traditional teaching methods be characterized as obstructing learning?
BlendKit Course: DIY Project Tasks | Blended Learning Toolkit - 3 views
Digital Learning Day :: Classroom and Teacher Toolkit - 7 views
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Implementation in an Elementary Classroom (Articles) - 0 views
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because they’re so used to being spoon-fed information that they can barely critically think
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Playful, teacher-led learning activities tap into the brain’s multisensory engagement, making content more memorable
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the Class Learning Snapshot that guides what a teacher anticipates their learners strengths, challenges, aptitudes, interests, preferences, and needs. We introduce the Personal Learner Profile.
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Using the Class Learning Snapshot (CLS), we guide you in how to select and integrate tools, apps, and resources to universally-design instruction and learning strategies. Considering the learners in your CLS, you will outline the learning strategies and skills in the lesson along with the skills from NETS (National Educational Technology Standards) for Students to create a Class Learning Toolkit (CLT). Personal Learner Profiles (PLP) of two learners will be used to demonstrate how to develop a Personal Learning Backpack (PLB) that will support the learners in achieving their learning goals in this lesson.
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Although her natural inclination is “to help my students when they’re stumped or confused, I need constantly to remind myself that when I supply an answer or even suggest a method for finding an answer, I’m not truly helping.” In terms of the tenets of inquiry-based instruction, she explains, when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
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This whole thinking is exactly how I feel when students need or want help. I want to help and I need to remember that I need for them to help themselves by also asking a question to help their learning process. I also have an old mindset though of feeling like I've let my student/class down by not helping.
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Thinking Maps, she explains, help students gain control of the process by offering them eight distinct ways to organize their inquiries — a circle map for defining in context, for example, or a bubble map for describing with adjectives, etc.
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I looked into these Thinking Maps and I love them! So much that I would like to use them, however you have to go through a whole school process. Does anyone know how to get these without doing that?
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In my opinion, any graphic organizer would be beneficial to use for those visual thinkers. It looked like to me that it was exactly as you said...a whole school process, but you can still see the eight maps and possibly tailor it to your student learning.
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“helping children gain active control over the process of thinking so they learn how to learn, which will serve them well throughout their lives.”
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it requires “unlearning” many of the lessons of traditional teacher-preparation programs.
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graphic organizers known as Thinking Maps,
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Marcon tracked children from preschool through the third and fourth grades and found that those with “overly academic” preschool experiences struggled in their later elementary years when they were expected to “think more independently and take on greater responsibility for their own learning process.”
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Implementation in an Elementary Classroom (Articles) - 1 views
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observing or engaging in an event,
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Inquiry-based instruction
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The first thing we do is begin an ‘I see — I wonder’ exercise,”
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Love this idea...seeing what they want to learn and developing activities from there. Very personalized. Great idea
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Each of my students were given a clipboard to do this activity during every field trip. If I was coordinating field trips today I would give choice between writing it out with a clipboard or using a mobile device. The field trip then because a true educational experience with expectations of sharing their experience/learning with classmates, blogs, and/or school social sites.
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one of two key benefits of playing: promoting academic learning. The building of social emotional skills is the other. Play is, after all, the way children are wired to learn
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If only we promoted this more and allowed the littler kids to play and learn and develop at their own pace. Sorting on their own by just playing is great. My daughter does the same thing at 3 years old and I am amazed by things she knows...just from playing and watching...
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Early childhood classrooms usually include a discovery zone. Theme of items are changed out weekly, giving children exposure and ways to manipulate sand, water, snow, etc. It's amazing to watch their understanding of the world around them develop when given opportunities to explore.
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Play time is a great place for kids to also get away from using a device all of the time. They have to think for themselves, learn to communicate and use their imagination. All of the things that they might not be getting at home.
