1. STANDARD I
A PROFESSIONAL DEVELOPMENT MODULE
ACCORDING TO INACOL’S STANDARDS FOR
QUALITY ONLINE TEACHING
Presented By: Amy Fontenot & Josh Rushing
EDLD 871 – Dr. Luke Dowden
Summer 2012
2. 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
five different principles that directly relate to Standard I.
The five principles are:
Using Student Data to Plan Instruction
Incorporating Self-Reflection (Effectiveness of Teaching and
Learning)
Assessment Strategies
Effective Learning Strategies
Communication Tools
3. 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.
4. 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.
5. 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.
6. 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?
7. Principle 2 – Incorporating Self-Reflection
Self-Reflection is a vital part of learning, especially in
a virtual learning environment.
Self -Refection forces the student to think about
what they have learned.
Students too often simply go through the motions of
learning and never stop to think about what they
have actually learned.
In a virtual environment students need to have that
reinforcement at the end of their lessons.
8. Principle 2 – Incorporating Self-Reflection
Class Application:
Design virtual lessons so that upon completion of the
lesson, students must write one to two paragraphs describing what
they learned. Subject content does not matter. Reflections apply to
every subject.
Set-up exit self-assessments at the end of lessons so that students can
grade them selves on the various parts of the content learned.
Grading them selves will reinforce the concepts they may need to do
more remediation on.
Teacher / Student Chat Wrap – Teacher can establish times to meet
with students in a chat or telephone interview to ask questions about
the lessons and gauge the attitude and progress of the student.
What other examples can you think of?
9. Principle 3 – 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.
10. Principle 3 – 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?
11. Principle 4 – 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.
12. Principle 4 – 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.
13. Principle 5 – 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.
14. Principle 5 – 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_fo
r_Communication.pdf)
Follow the instructions and watch all videos to gain a
better understanding of communicating in a virtual
class.
15. 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
assesments, 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)
16. Ongoing Professional Development (continued)
All research provided in this professional
development workshop can be put in this binder.
This binder is not something that will sit on the
shelf, but will serve as a portfolio to build on
throughout the year.
Don’t exactly know how to finish this part??? What
do you think?
