Virtual Teachers Real Collegiality

building professional learning communities with online teachers

Karen Beutler & Andrea Brozyna TDSB e-Learning

virtual

real

false dichotomy

virtual real
false dichotomy

share develop collaborate personalize

share

were in this together

online staffroom

online staffroom

discussion forums

tips & tricks

news

resources
staff handbooks course planning templates student surveys learning skills rubrics

develop

combining technology with pedagogy

online learning modules for staff

Part 3 onsolidate, nect, Reect

Part 2 Action

ng students onstrate what they learned ding opportunities onsolidation and ction

Part 1 Minds On
establishing a positive
learning environment & preparing the group for learning connecting to prior learning and/or experiences

introducing new l

or extending/reinf prior learning providing opportu practice and app of learning ( guide independent)

3-part lesson structure

course design for thinking & engaging

www.edugains.ca

digital feedback for student learning

pause & ponder

Academic feedback is more strongly and consistently related to achievement than any other teaching behavior."
(Bellon, Bellon and Blank 1992)

acrobat pro
using teacher voice to connect with students solution for assessing online student products

assessing a glogster digital poster

web conferencing for blended learning

Connect Tool Strategy to Enhance Student Learning

Share a Document Poll or Q&A Pod Share an Application Whiteboard Role Changes Record a Meeting
Sample Viewing and Deconstruction at the beginning of the course or unit, the teacher may wish to show student sample work to model expectations and requirements for success or even build success criteria together with the students. Survey or Assessment during a conference/meeting, the teacher can assess students' interests, understanding, prior knowledge, experiences, etc. through the use of the polling or Q & A pod. LMS (Learning Management System) Training often students will need assistance with the classroom environment if this is their rst time taking an online course. Showing the steps using your own computer can support both the visual and auditory learners. Homework help or tutoring students type on the white board what the difcultymight be and the teacher can work through the problem with them. This could be recorded or saved for future reference. Oral presentations students may be required or be given the option to deliver an oral presentation. Whether individually or in a group, the teacher can change the student role to presenter for the purpose of delivering the presentation. Guest Speaker students or the teacher may invite speakers from the community to enhance the learning of a particular topic. With permission of the visitor, the session could be recorded and posted within the online course to support this class and future classes.

quiz tool & higher-order thinking

achievement chart

Applica'on*

Communica'on*

Thinking*

Knowledge*&* Understanding*

collaborate

honour the knowledge in the group

range of experience

frequently asked questions

shared FAQ template

what makes a good online course?

Course' Design'

Assessment' &'Feedback' Methods'

Teaching'&' Learning' Ac3vi3es'

group A course design

group B teaching & learning strategies

sample DI strategy card

group C assessment & feedback

course assessment

co-constructed look for lists

student assessment

learning skills assessment tools

e-learning reporting comments

personalize
meet them where they are

scale

isolation

old model centralized large group infrequent new model decentralized small group frequent

job-embedded professional learning

coaching

just in time training

virtualrea Thanks for joining us!

virtualrea Virtual Teachers Real Collegiality

building professional learning communities with online teachers
Karen Beutler & Andrea Brozyna TDSB e-Learning