‘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.
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.