Fp example
- 1. Instructing Virtual School Courses
- 2. I Teaching Online II Expectations for Student Participation III Building an Online Learning Community IV Resources V Student Discussion VI Learning Styles VII Assessment VIII Technology Skills Table of Contents
- 3. Post all deadlines and assignments at the beginning of the course. Send reminder emails weekly reinforcing my goals for the week. Respond to all emails within 24 hours (a la Florida Online's policy). Create and use an email account for online classes that can be synched with my Blackberry (for instant feedback). Have an open chat hour every week (maybe Sunday night) in an active discussion forum. Add discussion threads for students who report common problems with the weeks assignments. Create projects that ask students to apply what they have learned to solve problems. Have links to additional practice sites ready for students who feel they need more practice. Finally, be a teacher, not a teller. Help students lead themselves to their own understanding of material rather than force them to see it your way. I Teaching Online As part of my basic responsibilities, I will...
- 4. I Teaching Online Finding my teaching style Rapport is the foundation for all learning Modeling honesty, patience, and a sense of humor will help reinforce expectations Effective communication is essential to success Must get to know a student I may never meet face to face Must project core values and expectations clearly through online media Must use a variety of new technologies to ensure good communication throughout the course Similarities Differences
- 5. I Teaching Online Adapting to new technology As an online teacher I will have to learn any new media that could help me connect to my students... Twitter Texting Blogs Facebook MySpace IM
- 6. II Expectations for Student Participation Students will be responsible for... Readings online with follow-up questions Practice examples Participation in 1 of 2 online group chats Reading all posts and posting in the discussion forum (1 original and 4 follow-up) A cumulative course project Midterm Exam after week 5 Final Exam at end of course
- 7. III Building an Online Learning Community Pairs of students will collaborate on a project that asks them to create a small business, complete with a budget Goals of this Project: Students will understand basic expense math as it relates to credits, debits, loans, taxes, and setting prices. Math topics involved will include linear functions, exponential growth functions, fractions/decimals/percents, compound interest calculation, and estimation. Students will work with their partners via different web media; they must communicate effectively in order to successfully launch their new business. Students must use mathematical research to choose a business they feel will be successful Students can demonstrate creativity when designing a company logo, slogan, and advertising Final projects must include a multimedia presentation explaining their company
- 8. III Building an Online Learning Community Other Project Details Students will be paired at random and be expected to participate equally Students will be co-owners of their business and expected to offer separate analysis of the business plan Students will be polled privately to gauge their partners’ level of participation ‘ Successful’ businesses will be identified as those whose models seem realistic, with balanced budgets, loan repayment schedules, and accurate sales projections The final project will be presented using a multimedia presentation that will be evaluated by me and hosted online for other members of the class to evaluate Evaluation of other students’ projects will be mandatory and count towards part of the project grade.
- 9. IV Online Resources CoolMath.com FinanceFreak.com TurnItIn.com YouTube.com TED.com MathaTube.com MathTV.com WGHB.org HoodaMath.com PBS.org
- 10. V Student Discussion Rubric used to assess student posts Adapted from the EdTech Online Module Criteria Exceptional Average Needs Improvement Relevance Responds directly to the discussion question and includes pertinent, connected or applicable information Posting responds directly to the discussion question Posting does not respond directly to the discussion question Use of Examples Makes thoughtful references to previous or current session material and relevant personal experiences Posting includes at least one reference to session material and/ or relevant personal experiences Posting does not include any references to session material or relevant personal experiences Contribution to Learning Community Posting offers critical analysis of a key theme or existing post(s) which deepens or extends the conversation Engages with ideas from the session or the perspectives of participants and makes a positive contribution the conversation Does not critically engage with key ideas from the session or the perspectives of fellow participants Comprehension It is evident from the posting that the participant understands the question and the key ideas from the session material. In addition, the participant employs higher order thinking skills (analysis, synthesis, evaluation) when responding to the discussion question It is evident from the posting that the participant understands the question and the general ideas referenced the session material It is not evident from the posting that the participant understands either the question or the ideas referenced in the session material Written Quality Has a coherent structure and the flow of the writing is easily understood. Grammatically correct with no spelling errors Has a coherent structure and the flow of the writing is easily understood. 1 or 2 errors Does not have a coherent structure and the flow of the writing is hard to follow. Multiple errors Timeliness Postings are made on at least 2 different days; at least 1 is made early for others to read and respond Postings are made on only 1 day; at least 1 posting is made early for others to read and respond Postings are made on only 1 day; postings are late for others to read and respond Tone Posting has a positive, supportive and professional tone Posting has elements of a positive, supportive or professional tone Posting is negative or flat in tone
- 11. VI Learning Styles Addressing multiple learning styles HumanMetrics.com - Jung/Meyers-Briggs personality test. Teach-nology.com - How to prepare for online differentiated instruction. SlideShare.com - DI online:Learning Styles and Multiple Intelligences - Gail Taylor M.Ed Bloom’s Taxonomy of Cognitive Levels
- 12. VII Assessments Online assessments should take a variety of forms including: Timed quizzes and tests Weekly discussion postings rubric Cumulative project Weekly practice examples Surveys to measure comprehension Instructor/student feedback Open response questions
- 13. VIII Technology Skills Check Here: Check off each skill that you already have or that you have learned during this course. Make a note of the skills you still need to practice. Email with attachments Creating word processing documents Locating, evaluating and adding Internet resources to a course Enrolling students in a course Creating course announcements Using assessment tools to create tests and surveys Creating a discussion forum Creating groups and managing a group area Using course gradebook Adding staff information to the course environment Using the course chat Troubleshooting common software and hardware problems
- 14. Virtual Schools Connecting students like never before