1 / 12

Instructional Strategies

Instructional Strategies. Teacher Knowledge, Understanding, and Abilities. Recommended Assessment Practices Overall Evaluation. Instructor requires students to participate in projects using higher level thinking skills and technology.

eryk
Download Presentation

Instructional Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Instructional Strategies Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor requires students to participate in projects using higher level thinking skills and technology. Instructor requires students to post their projects and discuss their peers’ work. Instructor provides feedback to students regarding the finished product. • The online teacher knows and understands the techniques and applications of online instructional strategies, based on current research and practice (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work). • The online teacher is able to use student-centered instructional strategies that are connected to real-world applications to engage students in learning (e.g., peer-based learning, inquiry-based activities, collaborative learning, discussion groups, self-directed learning, case studies, small group work, and guided design).

  2. Facilitation and Monitoring Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor requires more than weekly participation in a class discussion forum to encourage effective asynchronous discussions. Instructor posts expectations for assigned discussions. Discussion group forum has a clear focus with a task that results in a product. Instructor evaluates the quality of posts by students rather than the length. Instructor provides feedback to students regarding their discussions. • The online teacher knows and understands the process for facilitating, monitoring, and establishing expectations for appropriate interaction among students. • The online teacher is able to facilitate and monitor appropriate interaction among students.

  3. Facilitation and Monitoring, cont’d. Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor allows students to choose project topics which incorporates diverse views. Instructor encourages diversity by allowing students to express their points of view. Instructor posts expectations for assigned projects using established guidelines. Instructor objectively evaluates the overall quality of student projects. Instructor provides feedback to students regarding their finished products. • The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction. • The online teacher is able to respond appropriately to the diverse backgrounds and learning needs of the students.

  4. Community Development Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor allows students to work at their own pace within established guidelines. Instructor encourages independence by emphasizing time on tasks to avoid procrastination. Instructor provides a forum for regular contact with students and their peers. Instructor provides feedback to students regarding their finished products. • The online teacher knows and understands the techniques for developing a community among the participants. • The online teacher is able to apply effective facilitation skills by creating a relationship of trust; establish consistent and reliable expectations; and support and encourage independence and creativity that promotes the development of a sense of community among the participants.

  5. Community Development Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor communicates high expectations by assigning students challenging assignments. Instructor poses questions that require detailed responses using critical thinking skills. Instructor requires students to provide feedback on their peers’ responses within an established time. Instructor provides feedback to students regarding their finished products. • The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction. • The online teacher is able to facilitate and monitor online instruction groups to promote learning through higher-order thinking and group interaction.

  6. Differentiated Instruction Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor conveys information to students in a variety of ways. Instructor provides students with the opportunity to respond to assignments in a variety of ways. Instructor provides students with examples and/or models to guide in completion of assignments. Instructor provides feedback to students regarding their finished products. • The online teacher knows and understands differentiated instruction based on students’ learning styles. • The online teacher is able to use differentiated strategies in conveying ideas and information, and is able to assist students in assimilating information to gain understanding and knowledge.

  7. Student Engagement Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor posts expectations and guidelines for class forums. Instructor poses questions to engage students in a discussion forum. Instructor requires students to participate in forum discussions. Instructor assigns students a grade based on their participation and the content. • The online teacher knows and understands techniques to create an environment that will engage, welcome, and reach each individual learner. • The online teacher is able to apply strategies’ for engagement in online learning environments, e.g., asking questions to stimulate discussion.

  8. Student-Centered Approach Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor acknowledges challenges and problems associated with taking an online course. Instructor provides examples based on his/her online learning experiences to guide students in the successful completion of the course. Instructor provides a question and answer forum for students to post questions. Instructor provides feedback in a timely manner and post responses in the forum for all students to review. • The online teacher knows and understands the participation in an online course from a student-centered approach. • The online teacher is able to apply experiences as an online student and/or group to demonstrate the development and implementation of successful strategies for online teaching environments and to anticipate challenges and problems in the online classroom.

  9. Teacher-Student Interaction Teacher Knowledge, Understanding, and Abilities Recommended Assessment Practices Overall Evaluation Instructor provides clear guidelines regarding interaction with students. Instructor establishes policies that details the type of communication that will take place incorporating different methods. Instructor provides timelines for responding to student messages. Instructor provides feedback in the form of information and/or evaluation. • The online teacher knows and understands the need to establish and maintain ongoing and frequent teacher-student interaction, student-student interaction, teacher-parent interaction, and teacher-mentor interaction. • The online teacher is able to provide a variety of ongoing and frequent teacher-student interaction, and teacher-parent interaction, and teacher-mentor interaction opportunities.

  10. Sample Checklist for Online Interactive Learning (COIL) Online Journal of Distance Learning Administration, Volume VII, Number II, Summer 2004. State University of West Georgia, Distance Education Center

  11. Resources • iNACOL’s National Standards for Quality Online Teaching. Retrieved on June 24, 2012 from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf • SREB (2009) Guidelines for Professional Development of Online Teachers. Retrieved on June 24, 2012 from http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf • Best Practices for Administrative Evaluation of Online Faculty. Retrieved on June 29, 2012 from http://www.westga.edu/~distance/ojdla/summer72/tobin72.html • Spector, M.J. and de la Teja, I. (2001). Competencies for Online Teaching. ERIC Digest (December 2001). Retrieved on June 27, 2012 from http://www.selu.edu

More Related