate students to view collect photos or
Artistic Vision their imaginations movement, other artistic video clips.
for envisioning character choices, works that Students may
dance works, or share production inspire them to develop a power
character ideas in person, or create. Ask them point presentation
development, using an online to share what
scene work, or platform. they have found.
production (To structure
elements. Allow students with
students time to less experience,
independently give students an
brainstorm. online resource
bank with guided
handouts to
access.)
Inquiry-Based Triggering and In a hybrid Allow students to The same strategies
Learning activating students’ situation, the explore and for online learning
curiosity of an teacher may discover artistic work here for
artistic question or introduce the inspirations in remote learning.
idea. This may be students to the which they would
accomplished by content of the task like to create. Ask
grouping students or unit project. students to share
to gather During the time of video clips,
information based remote learning, sketches and/or
on the needs of the the students may movement
task or project. be preparing their concepts.
findings to Students may
Always practice
movement previously video
safe social
sequences, their creative
distancing.
monologues or ideas.
scene performances
to present to the
teacher when in
person.
17Strategy In-Person Hybrid/Blended Online only Remote
Demonstration No special During times of There are many There are obviously
or Modeling considerations, remote learning, strategies for many online dance
demonstrating students may modeling not and theatre
movement, or rehearse what was only dramatic resources for
blocking for a demonstrated or instruction, but students to access.
scene would modeled to them movement Making sure those
continue as it has. when in person. techniques. resources are
Please access appropriate is a
Always practice
either the priority. Asking
safe social
Educational students to select a
distancing.
Theatre dance work, a
Association or monologue, scene
the Dance or set design and to
Magazine for replicate a segment
resources. of that video is a
great way to utilize
a resource as a
model or
demonstration.
Cooperative No special Again, during times Please access During remote
Learning considerations, of remote learning, either the learning, it is
teachers may the students may Educational suggested to
group students in connect with each Theatre continue
collaborative other online to Association or encouraging
teams for rehearse. the National students to work
choreographing Dance Education collaboratively.
and scene work as Organization for When using online
usual. resources. platforms, utilize
breakout rooms,
Always practice
giving small student
safe social
groups structured
distancing.
tasks to complete.
18Strategy In-Person Hybrid/Blended Online only Remote
Role Play No special During the hybrid Please access the In a remote
considerations, model, the teacher Educational learning situation,
teachers may may guide students Theatre the teacher may
encourage in selecting Association for encourage students
students to role appropriate roles resources. to use different
play characters, or that are at the modalities while
even to role play student’s ability role playing. Also
leadership roles level. Once the allow students to
within the creative remote learning select roles that are
process. begins, the students at the appropriate
then may continue ability level.
Students may work
to develop the role,
independently or in
rehearse, then
small groups.
perform for the
Always practice teacher and/or
safe social class.
distancing.
Improvisation No special In the hybrid model Please access the Encouraging
considerations, students may work Educational students to
teachers may allow independently on Theatre continue to build
students to use improvising, or with Association for relationships and
improvisation a small group. Once resources or community is
techniques when the students have access this article imperative during
developing to the remote for Keeping remote learning.
movement, scene portion, they may Improv Alive Asking theatre
work, or designing record their During students to focus
sets. improvisations to Coronavirus on listening skills by
share with the paying attention to
Always practice For dance
teacher, and or what is being said
safe social students, this
class. by other student
distancing. resource from
actors is key.
DanceSpirit has
some great
points.
19Strategy In-Person Hybrid/Blended Online only Remote
Close Reading In small groups In a hybrid Close reading This strategy works
Protocol students read situation, the protocol may not well for scoring
through students may begin be “intuitive” for scripts for dramatic
monologues, the activity either dance activities. Students
scenes or inquiry- independently, or in instruction, but is may upload their
based information small groups. Once easy to do when scored scripts into
three times to gain students have students are an online platform,
deeper moved to their given structured such as a Google
understanding of remote learning, resources such as drive. Teachers
the content. they may short stories or may comment on
experiment with 2- fairytales to the scored script to
Always practice
3 different ways of adapt into help students go
safe social
bringing the movement deeper into the
distancing.
character to life. sequences, or playwright’s
dance works. meaning.
Dance students may
develop 2-3 short
movement
sequences based on
the overall themes
from the reading.
Reflecting on Students may write Teachers may blend Students may Students may
the Creative or discuss in small both in person and write journal upload journal
Process groups their remote learning entries or discuss entries into an
reflections of their strategies for reflections in online platform,
learning during the reflecting on the small groups as such as a Google
process of creating. creative process. they answer drive. Journal
structured entries may include
Always practice
questions of the written, oral,
safe social
creative process. sketched
distancing.
reflections.
