1. Scaffolding Learning in Online Courses
Gimme a Leg Up!
Scaffolding Learning in Online Courses
Student Learning
Concept Map
Rubric
Prime Example
Explicit Directions
Graphic Organizer
Checklist
Guided Tutorial

2. Scaffolds
Temporary structures that bridge the gap between the instructor’s intended learning outcomes and students’ knowledge and skills.

3. Warm Up
Share your personal experiences of scaffolding either as an instructor or as an online learner. 3

4. Barriers to Learning Unfamiliar with online environment
Unsure how to use online tools
Struggling with new concepts

5. Scaffolds for Online Course Design

8. Scaffolds for Learning New Tools

9. Learning New Tools
Student Guide/FAQ
Test sessions

10. Scaffolds for Learning New Material

12. What Does She Want? Title page? Reference Page? Formality?
What do I need to include?

13. Field Activity #1 – School Organization and Student Engagement
The primary purpose of this activity is for you to evaluate the extent to which your school’s organization and climate are effective in engaging its students and in motivating them to achieve. A number of articles and tools were introduced in Module 5 (including Steinberg’s chapter in the text) to help you develop a framework for this evaluation; you may use whichever and as many of those resources as you feel necessary to conduct your evaluation (keep in mind that this is a brief, 3-4 page analysis).
Below is a suggested guideline to following; you are free, however, to develop your own structure or outline, so long as it satisfies criteria laid out in the rubric for Field Activities.

15. I. Introduction: Purpose and Scope
In two or three sentences, describe the purpose of the paper.
II. Methodology
In two or three sentences, describe the participants (who you studied) and your procedure, what you did and the sequence in which you did it, and for how long.
Results
Describe what you observed that is relevant to the topic of this assignment. This is your data.
IV. Analysis & Discussion and Conclusion
Your interpretation of the data you gathered through your observation. How did they compare with prior research – as discussed in course texts (articles, textbook chapters)? Finish up with a concluding paragraph in which you summarize your findings.

16. Field Experiences: XXXXX Academy
Introduction
This paper is an evaluation of ____Academy’s organization and school climate. These aspects can contribute greatly to keeping students engaged within the classroom, a key component in effective learning. The purpose of this exercise is to analyze the extent to which _____Academy is able to engage their students.
Method
In preparation for this analysis, over the span of three visits, a total of 10 hours was spent observing students in grades 7 through 9 in Mrs. ___’s Math class, and 2 hours spent observing grades 7 through 9 in Mrs. ___’s science class. Observing the same students in two different classrooms allows for the analysis of how changing a classroom environment affects students. Observation took place at the back of the class, at least two rows behind students, in order to avoid disrupting classroom activities. Informal interviews took place between various members of the teaching staff regarding how the school operates, classroom management, and curriculum during lunch breaks and times of recess.

17. Benefit to Professor Grading (fair and objective)
Reduces student confusion ( s)

18. Sharing Experiences Gather into groups according to numbers
Star indicates group secretary
Discuss experiences
Record types of scaffolds used
Record questions/perceived problems
Post results on wall

20. Christine Schwarz Ed. D. Sharon Felegie M. Ed
Sharon Felegie M. Ed