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INACOL Standard D: CLEAR EXPECTATIONS PROMPT RESPONSES REGULAR FEEDBACK.

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Presentation on theme: "INACOL Standard D: CLEAR EXPECTATIONS PROMPT RESPONSES REGULAR FEEDBACK."— Presentation transcript:

1 iNACOL Standard D: CLEAR EXPECTATIONS PROMPT RESPONSES REGULAR FEEDBACK

2 iNACOL Standard D: Teacher Module Learning Goals The Teacher will:  Use effective communication skills with students.  Provide prompt feedback, communicate high expectations, and respect diverse talents and learning styles.  Provide clear definitions of objectives, concepts, and learning outcomes and the course organization to students.  Establish and provide clear expectations of class interaction for both teacher and students.

3 iNACOL Standard D: Teacher Module Learning Goals The teacher will:  Provide a clear explanation of the assessment criteria for the course to students.  Provide a clear explanation of the expectations of teacher response time to student queries.  Establish and implement criteria for appropriate online behavior for both teacher and students.

4 iNACOL Standard D: Teacher Module Learning Goals The teacher will:  Use student data to inform instruction, guide and monitor students’ management of their time, monitor learner progress with available tools, and develop an intervention plan for unsuccessful learners.  Use a variety of methods and tools to reach and engage students who are struggling.  Orient students to teacher’s instructional methods and goals and invite students to provide feedback on their perceptions of how they are learning in a course.

5 Teaching Module Learner Outcomes:  The teacher will be able to promote student success through clear expectations, prompt responses, and regular feedback (iNACOL, 2011).  The teacher will be equipped with strategies to move knowledge (inspiration) into application (implementation).

6 Standard D: Your role as an online teacher in determining Student Success: Student Success Clear Expectations Prompt Responses Regular Feedback

7 Standard D. 1. Clear Expectations:  Teachers must create and explain objectives, concepts, and learning outcomes in a clearly written, concise format and to explain the course organization to students.  The teacher must establish criteria for appropriate online behavior for both teacher and students.  The teacher must provide clear expectations for teacher response time to student queries.  The teacher must align both teacher and student expectations for the course

8 Using a Wiki, create a virtual syllabus that demonstrates your understanding and working application of establishing clear learner expectations. Be Sure to: Clearly address your course expectations and your learner objectives for the course. Explain objectives, concepts, and learner outcomes in a clearly written and concise format. Define the assessment criteria for the course. Establish clear expectations for class interaction for both students and teacher. Upon completion, have a colleague score your virtual syllabus using iNACOL’s Rubric for Standard D.

9 Standard D. 2. Prompt Response  The teacher will maintain strong and regular communication with students, using a variety of tools.  The teacher will us appropriate communications in support of student engagement through prompt and regular feedback, and setting and communicating high expectations.  The teacher will provide timely, constructive, personalized feedback to students about assignments and questions.

10 Application and Assessment: Create a Discussion Board Post addressing research based strategies for responding to student inquiries. Be sure to address:  A teachers’ response and its potential impact both positively and negatively on Student Performance  Effective criterion for teacher response time to student inquiry

11 Standard D. 3. Effective Teacher Feedback (Konold, Miller, & Konold, 2004, p. 65).  Research supports that appropriate feedback consistently emerges as a powerful tool to promote student learning.  High quality feedback is timely, accurate, constructive, outcome-focused, encouraging, and positive.  Planned, specific feedback is much more likely to influence student performance than haphazard, general feedback.  Feedback should focus on what the student did correctly, as well as what needs to be done to improve future performance.

12 All Feedback is Not Created Equally: Provide Examples of Effective and Ineffective Feedback Effective Feedback is timely, accurate, constructive, outcome-focused, encouraging, and positive. Ineffective Feedback is vague, lacking precise information regarding learner error, negative and demeaning. Effective Feedback:  ___________________ Ineffective Feedback  ____________________

13 References:  iNACOL. (2011b). National standards for quality online teaching. Retrieved from http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf on July 1, 2012. http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf on July 1  Konold, K. B. (2004). Using teacher feedback to enhance student learning. Teaching Exceptional Children, 36(6), 64-69.


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