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Teaching module

iNACOL Standard D: CLEAR EXPECTATIONS PROMPT RESPONSES REGULAR FEEDBACK. Teaching module. iNACOL Standard D: Teacher Module Learning Goals. The Teacher will: Use effective communication skills with students.

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Teaching module

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  1. iNACOL Standard D: CLEAR EXPECTATIONS PROMPT RESPONSES REGULAR FEEDBACK Teaching module

  2. iNACOL Standard D: Teacher Module Learning Goals The Teacher will: • Use effective communication skills with students. • Provide prompt feedback, communicate high expectations, and respect diverse talents and learning styles. • Provide clear definitions of objectives, concepts, and learning outcomes and the course organization to students. • Establish and provide clear expectations of class interaction for both teacher and students.

  3. iNACOL Standard D: Teacher Module Learning Goals The teacher will: • Provide a clear explanation of the assessment criteria for the course to students. • Provide a clear explanation of the expectations of teacher response time to student queries. • Establish and implement criteria for appropriate online behavior for both teacher and students.

  4. iNACOL Standard D: Teacher Module Learning Goals The teacher will: • Use student data to inform instruction, guide and monitor students’ management of their time, monitor learner progress with available tools, and develop an intervention plan for unsuccessful learners. • Use a variety of methods and tools to reach and engage students who are struggling. • Orient students to teacher’s instructional methods and goals and invite students to provide feedback on their perceptions of how they are learning in a course.

  5. Teaching Module Learner Outcomes: • The teacher will be able to promote student success through clear expectations, prompt responses, and regular feedback (iNACOL, 2011). • The teacher will be equipped with strategies to move knowledge (inspiration) into application (implementation).

  6. Standard D: Your role as an online teacher in determining Student Success:

  7. Standard D.1. Clear Expectations: • Teachers must create and explain objectives, concepts, and learning outcomes in a clearly written, concise format and to explain the course organization to students. • The teacher must establish criteria for appropriate online behavior for both teacher and students. • The teacher must provide clear expectations for teacher response time to student queries. • The teacher must align both teacher and student expectations for the course

  8. Using a Wiki, create a virtual syllabus that demonstrates your understanding and working application of establishing clear learner expectations. Be Sure to: Clearly address your course expectations and your learner objectives for the course. Explain objectives, concepts, and learner outcomes in a clearly written and concise format. Define the assessment criteria for the course. Establish clear expectations for class interaction for both students and teacher. Upon completion, have a colleague score your virtual syllabus using iNACOL’s Rubric for Standard D.

  9. Standard D.2. Prompt Response • The teacher will maintain strong and regular communication with students, using a variety of tools. • The teacher will us appropriate communications in support of student engagement through prompt and regular feedback, and setting and communicating high expectations. • The teacher will provide timely, constructive, personalized feedback to students about assignments and questions.

  10. Application and Assessment:Create a Discussion Board Post addressing research based strategies for responding to student inquiries. Be sure to address: • A teachers’ response and its potential impact both positively and negatively on Student Performance • Effective criterion for teacher response time to student inquiry

  11. Standard D.3. Effective Teacher Feedback (Konold, Miller, & Konold, 2004, p. 65). • Research supports that appropriate feedback consistently emerges as a powerful tool to promote student learning. • High quality feedback is timely, accurate, constructive, outcome-focused, encouraging, and positive. • Planned, specific feedback is much more likely to influence student performance than haphazard, general feedback. • Feedback should focus on what the student did correctly, as well as what needs to be done to improve future performance.

  12. All Feedback is Not Created Equally: Provide Examples of Effective and Ineffective Feedback Effective Feedback: • ___________________ • ___________________ • ___________________ • ___________________ • ___________________ Ineffective Feedback • ____________________ • ____________________ • ____________________ • ____________________ • ____________________ Effective Feedback is timely, accurate, constructive, outcome-focused, encouraging, and positive. Ineffective Feedback is vague, lacking precise information regarding learner error, negative and demeaning.

  13. References: • iNACOL. (2011b). National standards for quality online teaching. Retrieved from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf on July 1, 2012. • Konold, K. B. (2004). Using teacher feedback to enhance student learning. Teaching Exceptional Children, 36(6), 64-69.

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