NATIONALSTANDARDS FORQUALITY ONLINE TEACHING iNACOL Professional Development Standards G & H Presented by: Janet Pope
TODAYS PROFESSIONAL DEVELOPMENTObjective: The learner will be able to carry out the mission of iNACOL by ensuring that all students have access to a world-class education and quality online learning opportunities that prepare them for a lifetime of success. (iNACOL, 2011a)
GOAL OF THIS PD---------THIS SESSION IS CONSIDERED TO BE A MAKE-AND-TAKE SESSION.WHAT IS MAKE N TAKE?-----OPPORTUNITY FOR COLLABORATION WITH OTHER EDUCATORS FORDEVELOPMENT OF LESSONS, UNITS AND MATERIALS FOR ONLINE INSTRUCTION Materials Needed Laptops, Printer, Copie r and Internet provided You were asked to bring for collaboration with your: your partner.*Binder of iNACOL Standards*Curriculum in which you teach.
STANDARD G (PAGE 11)The online teacher demonstrates competencies increating and implementing assessment in onlinelearning environments in ways that ensure validity andreliability of the instruments and procedures.
PRINCIPAL 1: WHAT IS ADEQUATE AND APPROPRIATE ASSESSMENTINSTRUMENTS THAT CAN MEASURE ONLINE LEARNING THAT REFLECTSSUFFICIENT CONTENT VALIDITY?The following youtube video will discuss alternative ways you can evaluate the effectiveness of technology integration.http://www.youtube.com/watch?v=x71hjtTgQ0EPair-share with someone next to you ways in which you have used alternative ways in evaluating the effectiveness of technology integration. Surf the Internet on ways that you can evaluate the effectiveness of technology integration within your own curriculum that reflects sufficient content validity. Print any needed resources for yourself and others and add to your binder for future reference.
PRINCIPLE 2: HOW DO TEACHERS IMPLEMENT ONLINE ASSESSMENTMEASURES AND MATERIALS IN WAYS THAT ENSURE INSTRUMENT VALIDITY ANDRELIABILITY? EAGLE------Example of Online Assessment The EAGLE system can be used by teachers and students to target strengths and weaknesses relative to Louisiana’s Grade-Level Expectations.https://www.louisianaeagle.org/pma/orca2/diag.htmActivity: Collaborate with your partner on other assessments that may be used to ensure validity and reliability within your own curriculum. Print and file resources in your binder. OR you may design quality assessments using your curriculum and the EAGLE system website. Evaluate how you would managing the integrity of data collected.
PRINCIPAL 3: HOW DO TEACHERS USE MULTIPLE STRATEGIES FORENSURING THE SECURITY OF ONLINE STUDENTASSESSMENTS, ACADEMIC INTEGRITY, AND ASSESSMENT DATA.Encouraging Academic Integrity Online What can you do as an instructor to encourage your students to behave with integrity when they are engaged in activities and assessments online? The online environment poses special challenges to instructional designers and instructors, but some of these challenges can be overcome through thoughtful instructional design. The following suggestions are the result of a brainstorming session attended by instructional designers and web developers from the Centre for Teaching Excellence and Distance and Continuing Education at the University of Waterloo in the fall of 2008.Activity: Design your own expectations teaching Academic Integrity For Your Own Online Course Explain why adhering to the principles of academic integrity are important in your field/discipline. Introduce students to (or remind them of) the skills they need to cite appropriately from various sources. Make expectations clear to students on all assessments, assignments and projects and provide guidelines on how tests should be taken and assignments completed. Be explicit where an individual rather than a collaborative approach should be taken to activities. Create academic integrity contracts or an honor system. Keep the lines of communication open and make it easy for students to approach you if they have problems with deadlines rather than resorting to cheating.http://cte.uwaterloo.ca/teaching_resources/tips/encouraging_academic_inte grity_online.html
STANDARD K (PAGE 12)The online teacher develops and deliversassessment, projects, and assignments that meetstandards-based learning goals and assesses learningprogress by measuring student achievement of thelearning goals.