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Start a faculty book club
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I have done this in different ways based on staff choice. Meeting in person once a week (during lunch, prep, or outside of school) with one specific title of a book for fun; professional development book; or everyone sharing about the book they read individually. Some staff have little to no time to meet outside of school so I created a staff book club on Google Classroom.
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A modern educational tool Ms. Moore considers indispensable for effective inquiry-based instruction is the set of graphic organizers known as Thinking Maps, which help children categorize information in visually coherent ways. “Many teachers mistakenly assume kids know how to think,” she say
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Thinking maps are a great way for children and adults to categorize information. I agree with the statement that teachers mistakenly assume that kids know how to think. Thinking is a very complex task that requires practice. Children need guidance in how to stay focused and concentrate on categorizing information.
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And through modeling and scaffolding with students, they will eventually learn how to do this skill more independently.
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“Giving them directions all the time takes away from the creative process and imagination, which a lot of my kids are lacking,” she says, “because they’re so used to being spoon-fed information that they can barely critically think.”
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Incorporating free play, guided play or something in between may require some creativity on the part of educators, but the academic and social emotional learning benefits inherent in play are too vital to overlook.
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Introduce one new tech tool. Digital tools -- such as video cameras, drawing software, or Web applications like Google Earth -- can really expand students' options for learning and showing their knowledge (here's what this looks like at Forest Lake). Pick just one new thing at a time, and experiment with it for yourself before introducing it in class.
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They started small, and they've grown and honed their strategies each year.
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Stay current. Keep the discussion alive with colleagues in your school and in social networks (such as Twitter, Edutopia, and others) to find fresh ideas and avoid stagnating.
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Free or unguided play is the most natural way to forge these connections.
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but opportunities to provide those benefits are on the decline.
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Sad but true. With our school schedule this year, there is no wiggle room for anything like play...other than their 10 minute recess. It's no wonder that I have so many behavior issues (over the silliest things), students haven't learned how to work things out on their own.
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I completely agree! Sometimes the most important skills of collaboration can be practiced and applied in play.
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In 5 minutes you can
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Make a scaffolding toolkit.
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A Stage One PLE is teacher-centered with learner voice and choice
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how to unpack the Common Core State Standards with your learners,
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Expert learners and assessment as learning is the key for learners taking responsibility for their learning.
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In terms of the tenets of inquiry-based instruction, she explains, when she answers students’ questions straightforwardly instead of asking questions to help the students find the answers themselves, she’s actually interfering with the learning process.
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Practice procedures for independent and collaborative work
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iowaonlinelearning - Teaching Standards - 94 views
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Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
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I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
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This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
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I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
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I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
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Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
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Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
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The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
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My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
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I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
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I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
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I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
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It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
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I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
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I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
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This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
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i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
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Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
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Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
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I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
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An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
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I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
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I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
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students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
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All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
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This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
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Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
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This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
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I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
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I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
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I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
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In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
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I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
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As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
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I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
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I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
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Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
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I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
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The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
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• Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
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I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
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Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
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I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
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I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
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I think that students like this technology and will use it to enhance their learning.
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Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
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Networks with others involved in online education for the purpose of professional growth
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Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
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Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
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Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
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Understands and uses data from assessments to guide instruction
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I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
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I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
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This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
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As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
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As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
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I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
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Utilizes a course evaluation and student feedback data to improve the course
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If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
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I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
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Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
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I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
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Understands the differences between teaching online and teaching face-to-face
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The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
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I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
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In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
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I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
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Sets and models clear expectations for appropriate behavior and proper interaction
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This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
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the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B
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Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
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I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
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I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
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I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
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I like the word "creates" used twice in this standard. Teaching is more than a degree. It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
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Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
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including rubrics for student performances and participation
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However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
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Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
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Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
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Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
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I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
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Knows the content of the subject to be taught
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How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
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On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
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Assists students with technology used in the course
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I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
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I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
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I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
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how to teach the content
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I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
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I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
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Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
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It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use
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This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
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#8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
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Demonstrates growth in technology kno
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As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
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Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
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I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
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As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
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emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
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Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
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student self-assessment and pre-assessment within courses
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There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
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I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
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Creates or selects multiple assessment instruments that are appropriate for online learning
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learning outcomes and expectations
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I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
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This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
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So important that students and educators are on the same page--meeting expectations on both ends.