20Strategy In-Person Hybrid/Blended Online only Remote
Evaluations Students view Teachers may blend Students may Students may give
and Critiques performances and both in person and evaluate their an oral critique in
evaluate/critique remote learning own the form of an
final outcomes. strategies for performances, or interview,
Teachers may ask evaluating and give constructive answering guided
students to critiquing self, the critiques guided questions.
evaluate their creative process, or by a structured
personal an ensemble rubric.
performances, or performance.
to evaluate how
the ensemble
worked together.
Notes to consider for Dance and Drama/Theatre Arts instruction: Instruction works best when the
concepts of Imagine, Create, Perform, Evaluate and Discuss are implemented. When a student is able to
express their art form while imagining, creating, performing, writing and discussing, they have utilized
five different ways of expressing their artistic craft. Using these five strategies during the creative
process will reach many different types of learners.
Educational Theatre Association Guide for Reopening School Theatre Programs
21Mathematics
In June of 2020, the National Council of Teachers of Mathematics (NCTM) and NCSM: Leadership in
Mathematics Education jointly released Moving Forward: Mathematics Learning in the Era of COVID-19.
This document was organized around three major areas to consider when planning for the 2020-2021
school year: (1) structural considerations, (2) teaching practices, and (3) advocacy. The table below
summarizes some of the major points of that document, but in no way should it replace reading and
carefully considering all the major points, guiding questions, and recommendations from the original 18-
page document.
Moving from less like… Moving to more like… Strategies Resources or Tools to
Try
Structures that organize Structures that Educators should (a) Catalyzing Change
students for instruction organize students for assign students to Just Equations Go
that (a) tracks or groups instruction that (a) teachers that ensure Figure Report
students by ability, detracks students into heterogeneous ability Visibly Random Groups
either within a class or heterogeneous groups, (b) be mindful
across classes, (b) relies groupings, with high of potential
on singular or inflexible expectations for all, inequalities, such as
approaches to learning (b) provides support in access to technology,
in Tier 1 instruction, Tier 1 instruction that (c) create groups of
and/or (c) replaces allows for a range of students with mixed
grade-level instruction approaches to strengths within
with remedial problem solving, and classes to collaborate
mathematics for (c) uses formative on rich tasks using a
students based on some assessment to provide variety of digital and
prior standardized test just-in-time, as needed print media, and (d)
score. interventions during prioritize mathematics
the school day that do by providing time for
not replace daily, planning and
grade-level implementing
instruction. instruction and
interventions.
22Moving from less like… Moving to more like… Strategies Resources or Tools to
Try
Structures for teachers Structures for teachers Educators should (a) Looping
that (a) tracks teachers that (a) assign create vertical teams Team or Co-Teaching
so that the most heterogeneous classes that design and
experienced and of students to all implement tasks that
successful teachers only teachers, and balance incorporate relevant
teach the most entry-level with upper- material from previous
successful or privileged level classes for high grades into grade-level
students and/or (b) rely school teachers, and work and (b) provide
on teachers to make (b) provide regular teachers with relevant
their own way or to professional learning professional learning,
improvise/stumble their to grow their skills, like teaching students
way to providing better plan collaboratively for with trauma or
instruction. flexible instruction, engaging students
and focus on cycles of remotely.
continuous
improvement.
Determine essential Determine essential Educators should (a) Catalyzing Change
learning for all students learning for all focus most, but not all, Series
that (a) assumes students that (a) time and energy on Progressions of
students need to be met collaboratively those standards Learning Resources
“where they’re at,” (b) develops a shared recognized as major Focus by Grade Level
reflects the limited understanding of the work of the grade, (b) Curriculum Focal
challenges from low- mathematics that is deeply understand the Points for
quality instructional absolutely essential progressions of Prekindergarten
materials, whether from for all students to learning represented in through Grade 8
a textbook or cobbled learn, (b) provides a the mathematics Mathematics
together from hastily viable curriculum that standards, and (c) Developing Essential
vetted internet sources, focuses on the major communicate essential Understanding Series
and/or (c) relies on work of each grade learnings to all
unilateral decisions and moves students stakeholders and
about curriculum along a progression of allocate the time and
planning. learning across grades, resources to make it
and (c) strategically happen.
uses topics designated
as supporting and
additional work of the
grade to build and
reinforce students’
learning of major
work.
