1 / 13

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.

jenette-bailey
Télécharger la présentation

Teaching module

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. 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.

More Related