Redwood Learning Module Overview

MODULE OVERVIEW

‘Essentials of online instruction for a blended world’ is comprised of six modules.

Total professional learning time: 12 weeks, 15 hours.

Each module includes:

  • an introduction to the area of study
  • insights from internationally recognised experts in F–12 teaching and learning
  • videos of current practitioners modelling best practices in virtual teaching
  • opportunities for participants to select a practice, try it in their classroom, review their progress and reflect on how the practice impacted teaching and student learning
  • a facilitator who provides feedback, manages online discussions and scores reflection assignments
  • planning guides and resources so that teachers can immediately begin using high-impact teaching strategies and best practices in their classrooms
  • opportunities to learn and collaborate with a cohort of peers.
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Module 1: Building relationships

In this module, you will focus on two specific components of building relationships.

1. Using verbal and nonverbal behaviours that indicate affection for students:

  • Send a welcome message and relevant materials prior to class.
  • Open classes with an informal greeting.
  • Use humour and friendly facial expressions.

 

2. Understanding students’ backgrounds and interests:

  • Develop learning profile surveys or interest inventories.
  • Become familiar with student culture and integrate it into class when possible.
  • Build student-to-student relationships.

Module 2: Maintaining engagement

In this module, you will focus on three specific components of maintaining engagement.

1. Noticing and reacting when students are not engaged:

  • Monitor individual student and overall class engagement.
  • Successfully re-engage individual students.
  • Boost overall class energy levels through movement or brain breaks.

 

2. Maintaining a lively pace:

  • Ensure instructional segments occur in a brisk, but unhurried, fashion.
  • Speed up or slow down the pace to meet students’ engagement needs.
  • Use motivational hooks (anecdotes, video clips or other short attention-grabbing media) to spark students’ attention.

 

3. Demonstrating intensity and enthusiasm:

  • Approach content with excitement.
  • Be fully present with students.

Module 3: Using procedures

In this module, you will focus on three specific components of using procedures.

1. Establishing procedures:

  • Share the purpose and relevance of the procedure.
  • Break down procedures into specific steps for clarity.
  • Practice and repeat procedures as necessary.
  • Check for clarity of the directions and procedures and invite questions.
  • Modify procedures with students.

 

2. Acknowledging student adherence to procedures:

  • Provide affirmation to students when they follow procedures.

 

3. Demonstrating ‘withitness’:

  • Be proactive by anticipating what could go wrong and take action to avoid such scenarios.
  • Organise course and content from a student’s point of view.
  • Conduct a technology check.

Module 4: Delivering initial lessons

In this module, you will focus on two specific components of delivering initial lessons.

1. Prioritising standards and providing clear learning goals:

  • Choose essential standards for the unit or lesson.
  • Clearly articulate learning goals for the unit or lesson.
  • Ensure students understand and can articulate the learning goals.

 

2. Previewing, chunking and processing content:

  • Activate students’ prior knowledge and engagement with ‘bell ringer’ activities.
  • Chunk content into short, standalone segments.
  • Create opportunities for students to process content together.

Module 5: Facilitating student practice and application

In this module, you will focus on three specific components of facilitating student practice and application.

1. Using structured practice for skills, strategies and processes:

  • Use modelling.
  • Provide practice opportunities and monitor progress.

 

2. Engaging students in cognitively complex tasks:

  • Use knowledge-application tasks.

 

3. Generating and defending claims:

  • Assign activities for students to generate and support claims.

Module 6: Assessing and providing feedback

In this module, you will focus on three specific components of assessing and providing feedback.

1. Using informal assessments of the whole class:

  • Use quick checks to gauge whole-class and individual student understanding.
  • Use data to inform your instruction.

 

2. Using formal assessments of individual students:

  • Use common assessments.
  • Assess through observations.

 

3. Ensure your feedback is effective:

  • Provide timely, targeted and actionable feedback.
  • Recognise both strengths and areas for improvement.
  • Use student self-assessments.
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