Best Practices in the K-12 Environment Brooke Eberwine and Tara Michels Ohio Distance and Electronic...
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Best Practices in the K-12 Environment Brooke Eberwine and Tara Michels Ohio Distance and Electronic Learning
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Transcript of Best Practices in the K-12 Environment Brooke Eberwine and Tara Michels Ohio Distance and Electronic...
Best Practices in the K-12 Environment
Brooke Eberwine and Tara Michels
Ohio Distance and Electronic Learning
Fast Facts About Online Learning from North American Council for
Online Learning(NACOL)• In 2000, there were approx. 40,000 to
50,000 enrollments in K-12 online education; In 2007, there were over a million.
• In April 2006, Michigan became the 1st state to require online learning for high school graduation.
• There are 26 state-wide or state-led virtual schools in the United States.
• Data suggests that in about six years 10% of all high school courses will be computer-based, and by 2019 about 50% of courses will be delivered online.
• Today, 6000 talented young people will drop out of school.
• Today, two-thirds of high school students will be bored in at least one class.
Distance and Electronic Learning
-Our school is an online K-12 school.-We have schools in Ohio,
Pennsylvania, and Colorado.-In Ohio, we have approx. 3000
state-wide students.
Objectives for the Session
• Understanding Wimba Best practices for K-12
• Learn how to Wimba can be used with Best Practice Lessons
• Learn about interactive sites that help you create engaging lessons
General Online Learning Best Practices
1. Visibility- Online instructors must be “visible” to their students. Teacher presence, tone, and involvement is the largest factor in building an online learning community.
2. What works in the face-to-face classroom works in the online classroom, it just is represented differently. (Ice breakers, debates, group work, clubs, field trips, birthdays, …)
3. Email is the primary form of contact between you and your students so use it effectively. From: “Successfully Building community in the Online
Classroom”, Jeff Simmons, IDLA
General Online Learning Best Practices
4. Effective Feedback5. Its ok to duplicate email and
announcements.6. There should be at least one
discussion board per unit. Students and teachers post and reply to each other.
From: “Successfully Building community in the Online Classroom”, Jeff Simmons, IDLA
General Wimba Best Practices
1. If it is offered it should be used. (Y/N buttons, Polls, Breakout rooms, Application sharing)
2. Be prepared3. Rename your content (Give the
folders and slides you load in Wimba a relevant title so that you can easily pull one up from a previous class.)
4. Print your slides ahead of time so that you know what’s coming.
*From Lockstein Center for Jewish Education
5. No dead air time. If you stop talking for more than a few seconds, students will start asking why there is no sound.
6. Pushing slides and other content. When you push something heavy, it is best to reduce the other activities using bandwidth.
7. Slides may take awhile to appear, so don’t keep clicking the push button. It will only slow it down further.
8. Depending on the quality of each participants internet connection, there may be a slight delay before content is loaded.
General Wimba Best Practices
*From Lockstein Center for Jewish Education
General Wimba Classroom Management
Tips1. Presenter should always post or
describe expected behaviors. (always raise hand, use private chat to let instructor know about tech issues…)
2. Offer an agenda for the class.3. Ease into different modes of
communication. (Allow students to answer in Microphone or text-box.)
4. Set expectations for involvement.
*From Lockstein Center for Jewish Education
5. Pose questions to students. Remember that there may not be an automatic response due to delay times. So rephrase the question during delay time.
6. Try to overcome your need to read questions posted in text-chat as you speak. Deal with them at a time that is comfortable to you and in the order they were entered (just like raised hands).
7. Draw students out (send private chats or ask specific question to students who are quiet).
General Wimba Classroom Management
Tips
*From Lockstein Center for Jewish Education
Recommended Activities for Wimba
Classroom1. Student Roles: Consider assigning your
students different roles; note-taker, discussion facilitator, presenter,….
2. Triggers: Show short videos, music clips, and texts to encourage discussion.
3. Use Authentic materials.4. Guest Speakers5. Grouping. Create Group Assignments. These
can be short tasks like asking students to reach a consensus or point out errors in a document. Give them time to present their positions.
*From Lockstein Center for Jewish Education
Our Wimba Best Practices:
1. Maximize class time – have opening activity available for students when they enter classroom
2. Application Share- one application at a time and share window or screen area instead of desktop-Start archive before application sharing
3. Use questionnaires and polls to make classes as interactive as possible; share student responses when applicable.
4. Breakout rooms allow for group work/projects
5. Enable presenter status to allow students to be active in classroom
6. Turn off private text chat between students
7. Schedule live office hours – individual tutoring sessions or small
group collaboration/discussion
Our Wimba Best Practices:
General K-12 Best Practices
Research-Based Strategies1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representations6. Cooperative Learning7. Setting Objectives and Providing Feedback8. Generating and Testing Hypothesis9. Cues, Questions, and Advance Organizers
*From “Classroom Instruction that Works” by Marzano, Pickering, and Pollock
Adapting to Wimba1. Identifying Similarities
and Differences-Create graphic organizers in class
and post the screen for students to use for review.
-Use Wimba Voice Boards to have students create metaphors and analogies.
2. Summarizing and Note taking
• Post screens from Wimba “Notes should be considered a
work in progress.”(Marzano, p.44) -Wimba makes it easy to pull a
screen back up and add to it. They are also easy to post as reviews for tests.
• Use Wimba Create to create interactive study guides.
3. Reinforcing Effort and Providing Recognition
• Application Share a project a student has done.
• Use polls to share student responses• Allow students to show work or
demonstrate comprehension on e-board
4. Homework and Practice
• Use Wimba Create for students to check their understanding
• Use Podcaster to record lessons for students to download and listen to at their convenience.
• Use polls and questionnaires in Wimba live class to check understanding.
5. Nonlinguistic Representations
• “Research indicates that each of the following activities enhances the development of non-linguistic representations in students and, therefore, enhances their understanding of that content”-- (Marzano, page 73-74)
-Creating graphic representations (Wimba classroom)-Making physical models (Application
Sharing National Library of Virtual Manipulatives or Shodor)
-Generating mental pictures (Wimba Classroom)
-Drawing pictures and pictographs (Enable students to use the e-board tools)-Engaging kinesthetic activities (Wimba
Classroom)
6. Cooperative Learning
• (Marzano, p. 85-86)…There are five defining elements of cooperative learning:
•Positive interdependence•Face-to-face promotive
interaction(helping each other)•Individual and group accountability’•Interpersonal and small group skills•Group processing
Breakout Rooms in Wimba allows you to have all of these elements in your cooperative learning activities. Groups can save screens so that they can later be shared with the whole class.
7. Setting Objectives and giving Feedback
• Use Wimba Voicerecorder to post announcements
• Use Podcaster to give Audio Feedback on assignments.
• Use Breakout rooms for student to peer edit assignments before they are handed in.
8. Generating and Testing Hypothesis
• Application Sharing and Web Sites• Turn on the audio in the classroom
to allow students to explain their conclusions.
9. Cues, Questions, and Advance Organizers
• Polls and Saving Screens• Use Wimba Create to provide
students with Advanced Organizers at the beginning of each unit.
Interactive Sites• Shodor: http://www.shodor.org/activities/
• Illuminations Electronic Examples: http://standards.nctm.org/document/eexamples/index.htm
• National Library of Virtual Manipulativeshttp://nlvm.usu.edu/en/nav/vlibrary.html
• Curriki/Hippocampushttp://www.hippocampus.org/
• Department of Education Websiteshttp://www.free.ed.gov/
