Remote Instruction FAQs

Assessing Implementation Effects 

Q: Should we administer pre/posttests of our live video or prerecorded video lesson presentations?

A: We recommend you continue to assess the fidelity of your Too Good program implementation and the effects of your program delivery.  Your implementation requirements may provide for more flexibility during remote learning adaptations. 

Remote administration of the program is a significant adaptation to the program fidelity model. A weakening of the effects of the implementation is expected. 

Q: Which evaluation instruments do you suggest for remote learning applications?

A: We recommend you use the Student Knowledge Test, the Student Risk and Protective Survey, and/or the Student Checklist of Behaviors to measure the effects of your lesson delivery in remote learning applications. 

We do not recommend using the Teacher Checklist of Student Behaviors if the students are not physically in the classroom with the teacher completing the checklist as the teacher will not be able to observe the students long enough to complete the survey accurately.

Students may feel more compelled to give socially acceptable answers because they are completing the assessments at home. 

Q: Which instruments should we use to measure the quality of the lesson delivery?

A: It is recommended that each instructor implementing the program complete the Teacher Implementation Survey.  If the Too Good program is delivered in more than one classroom, a separate survey should be completed for each class. 

This survey should be completed honestly, giving detailed explanations for each adaptation made to the implementation of the program.  If the lessons are delivered via Live Videos, the Classroom Observation Form may be used.  The form should be completed as described in the Teacher’s Manual. 

If the lessons are conducted with Pre-recorded Videos, do not use the Classroom Observation Form. 

Q: Can we use an online survey platform to conduct the evaluations of the program?

 A: Yes, you may put the questions from the evaluation instruments into an online survey tool. 

Pre-recorded Videos

Q: Will you provide pre-recorded videos for us to use?

A: We do not offer prerecorded videos, but we do recommend you record your own.  Even though the videos will be pre-recorded, you will still be able to build rapport with your students. 

Keep in mind that you are modelling the social and emotional skills you are teaching the students.  When conducting prerecorded videos, the students need to be able see your nonverbal cues facial expressions, eye contact, and body language. 

Q: Is there a length/time requirement?

A: We recommend you follow the prescribed fidelity model and deliver one lesson a week with your students.  Current circumstances may present new time constraints or varied class scheduling.  If you cannot complete one lesson in the time you have been allotted, we suggest you split the lesson and deliver it over two shorter videos.  As always, we recommend you measure the effects of any changes you make to the prescribed fidelity model.

Q: Is voice-over allowed?

A:  It is permitted but not recommended.  As the instructor, you are modelling the social and emotional skills you are teaching the students.  When conducting prerecorded videos, the students need to see your nonverbal cues including facial expressions, eye contact, and body language.  Voice-over recordings separate the instructor from the student limiting engagement.

Use of Slide Decks for Lesson Delivery

Q: Can we project the lessons using slide decks or other Presentation Software?

A: No.  Reproducing any of the Too Good programs lesson or activity content or materials is not permitted.  Do not upload content from your Teacher's Manual or display the lessons from the Teacher’s Manuals for the student in third-party slide deck programs. 

The lesson scripts presented in the Teacher Manuals are intended for the teacher only.

Q: Can we create a video using only slide decks?

A: No.  The instructor servers as a role model for the social and emotional skills you are teaching the students.  The students need to be able to see your nonverbal cues including your facial expressions and body language.   

Slide presentations disengage the students from the learning limiting their practical understanding and application of the course content. The lesson scripts presented in the Teacher Manuals are intended for the teacher only.

We encourage you to use the posters and visual displays in the background of your video to enhance the experience for visual learners.

Q: Can we use a web based application tool to create an interactive presentation?

A: No.  You may not upload or input lesson or workbook content into a web based application tool.  

Use of Scanned Workbooks, Posters, and Game Boards

Q: Can the workbook pages and posters be scanned or resized for the digital platform?

A: We recommend that you display posters and other visual displays beside you or behind you when recording your lessons.  This will also add visual interest for the students.

Engaging Students in Remote Learning Environments.

Q: Do you have any tips for engaging students remotely?

A: Make use of all of the features of the video conferencing software you are using including: 

  • Use the chat board to solicit comments and questions from students.
  • Encourage students to interact with emoji and other nonverbal feedback features.  Ask them to give you a thumbs up if they understand or respond to a question with a clap.  If the meeting organizer has enabled the nonverbal feedback feature, ask participants to use an icon like a raised hand to communicate. 
  • Place students in small groups and encourage the groups to “write” their answers on the group whiteboard. 
  • Share your screen with the students to display workbook pages or student responses.  Most online meeting tools offer the option to share your entire desktop or just one of the windows you have open.