23Moving from less like… Moving to more like… Strategies Resources or Tools to
Try
Determine necessary Determine necessary Educators should (a) Progressions of
prior knowledge by (a) prior knowledge by (a) Know which prior Learning Resources
viewing students in viewing students in grade-level standards Coherence Gap
terms of their terms of their students did and did spreadsheet
weaknesses or “lost” strengths and creating not have an Mathematics Unit
learning, (b) using back- learning opportunities opportunity to learn, Planning in a PLC at
to-school testing of a to move them (b) know which topics Work
laundry list of forward, (b) were addressed Protocol to Determine
prerequisite collaboratively primarily through Prior Knowledge for a
understandings, and/or identifying remote instruction, (c) Mathematics Unit
(c) begining the school prerequisite collaborate to identify
year with (re)teaching understandings for and weigh the possible
content from prior each unit of study and consequences of
grades. planning to support unfinished learning
students to make from the prior year.
connections with past
learning, and (c)
strategically teaching
necessary skills or
understandings “just
in time” as they are
needed throughout
the school year.
Determine what Determine what Educators should (a) Great Modeling Tasks
students know and students know and use rich tasks to in Three Acts
introduce new learning introduce new replace typical pre- NCSM Great Tasks for
by (a) relying on pre- learning by (a) testing and post- Mathematics Series
tests (or last year’s post- selecting and using testing, (b) analyze rich High School
tests) and/or (b) looking formative assessment tasks to predict how Mathematics Lessons
only at right and wrong strategies to they may provide to Explore,
answers (or some understand what insights about Understand, and
abstracted scale score) students know and unfinished learning on Respond to Social
as a measure of current plan to build new prior essential Injustice
student understanding. learning on their understandings, (c) NCTM Activities with
strengths and (b) use maximize instructional Rigor and Coherence
open-ended and time to focus on math Principles to Actions
constructive response teaching and learning, Professional Learning
tasks to gather insights and (d) leverage Toolkit
about student technology to gather Using Talk to Make
successes and insights about what Sense of Mathematics
struggles before students know and The Formative Five
modifying instruction understand. Jump Start Formative
accordingly. Assessment
24Moving from less like… Moving to more like… Strategies Resources or Tools to
Try
Teaching practices that Teaching practices Educators should (a) Good Questions
follow a simple cycle of that reflect the full focus student learning More Good Questions
working examples for range of effective goals on meaningful 5 Practices for
students, assigning mathematics teaching shifts of understanding Orchestrating
practice problems, and practices to set quality to be brought about Productive
scoring work as right or goals, choose good through instruction, Mathematics
wrong. tasks, engage students not just tasks to be Discussions
in high-quality completed or routines 5 Practices in Practice
discourse, build to be performed and Series
fluency on top of (b) engage in Discourse Actions to
understanding, and collaborative planning Promote Student
use evidence of to choose quality tasks, access
student thinking. pre-select purposeful High-Yield Routines for
questions, anticipate Grades K-8
student strategies and Taking Action Series
struggles, and learn Principles to Action
from each other over Professional Learning
time. Toolkit
Strengths-Based
Teaching and Learning
in Mathematics
Policies and budgetary Policies and budgetary Educators should (a)
decision making that (a) decision making that look for and
tries to do more with (a) ensures schools understand the
less, (b) assumes that have the means, resources available at
overcoming obstacles is resources, and support national, state, and
a simple matter of to provide meaningful local levels, (b)
individual teacher time mathematics teaching humanize the situation
and effort, and/or (c) and learning, (b) plans with policymakers and
spends money and for contingencies that stakeholders so
allocates resources in a could disrupt everyone understands
patchwork fashion mathematics learning, the impact of fiscal
rather than making a such as school decisions, (c) allocate
long-term investment in closures or modified resources so that every
teacher capability and schedules, and (c) student is provided
student learning. ensures that all access to grade-level
students have the content and quality
tools, technology, and teaching, and (d)
access to fully engage advocate for the
in mathematics necessary leadership
learning regardless of and support that
instructional setting. teachers need to work
through challenging
conditions.
25Moving from less like… Moving to more like… Strategies Resources or Tools to
Try
Assessment practices Assessment practices Educators should (a)
that (a) assume that (a) grapple with think about systemic
summative test results the systemic impacts impacts that can affect
are always valid and school disruptions the validity and
reliable, (b) assess all have on assessment reliability of
students frequently at results (particularly assessment results, (b)
the cost of lost large-scale summative consider other metrics
instructional time, assessments) and how to understand the
and/or (c) assess all their validity and educational health,
students the same way reliability could be wellbeing, and
out of regard for compromised and (b) recovery of the local
“fairness,” without ensure assessments educational system, (c)
considering other are demonstrably carefully weigh the
evidence or individual connected to content benefits of any
student needs. and can result in assessment against the
action. sacrifice of
instructional time.