PRINCIPAL 1: HOW DO ONLINE TEACHERS IMPLEMENT AUTHENTICASSESSMENTS?The following youtube video uses 21st Century Skills in using authentic assessments. Shows how assessments can be used during a project as a way to provide a constant loop of feedback to students.Activity: Collaborate with your partner using the laptop provided and design an assessment that will provide a constant loop of feedback to students. You may use one of the project activities in your curriculum.http://www.youtube.com/watch?v=HiyaQ2WbBVU&fe ature=related
PRINCIPAL 2 WHAT ARE SOME OF THE PROCESSES OF CONTINUOUSEVALUATION OF STUDENTS THAT WOULD REFLECT STUDENTLEARNING PROGRESS THROUGHOUT THE COURSE?Activity: By considering the previous YouTube Video about assessments that will provide a constant loop of feedback to students. Write a plan of how you can recreate a constant loop of feedback online with your students. Examples may include: Rubrics http://www.teach-nology.com/web_tools/rubrics/ Blogging http://classblogmeister.com/ Self-evaluations http://www.ndt-ed.org/TeachingResources/ClassroomTips/Self-evaluation.htm Student feedback (polls and surveys) http://www.surveymonkey.com/
PRINCIPLE 3: HOW DOES AN ONLINE TEACHER UNDERSTAND THERELATIONSHIP BETWEEN THE ASSIGNMENTS, ASSESSMENTS, ANDSTANDARD-BASED LEARNING GOALS?Why Backward Design? Backward design is a process that focuses on assessment first and instructional activities last. It shifts teacher perspectives. Traditional curriculum design often begins with really interesting books or activities we want to teach or are required to cover. We then design a curriculum, often on the go and then decide on some type of assessment at the end. Backward design forces teachers to look at the big picture with the end goals in mind. In backward planning teachers set the vision or the essential understanding of their curriculum or unit, decide how students will provide evidence of their learning, and finally design instructional activities to help kids learn what is needed to be successful.
ACTIVITY: USING THE BACKWARD DESIGN PAPER PROVIDED FOR YOU IN YOUR BINDER, PICK AUNIT FROM YOUR CURRICULUM TO PLAN USING THE FOLLOWING STEPS: Backward Design Stages Action steps to refocus the conversation and re-vision an ELA program. Stage 1: Identify Desired Results __Set the vision. Focus on the big ideas. What “enduring” understandings are desired? What should students know, understand, and be able to do? __Create a shared vision. __Departmental activities to focus on: __Enduring Understandings __Standards (national, state, district) What is worth understanding? __Essential Questions Stage 2: Determine Acceptable __Determine how students demonstrate Evidence of Learning their knowledge. How will we know if students have achieved the desired __Focus on assessment before designing results and met the standards? What will we accept as the learning activities. evidence of student understanding and proficiency? __Expand the assessment continuum. __Plan instructional activities. Stage 3: Design Learning Experiences __Share best practice. & Instruction __Build in collaboration. __Ensure success for all learners. “I always know where I’m going as I teach, because I’ve already been there in my planning process.” ----Stacy Irvin, Highland Middle math teacher http://www.arps.org/users/ms/coaches/backward%20design%20101.htm
CONGRATULATIONSYou have demonstrated theknowledge, understanding, and abilities of Standard Gand Standard H. We hope you enjoyed the “Make-N-Take” method of this online professional development.
ReferencesBackward design 101: Curriculum planning guide. (n.d.). Retrieved June 29,2012 from http://www.arps.org/users/ms/coaches/backward design 101.htmiNACOL. (2011a). National standards for quality online courses. Retrieved June 24, 2012 from http://www.inacol.org/research/nationalstandards/iNACOL_CourseStandards_2011.pdfiNACOL. (2011b). National standards for quality online teaching. Retrieved June 24, 2012 from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdfLandmarks classblogmeister. (2007). Retrieved June 27, 2012 from http://classblogmeister.com/Louisiana Department of Education: EAGLE assessment. (2012). Retrieved June 26, 2012 from https://www.louisianaeagle.org/pma/orca2/diag.htmSurvey monkey: Free online software and questionnaire. (1999). Retrieved from http://www.surveymonkey Technology: Rubric design. (1999). Retrieved June 27, 2012from http://www.teach- nology.com/web_tools/rubrics University of Warterloo: Teaching academic integrity. (2012). Retrieved June 26, 2012 from http://cte.uwaterloo.ca/teaching_resources/tips/encouraging_academic_integrity_online.html YouTube. (2011). Retrieved fromhttp://www.youtube.com/watch?v=HiyaQ2WbBVU&feature=related YouTube. (2012). Retrieved from http://www.youtube.com/watch?v=x71hjtTgQ0E