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Expected learning goals need to be the driving force when we design a course.
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the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
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Creates a safe environment, managing conflict
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
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All students need to know the expectations and be taught appropriate netiquette.
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I believe that this should be explicitly taught to all students. I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
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5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
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inappropriate student technological use
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students with special needs or whom are language learners
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Communicates assessment criteria and standards to students
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in order to stay current with emerging technologies
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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Aligns assessment with course objectives
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Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
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Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
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1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
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Understands the differences between teaching online and teaching face-to-face
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Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
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I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
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I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
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I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
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There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
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I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
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Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
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ol101-2020: Iowa Online Teaching Standards - 9 views
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I chose this criteria because having your course evaluated gives you valuable information to guide your next attempt. Reading through the student feedback of the course helps to know what you are doing right and what needs to be changed or tweaked to help students be successful.
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Student feedback is essential. What do you use to get their feedback? I use either Google Forms or SurveyMonkey.
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Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
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Understands the differences between teaching online and teaching face-to-face
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moodle_iowa After being thrust into online learning in the spring, I learned this is vitally important. I am still learning how to be an online teacher, the preparation it takes, and how essential communication is with the student and his or her family.
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I agree, this summer has really opened my eyes to how important it is for a teacher to learn how to teach online. One of the most important parts is having consistent structure and clear expectations at the start.
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This is something that I am learning more about and believe is extremely important. What might work well in the classroom may not work as well online. Finding the best practices for the environment is essential to making sure the students are successful.
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Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
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This is important. I can see myself creating a screencastomatic video as an intro to each of my classes in order to meet this criteria.
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Moodle_iowa This is a good one. I have always known the "course syllabus" in my head, but especially next year, it would be super helpful to give a course syllabus to families. In the case that we do have to move online for a period of time, families could see where we are going like a roadmap to help their children achieve success.
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moodle_iowa I agree, Jill! It gives families a roadmap, and if we have to suddenly switch modes, it is already in place. It will take some time, but the preloading should help in the long run.
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This is something that I need to do a better job with in all my classes. This summer I have been working on updating and improving my class syllabus to be a much better overview of the class and showing what is expected of them throughout the course.
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I need to be better about posting and discussing learning outcomes before every lesson I teach.
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Identifying the objectives can be easy for a teacher to do but the communication piece is more difficult. Students need to see what does that objective mean and what should it look like.
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Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
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This is where teaching online can sometimes be beneficial as long as you provide various ways to learn--videos, text, using text speak, etc.
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moodle_iowa Yes! I think it calls for collaboration with specialist teachers to be sure we are providing the accommodations needed.
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Visual graphics and videos for visual and auditory learners. Checking in with and offering office hours and extra support for students who may need this. Accommodations for students with disabilities or other needs.
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Promotes learning through online collaboration group work that is goal-oriented and focused
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I think this is very important in the classroom and online. When students collaborate they can share knowledge and learn from one another.
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Allowing students to do their own PowerPoint presentations of lesson material. Always letting students ask questions which are answered during Zoom meetings.
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I feel this is the part that can be missing in online learning. How do you get collaboration and provide a safe environment. As the instructor, do you need to be involved in every interaction between students? Yes when you are dealing with younger students. I am still looking for tools that allow collaboration with adult supervision.
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5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
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7. Engages in professional growth (ITS 7)
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Has experienced online learning from the perspective of a student
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This is a big one because then you can relate to how the students are feeling. Learning a new LMS can be frustrating and take time, so being able to experience that yourself and then apply that to what the students are feeling can help. I also think taking online courses helps you face many struggles students might have (such as being afraid to ask questions or participate). Again, you are experiencing the struggles students might have, which I feel back benefit the teacher by knowing what these struggles might be beforehand,.
