Keys to BP Learning SuccessStart Strong
Coppola, Hiltz, and Rotter (2004) found that building “swift trust” in the online classroom improves the chances of stronger interaction and more successful students. The most effective online teachers get a good start in the very first week, which is the essence of “swift trust,” with online communication. Once established, “swift trust” will carry over into the remainder of the semester if high levels of action are maintained Click here for University Intro examples Organization is Key List all resources used by date with clearly defined deadlines and expectations. Minimize verbiage while maintaining clarity. Utilize the same template to increase use friendly aspects. |
Organization of BP LearningClick here to read detailed explanations of each.
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Clear Expectations
Clearly state Student expectations and consequences of not meeting the goal in a positive manner. List expectations and protocols on the website and syllabus that parents sign and return. Every piece, be it face to face or online, must be clearly designated as optional or required and a clear completion date even if the assignment should only take 10 minutes. Be weary of time deadlines for online turn in. Students may view you as the teacher that makes them stay up too late if you have no time restraint allowing them to procrastinate until midnight or students that work may struggle with an 8 pm deadline. Know your students and speak clearly for your expectations and warnings.
Help is on the Way
Be clear how students access technology and what they do if there is an issue. List help sites and your contact on every technology piece. Test all links and data collection after posting. Create a mock student account so you can see what your students see and test all level prior to real-time use. Ask for student feed back on accessibility before or during your first period.
KISS (Keep it Simple)
You don't have to begin as you have utilized this model for the last 10 years. Start with the goal of Differentiation and simple deliverance of information. The rest can be added as you go.
Click on How to build a Unit for more info.
Clearly state Student expectations and consequences of not meeting the goal in a positive manner. List expectations and protocols on the website and syllabus that parents sign and return. Every piece, be it face to face or online, must be clearly designated as optional or required and a clear completion date even if the assignment should only take 10 minutes. Be weary of time deadlines for online turn in. Students may view you as the teacher that makes them stay up too late if you have no time restraint allowing them to procrastinate until midnight or students that work may struggle with an 8 pm deadline. Know your students and speak clearly for your expectations and warnings.
Help is on the Way
Be clear how students access technology and what they do if there is an issue. List help sites and your contact on every technology piece. Test all links and data collection after posting. Create a mock student account so you can see what your students see and test all level prior to real-time use. Ask for student feed back on accessibility before or during your first period.
KISS (Keep it Simple)
You don't have to begin as you have utilized this model for the last 10 years. Start with the goal of Differentiation and simple deliverance of information. The rest can be added as you go.
Click on How to build a Unit for more info.
How to build a Unit
- Conceptualize the skills need to reach the final assessment
- