iLearn – May 24, 2012

Aventa Core/AP Curriculum

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Agenda

• Introductions

• Group Discussion:

– How does your school plan to implement use of virtual courses

– What are your biggest concerns and questions around implementation

– Possibilities and considerations of blended programs

– Classroom Management

• Course Structure and Tools– Assessment Types

• Desire-2-Learn – Gradebook– Teacher View

– Student Feedback

This training is designed to allow the learner to become knowledgeable about Aventa Middle School, Core and AP courses. This session will introduce the learner to the structure, navigation and design of these courses and how they may best be used in a blended or virtual environment. Learners will also be introduced to the Grade book within the D2L environment.

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Introductions

Donna Clapp

Senior Instructional Supervisor

Wendy Dolphin

Science Teacher/Trainer

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Possible Implementations

How will your school use the Aventa curriculum?

Aventa Curriculum

Primary Course

Suppl.

Face to Face

Virtual

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Each Program is Different

Fully Online Blended Learning Classroom Instruction

Possible Issues

What are your biggest struggles/questions?

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Challenges

Struggling ELLCredit

DeficientHighly Mobile

Career Priorities

GiftedDaytime

Job

Meeting students’ diverse learning needs.

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Blended Learning Possibilities

Have a clear understanding of the purpose of the blended program.

– Ability to differentiate instruction

– Address individual pacing needs of students

– Address special needs of students (alternative learning)

– Allow students to earn credit back throughout the year in an independent environment

– Allow courses to be offered that otherwise may not have been possible

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Policies and Procedures

– Enrollment procedure

– Teacher’s flexibility to adjust curriculum and (virtual)assignments; will teachers be allowed to have student’s skip virtual assignments

– What percentage of a student’s overall grade will come from assignments in virtual course vs. activities done in a traditional environment

– Will there be hard due dates, periodic check points, no due dates

Policies and Procedures- all groups (administration, teachers, students and parents) must have an understanding prior to program beginning of process and expectations:

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Policies and Procedures cont.

– Expectations on teachers for type, timing and location of feedback

– Grade out procedures

– Dedicated class period for online courses –good rule of thumb for administration – teachers will have equal responsibility in a virtual environment as in a traditional environment.

– Grades must be posted in the D2L platform in order for complete and transparent reporting.

– Teachers should consult periodic student achievement results from D2L data to affect change in student outcomes.

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How and when is the curriculum used?

– Lab activities as required

– Collaborative activities/projects

– Individual or small group support sessions

– Regents prep and practice throughout the year – no surprises at the end of the year

– Possible use of the flipped classroom

Avoid using the virtual content and assignments as just an online textbook. In most situations virtual program should be considered the content, with in-class activities used to support or supplement:

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Providing Feedback

– Provides a permanent record of assignments/grades within course

– Provides students the experience of online work prior to getting to higher education where it may be expected.

– This does not mean a teacher cannot pull a student aside for more detailed feedback but face to face time should be used to enrich and support items that cannot be completed in the virtual world.

– Discussion Boards – live vs. online – both have purpose and value. The virtual discussion board:

• Every student has a voice

• All students have time to reflect and respond

• Eliminates fear of mockery, shyness and reluctant students

If assignments are virtual, provide the majority of the assignment feedback in that same location. Why?

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Classroom Management

– Group A – works on online content

– Group B – works in project base learning group

– Group C – works individually with teacher – review; detailed feedback etc…

Classroom Management – this is many times an individual or course specific decision

Example 1

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Classroom Management

– Group A – Algebra 1

– Group B – Algebra 2

– Group C – Geometry

Vary activities for students – in a blended environment you want a mixture of independent online learning with more traditional activities.

Example 2

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Traditional and AP Courses

Mix of assessments:C Quizzes/exams – computer graded with some free

response questions.C Assignments – paper submissionsC Discussion Boards

Typical Settings:C 1 attemptC Force complete – once they enter they must complete

Assessment Overview

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Course Aides – Traditional Courses

Teacher Aides:C Teacher’s Guide

C Answer Keys Within teacher’s Guide Embedded within exam

Test Pools – not common in traditional course

Student Activities :

– In course activities

– Student notebook should not disappear

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Feedback

– Use rubrics and make sure both the teacher and the student understand where grade is coming from.

– Enhance rubrics with color – example -“rainbow rubric”

– Feedback needs to be specific to task at hand avoid “good Job”, “please correct” phrases that don’t actually guide the student to what they did well or how to correct.

– Be an active participant within the Discussion Boards – try to pose questions that will continue a thread or conversation.

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D2L Gradebook

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Home Page

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Dropbox

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Finding Ungraded Assignments

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Tool Bar

Has Options…..

The course as well as the grade book have may options – customizable by both the client and the teacher

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Quiz Management

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DON’T FORGET!

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Help is a click (or two) away…

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What can you do?

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Student View

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Within a Course

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Grade book View for Student

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Grades and Feedback Review…

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Discussion Reply

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Starting a Quiz

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Taking a Quiz

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Submitting a Quiz

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Submission Warning

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Final Submission Warning

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Questions?