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Assists students with technology used in the course
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If we expect our students to use the technology, we need to be able to help them use it! I had one student this past spring who was confused on what I was trying to explain on our LMS. I ended up video taping myself and showing him what to do, and he LOVED it. It was good that I was familiar with the LMS and could then show him myself what to do. If a teacher can't assist the students with the technology they expect them to use, then they shouldn't be using it.
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During the first week of online learning, I had an instructional Zoom meeting with my students and walked them through the "Instruction to Seesaw Tools" Activity that was going to be assigned. I "shared" my computer screen so that they could see me pointing out, describing, and using each feature on my "Sample Student" account. This was well worth my time because it explained to them how to use the tools and turn in their work on SeeSaw. I also told my students that they could ask me questions in the comments space for each assignment .When they had any questions, I would reply back to them that way and then they could finish up their work.
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Many times we assume that students know how to use a computer lesson and how to read the expectations. Helping them to be able to use the programs will increase their success.
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• Maintains an online social presence that is available, approachable, positive, interactive, and sincere
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This is essential!!!! I wanted my students to still know and feel like I was their teacher and I think it is important for any teacher to do this. Students still need to know we care and want to help them become better learners. I believe keeping in touch with my students daily/weekly was vital in their success this spring.
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In our Zoom classrooms I always try to greet each student as they enter, to check in how they are doing and whether or not I can hear them and they can hear me.
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Students need interact with their peers as well as their teachers. Teachers should provide opportunities for students to interact, as is appropriate. Weekly class meetings give the students a chance to see each other and to catch up.. This was very important--especially to our littlest learners during the spring 2020 shut down.
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Understands student motivation and uses techniques to engage students
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This stuck out to me because this is something I tried hard to do with my students this spring. I knew that I had to find ways to motivate my students to do the work, and I would reach out to them individually to keep them motivated. I want to make sure I am keeping my students engaged when learning online and I am hoping I will be able to find more ways to do this if we have to continue to teach online this next school year. I think it is essential for motivation and engagement so our students still want to learn.
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You are SO RIGHT! In the classroom I can come up with incentives and I have a full toolkit for that....but last spring, I was struggling with online. Looking at the Maslov pyramid maybe the kiddos were stalled at the second step 'safety needs-security'. There was a lot of scary stuff on the news and through some reflections the kids that I didn't think would be bothered were really worried about the world. :( (Also, I can imagine being a middle schooler and being separated from my friends---ewwwwww!!!)
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I agree Sam. Keeping students motivated and engaged online may be hard. I don't think the being on technology will be hard for us to do, as they love to game and talk to their friends. However, keeping their attention and focus on educational curricular might be a whole other ballgame.
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I think it also helps to motivate students when they know the "why" in learning. Why is it important for us to know and why are we doing it. I think this is a little harder to get across in online learning. I know I did not do that as we were running a little blind this spring with the Covid situation. I need to improve in my directions to help students be more motivated about the work.
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• Knows the content of the subject to be taught and understands how to teach the content to students
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It is essential that a teacher understands the content and is confident in their ability to teach it. If a teacher is not competent in the subject and hasn't taught it before, it would be difficult to teach an online course. I think one of the best ways to learn as a teacher is to see student's reactions face to face & learn along with them. This would be harder to do in an online setting.
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It is extremely important for the teacher to understand the content, so they can teach it effectively to their students.
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Utilizes a course evaluation and student feedback data to improve the course
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Teachers should always be willing to improve on their craft. Reflection should be from all stake holder's - parents, students and the teacher themselves. Especially as we do this for the first time - feedback can only make things better.
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Gathering data and feedback from students and others to improve your course and teaching skills I feel is best practice. Teachers should always want to improve their teaching and want to make their course better. Not every student learns the same way, so what worked the first year may not work the next.
