This course consist of 30 hours of online assignments and activities. Educators will receive 3.0 CEUs after the completion of this course. CEUs are issued by North Mississippi Education Consortium. We can deliver this course online or onsite**. The cost for the online delivery is $65.
Workshop Description: Welcome to The Effective K-12 Hybrid Classroom – Part 1, an online professional development course geared primarily for educators. This course requires educators to implement new or improve current strategies for hybrid classrooms. Online or virtual learning is inevitable in education. Many LEAs have implemented a hybrid environment for students and teachers. The majority of educational resources are online. LEAs have invested much in the area of academic preparation resources. Many teachers may not be aware of the many resources afforded to them. So much information resides online. In the event that schools are not accessible for students due to student illnesses, natural disasters, building infrastructure or unforeseen issues, approved contingency plans are necessary for instruction to continue. LEAs are putting more professional development time in educating instructional leaders in using these resources.
Some aspects of the traditional classroom content should be available online. This extends the reach of the classroom. There is a large percentage of schools that allow this from middle school and above. Elementary schools are far less capable for this type of integration for many reasons. It is a more complex student/teacher/parent model to implement but is very doable. This course is suited for all K-12 teachers. This course will help you begin the process of creating or enhancing hybrid classroom settings. Do you know what online resources are available by your LEA or school? Do you know where to begin to setup a hybrid classroom environment? How do you create the enthusiasm in the hybrid settings? What is classroom management like in hybrid settings? This course will help you explore these questions and spark ideas to share with your school leaders and peers. You can’t do this implementation on your own. It requires the support from the LEA and school leaders for successful implementation. When implemented correctly, it will produce academic gains. Each workshop has teacher workload information and activity. This discusses the need for balance of teacher workload. It is meant for teacher encouragement and accountability. The workloads of teachers is something that can be addressed through consistent team collaboration. Team collaboration is strongly encouraged in all workshops.
The coursework involves reading assignments that aides in thoroughly understanding the learning objective. Teachers are required to submit an implementation snippet of the learning objective. This is for the implementing the learning objective in real time. The workshop provides a peer or self observation activity to further ensure the learning objective is being used. It is the intent that all the activities, discussion and assessments help the educator achieve the needed outcome(s).
This workshop will focus on the following areas:
UNIT/WEEK1
Learning Objective: Knowing Available Online Resources | LEAs have invested much in the area of academic preparation resources. Many teachers may not be aware of the many resources afforded to them. So much information resides online. Hybrid instruction combines face-2-face and online instruction. They form a robust process for student active learning. The classroom is extended beyond the four walls. (1) Do you know what online resources are available at your school? (2) After reading and reviewing, does your school system or district use similar resources? (3) If so, is there good training? (4) Discuss some additional needs that exist to make your hybrid classroom better.UNIT/WEEK2
Learning Objective: Setting Up Structure | Having the resources for an online environment is one of the most important parts to foundational success. The second is having good logical structure. How you are presenting these resources are critical for student success. Collaborating among school leaders and peers will be most rewarding. As some of the best academic teachers in a traditional classroom may suffer greatly with online organization. The technology cannot overwhelm the instruction or the teacher! (1) Do you collaborate with grade or disciple level peers with using online resources? (2) If not, why? (3) What are some successes or learning lessons that you have experienced?UNIT/WEEK3
Learning Objective: Creating Enthusiasm In Your Online Classroom | Creating engagement in the physical classroom may not be equal in the online area. Finding the balance in your hybrid classroom is important for long-term success! Some educators find it difficult with the online part of their instruction. Since online instruction gives you more opportunities to interact with students, you able to give more supportive feedback. You can academically correct students online with pinpoint accuracy that can give the face-face 2 teaching the support it needs. The student-teacher interaction is greatly improved. (1) After reading, what are some ideas that may work for you? (2) Share some struggles? (3) How are you including parents?UNIT/WEEK4
Learning Objective: Online Classroom Management | This present opportunities for teachers to reach students academically at home. With the advanced tools that automate so many useful reoccurring tasks, academic gain increases. Teachers are using these technology advances to increase more interaction with students. Online classroom management may seem to be less complex than in the physical settings on the surface. However, some aspects of Online classroom management are very challenging! You will learning about some of those challenges. After Reading, (1) Please share your classroom management ideas. (2) Share some struggles? (3) Share some strategies that work for you.Examples:
o New to teaching online
o Poor student interaction
o Student technologies issues
o Student time management
o Distractions at home
Extended Activities
Create Plan of Action using the following:
To make sure your goals are clear and reachable, each one should be:
- Specific (simple, sensible, significant)
- Measurable (meaningful, motivating)
- Achievable (agreed, attainable)
- Relevant (reasonable, realistic and resourced, results-based)
- Time bound (time-based, time limited, time/cost limited, timely, time-sensitive)
Components of Action Plan:
- Identify task
- Gather data
- Develop strategies
- Implement plan
Partial List References:
- (2010). Teaching as Leadership. Retrieved from http://teachingasleadership.org/sites/default/files/How_To/PP/P-5/p5_rules.pdf
- Wood, Chip (2017). Everyday Rules That Really Work! Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/everyday-rules-really-work/
- Davies, Leah (2017). Elementary Classroom Rules and Management. Retrieved from http://www.kellybear.com/TeacherArticles/TeacherTip72.html
- Linsin, Michael (2009, August 17). The Only Classroom Rules You’ll Ever Need. Retrieved from http://www.smartclassroommanagement.com/2009/08/17/the-only-classroom-rules-youll-ever-need/
- Allen, I. E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Retrieved from http://sloanconsortium.org/publications/survey/learning_on_demand_sr2010.
- (2017). 20 Teaching Tips: High-Energy Students Retrieved from http://teachtrainlove.com/20-teaching-tips-high-energy-students/
- Lee, Andrew (2017). 3 Ways to Make Meaningful Connections With Your Students. Retrieved from https://www.understood.org.
- Allen, I. E., Seaman, J. (2014) Grade change: Tracking online education in the United States, Newburyport, MA: Sloan Consortium.
- Almala, A. H. (2005) A constructivist conceptual framework for a quality e-learning environment. Distance Learning 2: 9–12.
- Tbondclegg (2015, November 19). Connecting with Students. Retrieved from https://makinggoodhumans.wordpress.com/2015/11/19/connecting-with-students/.
- Anderson, D., Imdieke, S., Standerford, N. S. (2011) Feedback please: Studying self in the online classroom. International Journal of Instruction 4: 3–15.
- Aragon, S. R., Johnson, S. D., Shaik, N. (2002) The influence of learning style preferences on student success in online versus face-to-face environments. American Journal of Distance Education 16: 227.
- Scherer, Marge (2008, November). Giving Students Ownership of Learning. Retrieved from http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/abstract.aspx
- Capra, T. (2011) Online education: Promise and problems. Merlot Journal of Online Learning and Teaching 7: 288–293.
- Chametzky, B. (2014) Andragogy and engagement in online learning: Tenets and solutions. Creative Education 5: 813–821A.
- Barrett, B. (2010) Virtual teaching and strategies: Transitioning from teaching traditional classes to online classes. Contemporary Issues in Education Research 3: 17–20.
- Baran, E., Correia, A., Thompson, A. (2011) Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education 32: 421–439.
- Evrim, B., Correia, A., Thompson, A. (2011) Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education 32: 421–439.
- Limperos, A. M., Buckner, M. M., Kaufmann, R., Frisby, B. N. (2015) Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning. Computers & Education 83: 1–9.
- First, you must Register on our online course system. Click the Register button below.
- After you created an account, login and select the course and pay ($65 per course).
