Standard D Professional Development
- 1. INACOL STANDARD D SCAVENGER HUNT Mary R. Broussard University of Louisiana at Lafayette
- 2. Introduction This scavenger hunt was created to prepare faculty to demonstrate knowledge, understanding, and abilities of iNACOL Standard D. iNACOL’s (2011) mission is to “ensure all students have access to world-class education and quality online learning opportunities that prepare them for a lifetime of success” (p. 4). Standard D focuses on the teacher’s ability to promote success through clear expectations, prompt responses, and regular feedback (iNACOL, 2011). Each module is designed to address one or more of the standards found in section D. The modules include the standard(s) followed by the
- 3. Teacher Expectations: Upon completion of the modules the teachers are expected to exhibit the following behaviors: • The online teacher is able to use effective communication skills with students. • The online teacher is able to provide prompt feedback, communicate high expectations, and respect diverse talents and learning styles. • The online teacher is able to provide clear definitions of objectives, concepts, and learning outcomes and the course organization to students. • The online teacher is able to establish and provide clear expectations of class interaction for both teacher and students. • The online teacher is able to provide a clear explanation of the assessment criteria for the course to students. • The online teacher is able to provide a clear explanation of the expectations of teacher response time to student queries. • The online teacher is able to establish and implement criteria for appropriate online behavior for both teacher and students. • The online teacher is able to 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. • The online teacher is able to use a variety of methods and tools to reach and engage students who are struggling. • The online teacher is able to 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.
- 4. Module 1 T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t e c h n iq u e s t o m a in t a in s t r o n g a n d r e g u la r c o m m u n ic a t io n w it h s t u d e n t s , u s in g a v a r ie t y o f t o o ls . Visit this Communication Skills Site and work with a partner to complete the following activities: •Answer these questions: •What is communication? •What does it look like to be an effective teacher in the area of having good communication skills? •What are some of the elements that teachers use to communicate with students? 5.Brainstorm with your partner and make a list of different scenarios where good communication is most important between teachers and students. Take turns with your partner acting out at least one scenario where you each have a turn being the teacher and the student.
- 5. Module 2 • T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t e c h n iq u e s f o r u s in g a p p r o p r ia t e c o m m u n ic a t io n s in s u p p o r t o f s t u d e n t e n g a g e m e n t t h r o u g h p r o m p t a n d r e g u la r f e e d b a c k , a n d s e t t in g a n d c o m m u n ic a t in g h ig h e x p e c t a t io n s . 2. T h e o n l i n e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d t o p r o v id e c le a r e x p e c t a t io n s f o r t e a c h e r r e s p o n s e t im e t o s t u d e n t q u e r ie s . 3. T h e o n l i n e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d f o r t im e ly , c o n s t r u c t iv e , p e r s o n a liz e d f e e d b a c k t o s t u d e n t s a b o u t a s s ig n m e n t s a n d q u e s t io n s . ( a ls o c o v e r e d in M o d u le 6 ) Visit this Feedback Site and read The Good Teacher. Use the information in order to outline the techniques for using appropriate communications in support of student engagement through prompt and regular feedback, and setting and communicating high expectations.
- 6. Module 3 • T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d t o c r e a t e a n d e x p la in o b je c t iv e s , c o n c e p t s , a n d le a r n in g o u t c o m e s in a c le a r ly w r it t e n , c o n c is e f o r m a t a n d t o e x p la in t h e c o u r s e o r g a n iz a t io n t o s tu d e nts . • T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e p r o c e s s f o r a lig n in g t e a c h e r a n d s t u d e n t e x p e c t a t io n s f o r t h e c o u r s e , in g e n e r a l. Visit The Learning Manager and create a Bloom’s Taxonomy of Learning Domains Wheel using the supplies that have been provided. Use the wheel to work with your level in developing appropriate objectives and learning outcomes for future lessons and units. Finally discuss within your group the importance of creating and explaining objectives, concepts, and learning outcomes in a clearly written, concise format and to explain the course organization to students.
- 7. Module 4 • T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d t o d e f in e t h e t e r m s o f c la s s in t e r a c t io n f o r b o t h t e a c h e r a n d s t u d e n t s . • T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d t o e s t a b lis h c r it e r ia f o r a p p r o p r ia t e o n lin e b e h a v io r f o r b o t h t e a c h e r a n d s t u d e n t s . Visit Netiquette Core Rules and read this article on promoting interaction in online classes. Use any means of technology that you see fit in order to respond to the following questions. You may also use any other cited resources to complete this task. • What are the expectations of class interaction for both teacher and students? • In what ways are you planning on establishing these expectations? • What are the criterions for appropriate online behavior for both teacher and students? • In what ways are you planning on establishing these criterions?
- 8. Module 5 T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d t o d e f in e t h e a s s e s s m e n t c r it e r ia fo r th e c o u rs e . Visit this article on assessment criteria and answer the following questions: •Why do we need assessment criteria? •What are assessment criteria? •What is the difference between assessment criteria and learning outcomes? •When should assessment criteria be used? •What are the three levels that assessment criteria can be used?
- 9. Module 6 • T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s a v a r ie t y o f m e t h o d s a n d t o o ls t o r e a c h a n d e n g a g e s t u d e n t s w h o a r e s t r u g g lin g . • T h e o n lin e t e a c h e r k n o w s a n d u n d e r s t a n d s t h e n e e d f o r t im e ly , c o n s t r u c t iv e , p e r s o n a liz e d f e e d b a c k t o s t u d e n t s a b o u t a s s ig n m e n t s a n d q u e s t io n s . ( a ls o c o v e r e d in M o d u le 2 ) Read Emerging Technology for Digital Natives: Reaching Out to Struggling Students . Create a graphic organizer using the information from the article and information you gather using other sources to highlight the tools that can be used to reach and engage struggling students.
- 10. References Brookhart, S. (2008). How to give effective feedback to your students. Association For Supervision and Curriculum Development. Retrieved June 27, 2012, from http://www.ascd.org/publications/books/108019/chapters/Types-of-Feedback-and-Their-Purposes.aspx. The core rules of netiquette. (2011). Retrieved June 27, 2012, from http://www.albion.com/netiquette/corerules.html. Designing and using assessment criteria. (2012). Retrieved June 27, 2012, from http://www.brookes.ac.uk/services/ocsld/firstwords/fw24.html. iNACOL. (2011). National standards for quality online teaching. Retrieved June 25, 2012, from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf. Koenig, B. & Olson, J. (2010). Emerging technology for digital natives: Reaching out to struggling students. Wisconsin English Journal, 52(2), 26-28. Retrieved June 30, 2012, from http://journals.library.wisc.edu/index.php/wej/article/viewFile/345/353. The Learning Management Corporation. (n.d.). Developing clear learning outcomes and objectives. Retrieved June 30, 2012, from http://www.thelearningmanager.com/pubdownloads/developing_clear_learning_outcomes_and_objectives.pdf. Muirhead, B. (2004). Encouraging interaction in online classes. Retrieved June 30, 2012, from http://www.itdl.org/journal/jun_04/article07.htm. Prozesky, D. (2000). Communication and effective teaching. Community Eye Health, 13(35), 44-45. Retrieved June 30, 2012, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1705977/. Schackne, S. (n.d.). The good teacher. Retrieved June 30, 2012, from http://www.schackne.com/Goodteacher.htm.