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If teachers don't use a course evaluation or ask for student feedback how do they know what went well or needs improving in the course. All teachers should want every student to succeed. It is important to welcome feedback and be willing to make changes that will improve a course.
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Selects and uses technologies appropriate to the content that enhance learning
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Content can sometimes look fun, but might be challenging for students to do. Their internet might be slow or their computer is not working right or it requires a program that they don't have loaded. These issues make the student focus more on the computer than on the learning at hand.
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I agree with this standard. I love how it says appropriate to the content to ENHANCE LEARNING. Many times I observe technology use from other teachers as fluff and used just to be used. There is not a purpose or application to the students' learning. It is just in there to pass the time. Technology is a tool, and this tool should engage, foster learning, and encourage application of skills. Not to play a game, watch a video or movie, or just fill time.
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I think this is a huge standard. I find myself sometimes using technology just to use it. It needs to enhance the learning instead of just there.
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This standard stick out to me because the technology I choose for my students should be appropriate for their age and the skills/strategies they are learning. I want the technology to be effective and not just being used to use it.
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Incorporates social aspects into the teaching and learning process, creating a community of learners
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Students are very social learners. Many of us have collaborative activities that they do in a face to face setting. It is important that we keep these social activities in an online course as well. Learning is definitely more fun with others!
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I have never really thought about this as being a standard in an online class. After taking a couple of classes myself, I can see the benefits of creating a community of learners and bringing in the social aspects for my online learners.
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Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
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"moodle_iowa" Learning to evaluate material is important because the internet has multiple sites with different information. My class researches saints every year and I have specific websites I ask them to research with because not all the sites are accurate. I have had to complete my own research in order to lead them to more accurate sites.
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Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
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"moodle_iowa" Teaching students about being safe online and making certain they understand their own rights as well as the rights of others is extremely necessary. In our society, we have the rules of the road to follow and explicit classes for students learning how to drive. This standard jumped out to me because I feel there are not a lot of parents ensuring their child is safe online.
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Provides opportunities that enable student self-assessment and pre-assessment within courses
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"moodle_iowa" At our school we are teaching the students about Growth Mindset and using self-assessment is key. Students understanding what they are failing at and learning how to fix it is a part of moving forward in their education. Using pre-assessments allows students to move above and beyond their strengths and to work on their not as strong areas with more practice.
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I like the idea of allowing students to self-assess as well. This gives them to really reflect and be more active in their learning.
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Sets and models clear expectations for appropriate behavior and proper interaction (
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success.
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Definitely. I am feeling more and more unprepared as I learn what is needed to make online course work and all the resources available.
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If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting.
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It is so important to be knowledgeable and have the ability to use computer programs required in online learning! This is exactly why I am taking this course! I need to be more knowledgeable.
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If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting. on 2020-06-19
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Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
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Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
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Providing timely and constructive feedback can help student become stronger learners.
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Timely feedback is very important. I remember as a child I would ask when the test was being passed back, just so I know how I did on the test. I still have students asking me when I will grade something or have a comment back to them by. I always tell my students I am available 24/7 via email for their programming needs, but sometimes they just want a quick check on their work. It is that constructive feedback that I feel needs to be precise and to the point, so they understand what you are asking of them and what they need to do to get the grade they are searching for.
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Providing feedback is so important for the student. It is even more important that the feedback is given in a timely manner. This is one way to build a rapport with the student, and make sure they are understanding the content being taught.
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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This is something that assessments, quick checks and tickets out the door will allow us to check what the students know and what I need to do to make sure they will understand later.
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This is an effective strategy for any teaching style. Sometimes when students are not understanding the content, the teacher needs to look back at how the content was taught and make a change. Also, if an instructional strategy is not effective there should be reteaching as well.
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This is essential to online and classroom instruction. It is always important to use data to drive instruction. By looking at data one can see if the students are understanding what is being taught.
