Instructional Strategies Teacher Knowledge, Understanding, and Abilities • The online teacher knows and understands the techniques and applications of online instructional strategies, based on current research and practice (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work). • The online teacher is able to use student-centered instructional strategies that are connected to real-world applications to engage students in learning (e.g., peer- based learning, inquiry-based activities, collaborative learning, discussion groups, self-directed learning, case studies, small group work, and guided design). Recommended Assessment Practices Overall Evaluation • Instructor requires students to participate in projects using higher level thinking skills and technology. • Instructor requires students to post their projects and discuss their peers’ work. • Instructor provides feedback to students regarding the finished product.
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Instructional Strategies Teacher Knowledge, Understanding, and Abilities The online teacher knows and understands the techniques and applications of online.
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Instructional StrategiesTeacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands the techniques and applications of online instructional strategies, based on current research and practice (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work).
• The online teacher is able to use student-centered instructional strategies that are connected to real-world applications to engage students in learning (e.g., peer-based learning, inquiry-based activities, collaborative learning, discussion groups, self-directed learning, case studies, small group work, and guided design).
• Instructor requires students to participate in projects using higher level thinking skills and technology.
• Instructor requires students to post their projects and discuss their peers’ work.
• Instructor provides feedback to students regarding the finished product.
Facilitation and MonitoringTeacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands the process for facilitating, monitoring, and establishing expectations for appropriate interaction among students.
• The online teacher is able to facilitate and monitor appropriate interaction among students.
• Instructor requires more than weekly participation in a class discussion forum to encourage effective asynchronous discussions.
• Instructor posts expectations for assigned discussions.
• Discussion group forum has a clear focus with a task that results in a product.
• Instructor evaluates the quality of posts by students rather than the length.
• Instructor provides feedback to students regarding their discussions.
Facilitation and Monitoring, cont’d.Teacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction.
• The online teacher is able to respond appropriately to the diverse backgrounds and learning needs of the students.
• Instructor allows students to choose project topics which incorporates diverse views.
• Instructor encourages diversity by allowing students to express their points of view.
• Instructor posts expectations for assigned projects using established guidelines.
• Instructor objectively evaluates the overall quality of student projects.
• Instructor provides feedback to students regarding their finished products.
Community DevelopmentTeacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands the techniques for developing a community among the participants.
• The online teacher is able to apply effective facilitation skills by creating a relationship of trust; establish consistent and reliable expectations; and support and encourage independence and creativity that promotes the development of a sense of community among the participants.
• Instructor allows students to work at their own pace within established guidelines.
• Instructor encourages independence by emphasizing time on tasks to avoid procrastination.
• Instructor provides a forum for regular contact with students and their peers.
• Instructor provides feedback to students regarding their finished products.
Community DevelopmentTeacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction.
• The online teacher is able to facilitate and monitor online instruction groups to promote learning through higher-order thinking and group interaction.
• Instructor communicates high expectations by assigning students challenging assignments.
• Instructor poses questions that require detailed responses using critical thinking skills.
• Instructor requires students to provide feedback on their peers’ responses within an established time.
• Instructor provides feedback to students regarding their finished products.
Differentiated InstructionTeacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands differentiated instruction based on students’ learning styles.
• The online teacher is able to use differentiated strategies in conveying ideas and information, and is able to assist students in assimilating information to gain understanding and knowledge.
• Instructor posts expectations and guidelines for class forums.
• Instructor poses questions to engage students in a discussion forum.
• Instructor requires students to participate in forum discussions.
• Instructor assigns students a grade based on their participation and the content.
Student-Centered ApproachTeacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands the participation in an online course from a student-centered approach.
• The online teacher is able to apply experiences as an online student and/or group to demonstrate the development and implementation of successful strategies for online teaching environments and to anticipate challenges and problems in the online classroom.
• Instructor acknowledges challenges and problems associated with taking an online course.
• Instructor provides examples based on his/her online learning experiences to guide students in the successful completion of the course.
• Instructor provides a question and answer forum for students to post questions.
• Instructor provides feedback in a timely manner and post responses in the forum for all students to review.
Teacher-Student InteractionTeacher
Knowledge, Understanding, and Abilities
• The online teacher knows and understands the need to establish and maintain ongoing and frequent teacher-student interaction, student-student interaction, teacher-parent interaction, and teacher-mentor interaction.
• The online teacher is able to provide a variety of ongoing and frequent teacher-student interaction, and teacher-parent interaction, and teacher-mentor interaction opportunities.
• SREB (2009) Guidelines for Professional Development of Online Teachers. Retrieved on June 24, 2012 from http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf
• Best Practices for Administrative Evaluation of Online Faculty. Retrieved on June 29, 2012 from http://www.westga.edu/~distance/ojdla/summer72/tobin72.html
• Spector, M.J. and de la Teja, I. (2001). Competencies for Online Teaching. ERIC Digest (December 2001). Retrieved on June 27, 2012 from http://www.selu.edu