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Best practices for online teaching wk 3


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Best practices for online teaching wk 3

  1. 1. Best Practices for Online Teaching By La’Troy Ingram EDCI 552 Concordia University-Online July 6, 2013
  2. 2. Introduction As educators we know that the traditional lecture is not the only way to learn. We as learners learn in many different ways, at different times, and from a variety of sources. We also know that learning is not purely a cognitive process, but that it involves the emotions and even the spirit (Draves, 2007). Best Practices for an on-line learning environment would engage the “whole child.” This would include the elements of content, interaction and grade-appropriate online tools. The content should be delivered in atleast three ways: written & graphic; audio; and video, animation; and pictures. By doing so, the teacher/facilitator is addressing multiple learning styles. Interaction would take place in chat rooms, discussion forums, class webpage, threaded boards, and/or email. Grade- appropriate online tools are tools that help to enhance students’ learning experience.
  3. 3. Grade Appropriate Online Tools The online teacher knows and understands the use of an array of grade-appropriate online tools for communication, productivity, collaboration, analysis, presentation, research, and content delivery (iNCOL, 2011).
  4. 4. Grade Appropriate Online Tools (2nd Grade) Examples • Steps to writing a Friendly Letter: endlyletterl.cfm • How to Write a Friendly Letter! • My Friendly Letter. NOTE: The above sites can be used and modified for both lower and upper grade level students with possibilities as a review for middle schoolers.
  5. 5. Interaction: Building Community The online teacher knows and understands the techniques for developing a community among the participants (iNCOL, 2011). A student’s learning process is enhanced through careful activity preparation on the part of the instructor. The goal is to create activities that will engage and challenge learners while expanding their personal connections to their existing knowledge (Conrad & Donaldson, 2011).
  6. 6. Building Community Example • Objective: In an effort to build a community of learners, students will provide basic information about themselves in a letter format. • Opening Activity: Newcomer--You will view flipcharts 2-6 that illustrates the format of a Friendly Letter via (Five Parts of a Friendly Letter). After viewing the flipcharts, open up Microsoft Word and begin to construct a simple letter to me the teacher. Introduce yourself, tell me some of the things that you like to do, provide your nickname used at home if you have one, your favorite foods, and anything else that you would like to share. Be sure that you have followed the format from the flipcharts. Save your letter and post it to the class webpage. Finally, read your classmates letters and find two that you have atleast one thing in common with and welcome them to the class. • Motivation: This activity involves the method of active participation; the relevance of flipcharts modeling a friendly letter and its parts is provided to students via a website while building their confidence by having them write simple things about themselves. The new knowledge gained from viewing the flipcharts will give students the confidence to complete their simple letter.
  7. 7. Content: Technology to enhance Learning • The online teacher knows and understands appropriate use of technologies to enhance Learning (iNCOL, 2011). The idea of Web 2.0 in the online class cannot be overlooked as it pertains to group work and collaboration. Each tool provides a means for students to engage with their classmates, instructor and with their course materials.
  8. 8. Technology to enhance Learning Example • Task: To analyze peer’s friendly letter format • Objective: Students are to provide feedback to peers on the five parts of a Friendly Letter • Activity 2: Collaborator-- Now that you have become acquainted with your peers, choose two different peers introduction letters and analyze them for the proper friendly letter format. Did it have all five parts; where the parts in the correct places? Use the flipcharts and youtube videos as a guide as you analyze your peer’s letters. In your response be sure to include what they did right as well as making suggestions on items that were off task. Insert a happy face to show that their letter includes atleast three of the elements of a friendly letter. This should be done and posted on the class webpage. Useful Tools •Five Parts of a Friendly Letter ( us/Resourses/Item/30110/five-parts-of-a-friendly- letter#.UZrgcaJJ4kQ) •How to Write a Friendly Letter! .wmv <iframe width="420" height="315" src="" frameborder="0" allowfullscreen></iframe> •My Friendly Letter <iframe width="560" height="315" src="" frameborder="0" allowfullscreen></iframe>
  9. 9. Reference Booth, K. (2007). Five Parts of a Friendly Letter. Retrieved from us/Resources/Item/30110/five-parts-of-a-friendly-letter#.UZrgcaJJ4kQ Conrad, R.M. & Donaldson, J.A. (2011). Engaging the online learner: Activities and Resources for creative instruction. San Francisco, Ca: Jossey-Bass. Draves, W.A. (2007). Advanced teaching online (3rd ed.). River Falls, Wi: LEARN How to Write a Friendly Letter! .wmv. Retrieved from iNCOL, (2011). National Standards for Quality Online Teaching. Retrieved from 308721-dt-content-rid- 5075119_1/courses/20134041384/resources/week4/iNACOL%20Standards%20of%20Quality%20for%20Online%20Teaching .pdf My Friendly Letter. Retrieved from Steps to writing a Friendly Letter: Retrieved from