A PROFESSIONAL DEVELOPMENT MODULEACCORDING TO INACOL’S STANDARDS FOR

QUALITY ONLINE TEACHING

STANDARD I

Presented By: Amy Fontenot & Josh RushingEDLD 871 – Dr. Luke Dowden

Summer 2012

Standard I Overview

Standard I - The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.

This professional development will focus primarily on four different principles that directly relate to Standard I.

The four principles are: Using Student Data to Plan Instruction Assessment Strategies Effective Learning Strategies Communication Tools

Learning Objectives

By the end of this module the learner should be able to :

1. Interpret and use student data to individualize student instruction.

2. Use different learning strategies to better differentiate instruction for online learners.

3. Research different assessment models that can be used effectively in a virtual classroom.

4. Understand the importance of communication in virtual learning and discover new tools for heightened communication.

Principle 1 – Using Student Data to Plan Instruction

If you do not know where you are going how do you get there?

Student data should be used like a roadmap. Use the data to determine how to get the student to their destination (passing the class).

Student data should be used to understand the student in your classroom.

Data shows areas of strength and weaknesses.

Data also can show the best strategies to teach the student.

Principle 1 – Using Student Data to Plan Instruction (continued)

Where does Student Data come from: Standardized Test Scores Pre & Post Tests Attendance Rates SES Status NAEP Statistics Free / Reduced Lunch

A good place to research for student data is in the guidance department at your school.

Principle 1 – Using Student Data to Plan Instruction (continued)

Class Application: (What will this look like in your classroom?) Individualized Instruction – student learning should be

directed toward their learning styles. Arrange lesson and activities in such a way that a student’s strength areas will be highlighted and weakness areas will be provided with extra work and more activities to learn from.

Virtual Group Projects – using data group students up where their strengths will compliment one another. This way they are able to feel like they are contributing to the group. Plus they can learn about their weaknesses from the other group member(s) strengths.

These are but a few examples of using student data to drive instruction. Can you think of any examples?

Principle 2 – Assessment Strategies

Assessments play a major role in any learning environment.

There are two different types of assessments: Formative - which are designed to provide the immediate, explicit

feedback useful for helping teacher and student during the learning process.

Summative - Summative assessments are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course in order to determine whether long term learning goals have been met.

Each teacher should evaluate their class and use a strategy that fits best with the student’s needs. Some classes will need a variety of different type of assessments.

The next slide will introduce you to a number of different assessment strategies.

Principle 2– Assessment Strategies (continued)

Read the following article about online assessments: Online Assessment Strategies: A Primer (http://jolt.merlot.org/vol6no1/sewell_0310.htm)

After reflecting on the article answer these three questions:

1. How do you match learning activities to assessments?

2. Identify eight characteristics of an exemplary assessment?

3. Identify two formative and summative assessments you could use in your virtual class. Why do these fit the needs of your students?

Principle 3 – Effective Learning Strategies

As mentioned in the previous article about assessment strategies – Learning strategies should compliment the assessment.

Students all learn in different ways. Understanding how a student learns can

many times be the determining factor between passing and failing.

Using student data, reflective practices, and assessment strategies all can be leading indicators of how a student learns.

Principle 3 – Effective Learning Strategies (continued)

The following article is by the Illinois Online Network and offers multiple learning strategies:

Instructional Strategies for Online Courses    (http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp)

After reading the article pair with a partner and discuss different strategies you can implement in your online class.

Write down one specific lesson outline using one of the instructional strategies discussed on the website.

Principle 4 – Communication Tools

The last principle focuses on effective communication tools.In a virtual class, communication is one of the most

important aspects a teacher must have with his/her students.

Without proper communication students feel confused and get frustrated.

Communication can be made in many different forms: Email Telephone Conferences Webinars Chat Session Etc.

The Teacher is always responsible to stay in communication with the students.

Principle 4 – Communication Tools (continued)

Participate in the following module about effective communication:

Web 2.0 for Communication (http://svea-project.eu/fileadmin/_svea/downloads/Web_2.0_for_Communication.pdf)  

Follow the instructions and watch all videos to gain a better understanding of communicating in a virtual class.

Ongoing Professional Development

All participants in this professional development have been provided with a binder.

Within each binder you will find four tabs. 1. Data Plan (Collection of what is available and how to

use it to modify instruction)2. Assessment Portfolio (Samples of differentiated assessments, alternative assessments, etc.)3. Creation of a Self-Reflection Assessment (To include an evaluation of classroom assessment techniques, teacher evaluations, teacher-peer reviews)4. Communication Portfolio (Samples of communication tools used with students)

Ongoing Professional Development (continued)

Over the next 6-8 weeks teachers should begin building their portfolio binder with articles, research, and strategies to increase professional knowledge.

All teachers will participate in a synchronous session in approximately 6 – 8 weeks.

This sessions will allow teachers to exchange information they have in their binder. The session will serve as an opportunity for teachers to build their own portfolios and garner information that will be helpful in their own classroom.

CONGRATULATIONS!

Congrats! You have completed this learning module for Standard I.

References

References   Dixon, A. (n.d.). Web 2.0 for communication. SVEA Training Modules. Germany: SVEA Consortium. Retrieved on June 25, 2012 from

http://svea-project.eu/fileadmin/_svea/downloads/Web_2.0_for_Communication.pdf   Glowa, E. (March 2009). Guidelines for professional development of online teachers. Atlanta, GA: Southern Regional Education Board. Retrieved on June 25, 2012 from http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf   Illinois Online Network. (n.d.). Instructional strategies for online courses. Retrieved on June 25, 2012 from http://www.ion.uillinois.edu/resources/tutorials/pedagogy /instructionalstrategies.asp   International Association for K-12 Online Learning. (October 2011). National standards for quality online teaching. Vienna, VA. Retrieved on June 25, 2012 from

http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf   Sewell, J.P., Frith, K.H. & Colvin, M.M. (March 2010). Online assessment strategies: A primer. MERLOT Journal of Online Learning and Teaching, 6(1). Retrieved on June 25, 2012 from

http://jolt.merlot.org/vol6no1/sewell_0310.htm   Wang, S. (2011). Promoting student’s online engagement with communication tools. Journal of Educational Technology Development and Exchange, 4(1), pg. 81-90. Retrieved on June 25, 2012 from

http://www.sicet.org/journals/jetde/jetde11/11-7-wang.pdf