Title:
Teaching on the education frontier : instructional strategies for online and blended classrooms, grades 5-12
Personal Author:
Physical Description:
xx, 228 p. : ill. ; 24 cm.
ISBN:
9781118449776
Abstract:
"A groundbreaking guide to facilitating online and blended coursesThis comprehensive resource offers teachers in grades K-12 a hands-on guide to the rapidly growing field of online and blended teaching. With clear examples and explanations, Kristin Kipp shows how to structure online and blended courses for student engagement, build relationships with online students, facilitate discussion boards, collaborate online, design online assessments, and much more. Shows how to create a successful online or blended classroom Illustrates the essential differences between face-to-face instruction and online teaching Foreword by Susan Patrick of the International Association for K-12 Online Learning This is an essential handbook for learning how to teach online and improve student achievement"-- Provided by publisher.
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010305616 | LB1044.87 K575 2013 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
A groundbreaking guide to facilitating online and blended courses
This comprehensive resource offers teachers in grades K-12 a hands-on guide to the rapidly growing field of online and blended teaching. With clear examples and explanations, Kristin Kipp shows how to structure online and blended courses for student engagement, build relationships with online students, facilitate discussion boards, collaborate online, design online assessments, and much more.
Shows how to create a successful online or blended classroom Illustrates the essential differences between face-to-face instruction and online teaching Foreword by Susan Patrick of the International Association for K-12 Online LearningThis is an essential handbook for learning how to teach online and improve student achievement.
Author Notes
Kristin Kipp, a classroom teacher and instructional coach, was the Colorado Online Teacher of the Year for 2010 and the National Online Teacher of the Year for 2011. She has been teaching online and blended courses since 2007 and she chronicles her experiences on her blog, the Education Frontier, (www.educationfrontier.org) She also consults and does webinar and speaking engagements around the country.
Table of Contents
| About This Book | p. xi |
| About the Author | p. xv |
| Foreword | p. xvii |
| Introduction | p. xix |
| 1 The Many Variables of Online and Blended Teaching | p. 1 |
| Self-Paced versus Cohort Approach | p. 3 |
| Full-Time versus Part-Time Online Students | p. 5 |
| Blended versus Fully Online Courses | p. 6 |
| Create-Your-Own versus a Purchased Curriculum | p. 8 |
| Teacher as Course Author and Organizer versus Teacher as Facilitator Only | p. 10 |
| Teacher Performance (and Perhaps Pay) Based on Course Completion versus Based on Rubric or Evaluation Systems | p. 12 |
| What Kind of Online or Blended Teaching Model Is Right for You? | p. 13 |
| 2 Course Philosophy | p. 17 |
| Connect to Content | p. 18 |
| Connect with Other Students | p. 21 |
| Connect with the Teacher | p. 23 |
| Connecting on All Three Fronts | p. 24 |
| 3 Preparing to Teach an Online Course | p. 27 |
| Course Organization | p. 28 |
| Fleshing Out the Course Information Button | p. 30 |
| Be Vocal, an Acronym for Teacher Success | p. 34 |
| A Word to the Wise | p. 35 |
| 4 Building Relationships with Students | p. 37 |
| Starting at the Beginning | p. 38 |
| Continuing the Relationship | p. 42 |
| Hosting Face-to-Face Events | p. 46 |
| Building an Online Persona | p. 46 |
| 5 Using Announcements Effectively | p. 49 |