Professional learning Professional learning Educators should (a)
and collaboration that and collaboration that increase transparency
relies on one-shot, (a) creates a culture of with stakeholders
content-agnostic sustained, job- using clear, frequent
approaches to staff embedded communication and (b)
development. professional elevate teachers’
development through voices and solicit
the use of feedback from all
mathematics coaches stakeholder groups,
and instructional including
specialists and (b) administrators,
prioritizes time for teachers, and parents.
regular meetings
between grade-level
and course-alike
teachers with efforts
focused on shared
visions of assessment,
grading, intervention,
and lesson planning.
Resources to Support Diverse Learning Settings in Mathematics
• https://www.cde.state.co.us/comath - CDE’s main page for mathematics standards, curriculum
support, instructional support, and community information
• https://www.cde.state.co.us/comath/2020-2021 - Resources and guidance specific to planning
for and teaching mathematics in the 2020-2021 school year
26Music
This document offers suggestions for music teachers and administrators to use when organizing and
leading instruction in diverse learning settings. In addition to these ideas, the National Association for
Music Education (NAfME) has produced this document to support learning in music classrooms for Fall
2020. Other resources from NAfME can be accessed at this website.
Information and recommendations on Instrument Hygiene can be found in this document. (See page 6.)
Information and recommendations on copyright can be found in this document. (See footnote on page
21.)
High-Impact Instructional Strategies for Diverse Learning Settings in Music
Research has identified that music instruction needs to engage all students with performing, creating,
analyzing, and evaluating over long periods of time. Such practices include a broad range of intellectual
habits for students —asking questions, developing and trying out different ways to perform and create,
working with peers, and constructing their own understanding of what they are performing. Thus music
practices are not synonymous simply with “hands-on” or “performance-based” activities. Wiggins (2014,
2007) identifies three common patterns of learning and engaging in music and the other performing
arts:
• Facilitating student construction of their own understandings in learning;
• Grounding learning in “real world” (authentic) experiences; and
• Assisting students in synthesis.
In choosing high-impact instructional strategies, teachers need to take into account the culture of the
students in the classroom (CRT), the ways that we know learning takes place (constructivism), and the
stage of teaching that we are in (prepare, present, practice, evaluate, reflect). High-impact instructional
strategies also consider the different environments for learning (face-to-face, blended/hybrid, on-line,
or remote).
• Moving from less like: Rote memorization of facts and terminology.
• Moving to more of: Facts and terminology learned as needed while developing explanations
and designing solutions supported by evidence-based reasoning and arguments.
Instructional Strategy In-Person Hybrid/Blended Online only Remote
Cooperative Learning: Engage pairs or Engage in-person Engage Engage
(e.g. Brainstorm, Think- small groups and prompts and technology (i.e. technology and
Pair-Share) discuss topics or technology/paper chat, hand paper packets
ideas. packets to raising, to brainstorm.
brainstorm. breakout
rooms) to
brainstorm.
27Instructional Strategy In-Person Hybrid/Blended Online only Remote
Modeling Engage students/ Engage in-person Engage Engage
other leaders in strategies and use technology (i.e. technology (i.e.
modeling technology (i.e. recordings, recordings,
information and recordings, videos) to share videos) to
ideas. videos) to share modeling. share
modeling. modeling, if
available.
Questioning (posing Engage students Engage in-person Engage Engage
problems) by asking prompts and technology to technology and
questions or with technology/paper share paper packets
problem packets to share questions. to share
prompts. questions. questions.
Reflective Feedback Engage pairs or Engage in-person Engage through Engage through
small groups to and/or through technology (i.e. technology
discuss and technology/paper full class, chat, and/or paper
provide packets breakout packet.
feedback. rooms)
Disciplinary Literacy Engage students Engage in-person Engage Engage
(engaging through in practical disciplinary technology for technology and
reading and writing) applications of literacy disciplinary paper packets
information to techniques. literacy. for disciplinary
build disciplinary Determine literacy.
literacy. possible use of
technology.
• Moving from less like: Learning of concepts disconnected from questions
• Moving to more like: Conceptual (dimension) thinking and modeling to give context for the
ideas to be learned.
28Instructional Strategy In-Person Hybrid/Blended Online only Remote
Direct Instruction Facilitator leads Information Information Information
the presentation provided in- provided provided through
of information for person and through technology and
students. through technology. paper packet.
technology
(presentation)
Modeling Engage students/ Engage in-person Engage Engage technology
other leaders in strategies and use technology (i.e. recordings,
modeling technology (i.e. (i.e. videos) to share
information and recordings, recordings, modeling, if
ideas. videos) to share videos) to available.
modeling. share
modeling.
