Stephanie & Kyle from the CAT provided me with a lot of great resources, which I have linked you all to via this module. For the most part, the resources are self-explanatory/stand alone. Here I am adding in some additional points/tips they made.

If you are teaching an in-person course, in anticipation of the possibility that some students may request to attend virtually, be sure to communicate clearly what they can expect from that. Be transparent about your expectations for their engagement. They may just be a spectator if you are not attempting to actively teach via two different modes at the same time (which the consensus tells us there is no good way to do). Have policies about this type of attendance, and remind the students about them consistently. If you have multiple students consistently attending virtually, you may want to consider grouping them and having activities they they complete together virtually.

Also, don't assume students are familiar with the systems you are using. They may be attending your class virtually through zoom, another through Echo360, and another through a totally different system.

Plan activities ahead of time in a way that there is always an equivalent online option.

Lastly, research shows that while students will report that they learn better from lecture, they actually have better outcomes from a flipped approach in which content is delivered/absorbed asynchronously and then learning activities occur synchronously. However, this is dependent on them being diligent in their class preparation. Explain to the students that when you can observe active work, you can then see where the gaps are in their learning and help them.

Note from Stephanie (specifically in regard to materials CPH had posted in their "prepare for online learning" course they made for students) - there is no such thing as "learning styles" - these have been debunked! Instead, think about different ways "into" the same material (i.e., UDL). And giving students options - you can do a, b, or c to learn about this topic.

Consider talking about Bloom's taxonomy (as recommended by Sandra McGuire) at the beginning of a course and asking students what kind of learning they want from the course, what they would need to do to achieve the outcomes.

We can do this!