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Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
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Engages in professional growth
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Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
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This is important because without the alignment we will end up with arrows pointing in random directions instead of one common goal.
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It will be even more important this year to consider the district's standards. Our time will be very valuable since we have gaps to fill in from last year.
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This is very true. We will probably need to look at previous grade's standards as well as our own since our students missed a third of the academic school year.
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This is especially relevant due to the online learning that needed to be done this past spring. The teachers at our school will need to meet and discuss what standards were not met for each of our classes and make adjustments.
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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Has knowledge of learning theory
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safe environment
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Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
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Has experienced online learning from the perspective of a student
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I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
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I agree, one the best learning experiences for me was taking these classes and being a student again and seeing instructional strategies for a student's perspective. Going into next year, I have already implemented changes to my classes because of my experience as a learner and a student.
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This is what we are doing on this course. I also get this experience somewhat when I am in an online Professional development meeting at my school.
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It is very important the a teacher has went through an online class (or 4) so they have a good idea of how it works, what a student goes through, where hang-ups occur, and just to know, it is easy to get stuck.
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Communicates assessment criteria and standards to students, including rubrics for student performances and participation
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moodle_iowa This is definitely an area that we use in face-to-face teaching, so I would expect that it would be included and important to online teaching. It is good for students, and teachers, to know the expectations that are needed for an assignment, assessment or project. It is a guideline to follow until you reach the desired product or learning objective.
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Communication within online courses is more difficult. It can be difficult to share in detail the expectations and answer many questions as you can in a face-to-face classroom. Clearly stating assessment criteria and providing some kind of framework. like a rubric, is important to a successful learning experience.
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Applies research, knowledge, and skills from professional growth to improve practice
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It is equally important whether we are teaching F2F or online. A teacher is a lead learner. We set the example, we learn, we reflect, we improve our practice. The key here is to incorporate the new learning. We simply cannot afford to attend PD sessions and never put new learning into practice. That would be malpractice!
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Demonstrates competence in planning, designing, and incorporating instructional strategies
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Understands and uses data from assessments to guide instruction
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Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
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Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students
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This is interesting because in our brick and mortar classrooms we can often have other teachers that work with some of our students due to special education needs, physical needs, or language needs, but in an online classroom you are the only teacher. Makes me wonder if online teachers ever have these types of people as resources.
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Networks with others involved in online education for the purpose of professional growth
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
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Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
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This is important because some students perform better through different ways. For example, I would have some assignments that required oral or typed answers, some required drawings, and some required the students to take a picture of an item that represented the lesson we were learning. Depending on the assignment, the students could pick the way they wanted to use for their answers.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
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Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
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It is important for educators to meet the standards set forth by the state to protect the students, ensure their education and prepare the students for their future. As education and society evolve, educators will be required to demonstrate their mastery of technology as well as their specific field of study.
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Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
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• Knows the content of the subject to be taught and understands how to teach the content to students
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The state has adopted requirements for teachers to protect our students, to provide the best trained professionals for our schools and to insure appropriately licensed teachers are leading classrooms. When I was first in Iowa, it was quite a battle to obtain my endorsements. Reciprocity between Illinois, Iowa and Nebraska didn't exist and my administrator went to the wall for my licensure.
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Selects and uses technologies appropriate to the content that enhance learning
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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When I read this one it make me think of the online learning this spring and the video conferencing that was taking place. We were reminded to dress appropriately, not to conduct conference in private rooms in our house, and not to have a one on one video conferences with a student. It was important to demonstrate ethical conduct.
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, managing conflict (Varvel VII.D, ITS 6.e)
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Selects and uses technologies appropriate to the content that enhance learning
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This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
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This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
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Networks with others involved in online education for the purpose of professional growth (
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Creates or selects multiple assessment instruments that are appropriate for online learning
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
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Demonstrates techniques for dealing with issues arising from inappropriate student technological use (
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
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Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication