Questions :

A: APPLY: DISIGNING ONLINE INSTRUCTION

  1. Start with a previously taught lesson in a face-to-face environment.
  2. Apply the checklist to the lesson. How can you take this lesson online?
  • Should the content be delivered synchronously or asynchronously?
  • How should the content be chunked?
  • What tools might you use to deliver instruction?
  1. Revise the lesson to be delivered in an online synchronous or online asynchronous format.
  2. Apply the checklist again. Determine what additional changes or tweaks might you make?

Include a link of your evidence for your Apply It task here

 

B: Reflection: DELIVERING ONLINE INSTRUCTION

  1. What are ways that you can “heighten the salience of the learning objective” (UDL) in your online teaching practice?
  2. How do you already provide models and scaffolds for your learners?
  • After reviewing the video, have you identified additional opportunities to build in scaffolds and models for learners?
  1. What are some best teaching practices that you want to make sure to include in continuous learning experiences for your students?
  2. What opportunities for including student choice could you see incorporating in continuous learning experiences for your students?

C: APPLY:  DELIVERING ONLINE INSTRUCTION

  1. Start with a previously taught lesson in a face-to-face environment.
  2. Apply the checklist to the lesson. How can you take this lesson online?
  • Should the content be delivered synchronously or asynchronously?
  • How should the content be chunked?
  • What tools might you use to deliver instruction?
  1. Revise the lesson to be delivered in an online synchronous or online asynchronous format.

Apply the checklist again. Determine what additional changes or tweaks might you make?

Include a link of your evidence for your Apply It task here

 

D: Reflection: ENHANCING COMMUNICATION & COLLABORATION

  1. What are some opportunities you will provide for students to communicate and collaborate around academic work?
  2. What are some familiar digital tools you’ll continue to use to facilitate online communication/collaboration? Explain what supports students might need to use this in an online environment.
  3. Which colleagues and/or teams might you need to connect with to best meet the needs of students?
  4. What are some ways you will continue communication with students and families and collect feedback about how online learning can be adjusted and improved?

 

E: Apply: Enhancing Communication and Collaboration

Please select at least one task below to help you provide online communication and collaboration experiences with your students.

  1. Create a plan to develop a classroom contract for online communication and collaboration behavior. Create a sample contract.
  2. Select a digital tool based on an instructional goal. Determine a plan for how the tool might be leveraged in an online learning environment.
  3. Identify colleagues and teams you will connect with to support online learning. Proactively schedule when you plan to collaborate on student learning experiences.
  4. Compose a survey and email to get feedback from families

F: Reflection: Planning Feedback & Formative Assessment

  1. In what ways does your teaching model reflect Hattie’s 4 types of feedback?
  2. How do you create a classroom culture that values errors as an important part of the learning process?
  3. What pathways exist for students to provide feedback to the teacher about their own learning misconceptions?
  4. How does online continuous learning impact feedback with your students and how will you adjust?

 

G: Apply: Planning Feedback & Formative Assessment

  1. Choose two formative assessment tools
  2. Decide how you would use one in an asynchronous learning activity
  3. Decide how you would use one in a synchronous learning activity

Include a link of your evidence for your Apply It task here

 

H: Problem-Solving for student Success

In this domain, you will:

  • Identify guiding principles to determining supports and accommodations for continuous learning.
  • Gain an understanding of a problem-solving process to help identify and remove barriers.
  • Build a toolkit of supports and accommodations to provide to learners who might require them.

 

Continuous Digital Learning