| Types of Announcements | p. 50 |
| Practical Considerations in Using Announcements | p. 55 |
| Incorporating Voice Elements into Announcements | p. 58 |
| 6 Discussion Board Strategies and Facilitation | p. 61 |
| Discussion Board Basics | p. 63 |
| Asking Quality Questions | p. 64 |
| Rubrics and Grading | p. 66 |
| Teaching Students to Respond in Ways That Keep the Discussion Moving | p. 70 |
| Teaching Discussion Board Etiquette | p. 72 |
| How Much to Be Involved | p. 73 |
| Types of Posts | p. 73 |
| Handing over the Reins for Student-Led Discussions | p. 75 |
| 7 Teaching Synchronous Sessions | p. 77 |
| Basic Capabilities of Synchronous Tools | p. 78 |
| Communication Tools: Microphone, Video, Chat, and Polling | p. 79 |
| Presentation Tools: Whiteboard, Screen Sharing, and File Sharing | p. 81 |
| Time Considerations | p. 82 |
| Making Up Missed Sessions | p. 83 |
| Building a Routine | p. 84 |
| Activity Ideas | p. 85 |
| 8 Creating and Modifying Assignments | p. 89 |
| Defining a Good Assignment | p. 90 |
| Creating Un-Googleable Assignments | p. 92 |
| Keeping Your Course Current | p. 93 |
| Using the Platform to Create Unique Experiences | p. 94 |
| 9 Collaborating in Online Courses | p. 97 |
| Why Collaboration Is Essential | p. 97 |
| Wikis | p. 97 |
| Blogs | p. 99 |
| Google Docs | p. 99 |
| E-portfolios | p. 101 |
| Collaborative Groups | p. 101 |
| Staying Involved | p. 102 |
| 10 Differentiating Assignments | p. 105 |
| What Is Differentiation? | p. 105 |
| Creating Choice within Assignments | p. 107 |
| Customized Path through a Session or Unit | p. 111 |
| Critical Paths | p. 111 |
| Differentiating for Special Needs Students | p. 113 |
| 11 Grading and Feedback | p. 117 |
| Grading in a Virtual Space | p. 117 |
| Understanding the Basics | p. 118 |
| Canned Comments and Personalizing Feedback | p. 121 |
| Rubric Grading | p. 127 |
| Word Options for Grading Student Work | p. 129 |
| File Management | p. 130 |
| 12 Accessibility, Communication, and Office Hours | p. 135 |
| Communicating with Digital Natives: Speaking Their Language | p. 135 |
| Office Hours and Tutoring | p. 137 |
| Communication Methods | p. 139 |
| Choosing Your Communication Method Based on Message | p. 147 |
| 13 Time Management and Routines | p. 151 |
| Making the Transition | p. 151 |
| Creating a Weekly Routine | p. 152 |
| Top-Three Strategy | p. 152 |
| Managing the E-mail Monster | p. 153 |
| Using Adaptive Release | p. 155 |
| Creating a Work-Life Balance | p. 155 |
| 14 Strategies for Blended Learning | p. 159 |
| Toward a New Way of Learning | p. 159 |
| Basic Blended Learning Models | p. 160 |
| Learning Variables on a Digital Scale | p. 161 |
| Example Activities for a Blended Environment | p. 163 |
| Designing Mixed Assignments | p. 164 |
| Using Online Tools to Make the Face-to-Face Classroom More Efficient | p. 165 |
| Choosing Your Tools | p. 165 |
| 15 Training to Teach Online | p. 169 |
| The Process of Becoming an Online Teacher | p. 169 |
| Taking an Online Course | p. 170 |
| Online Training Courses and Professional Development Books | p. 170 |
| Teaching Part-Time Online | p. 171 |
| Taking on More Advanced Roles | p. 172 |
| What to Expect During the Transition | p. 172 |
| Finding a Mentor or Mentor Community | p. 172 |
| Avoiding Isolation and Connecting with Other Online Teachers | p. 173 |
| A iNACOL National Standards for Quality Online Courses | p. 177 |
| B Sample Syllabus | p. 185 |
| C iNACOL National Standards for Quality Online Teaching | p. 193 |
| D Frequently Asked Questions | p. 209 |
| References | p. 213 |
| Resources | p. 215 |
| Glossary | p. 221 |
| Acknowledgments | p. 223 |
| Index | p. 225 |