Questioning (posing Engage students Engage in-person Engage Engage technology
problems) by asking prompts and technology and paper packets
questions or with technology/paper to share to share
problem prompts. packets to share questions. questions.
questions.
Disciplinary Literacy Engage students Engage in-person Engage Engage technology
(engaging through in practical disciplinary technology and paper packets
reading and writing) applications of literacy for for disciplinary
information to techniques. disciplinary literacy.
build disciplinary Determine literacy.
literacy. possible use of
technology.
• Moving from less like: Teachers providing information to the whole class
• Moving to more like: Students collaborating, solving problems, and engaging in discussions with
teachers’ guidance
29Instructional Strategy In-Person Hybrid/Blended Online only Remote
Cooperative Learning: Engage pairs or Engage in-person Engage Engage
(e.g Brainstorm, Think- small groups and prompts and technology technology and
Pair-Share) discuss topics or technology/paper (i.e. chat, paper packets
ideas. packets to hand raising, to brainstorm.
brainstorm. breakout
rooms) to
brainstorm.
Modeling Engage students/ Engage in-person Engage Engage
other leaders in strategies and use technology technology (i.e.
modeling technology (i.e. (i.e. recordings,
information and recordings, videos) recordings, videos) to
ideas. to share modeling. videos) to share
share modeling, if
modeling. available.
Compare/Contrast Engage students Use in-person Use Use technology
individually, in strategies and technology and paper
pairs, or small technology (i.e. (i.e. breakout packets to
groups to discuss recordings, videos) rooms, chat) share.
topics or ideas. to share. to share.
Questioning (posing Engage students Engage in-person Engage Engage
problems) by asking prompts and technology to technology and
questions or with technology/paper share paper packets
problem packets to share questions. to share
prompts. questions. questions.
Project-based Learning Facilitate a Engage with Engage Engage
project based on students in-person through through
student ideas and through technology. technology and
and interests to technology and paper packets.
meet learning paper packets.
concepts.
30Instructional Strategy In-Person Hybrid/Blended Online only Remote
Disciplinary Literacy Engage students Engage in-person Engage Engage
(engaging through in practical disciplinary literacy technology technology and
reading and writing) applications of techniques. for paper packets
information to Determine disciplinary for disciplinary
build disciplinary possible use of literacy. literacy.
literacy. technology.
Reflective Feedback Engage pairs or Engage in-person Engage Engage
small groups to and/or through through through
discuss and technology/paper technology technology
provide packets (i.e. full class, and/or paper
feedback. chat, packet.
breakout
rooms)
• Moving from less like: Teachers posing questions with only one right answer
• Moving to more like: Students discussing open-ended questions that include more than one
right way to respond.
Instructional Strategy In-Person Hybrid/Blended Online only Remote
Cooperative Learning: Engage pairs or Engage in-person Engage Engage
(e.g Brainstorm, Think- small groups and prompts and technology (i.e. technology
Pair-Share) discuss topics or technology/paper chat, hand and paper
ideas. packets to raising, packets to
brainstorm. breakout brainstorm.
rooms) to
brainstorm.
Compare/Contrast Engage students Use in-person Use technology Use
individually, in strategies and (i.e. breakout technology
pairs, or small technology (i.e. rooms, chat) to and paper
groups to discuss recordings, videos) share. packets to
topics or ideas. to share. share.
31Instructional Strategy In-Person Hybrid/Blended Online only Remote
Project-based Learning Facilitate a project Engage with Engage through Engage
based on student students in-person technology. through
ideas and interests and through technology
to meet learning technology and and paper
concepts. paper packets. packets.
Disciplinary Literacy Engage students in Engage in-person Engage Engage
(engaging through practical disciplinary literacy technology for technology
reading and writing) applications of techniques. disciplinary and paper
information to Determine literacy. packets for
build disciplinary possible use of disciplinary
literacy. technology. literacy.
Questioning (posing Engage students Engage in-person Engage Engage
problems) by asking prompts and technology to technology
questions or with technology/paper share questions. and paper
problem prompts. packets to share packets to
questions. share
questions.
Reflective Feedback Engage pairs or Engage in-person Engage through Engage
small groups to and/or through technology (i.e. through
discuss and technology/paper full class, chat, technology
provide feedback. packets breakout and/or
rooms) paper
packet.
• Moving from less like: Pre-planned outcomes from “canned” performance-based activities
• Moving to more like: Multiple activities driven by students’ interest with a range of possible
engagement outcomes that lead to a deeper understanding of established core dimensions.
32You can also read
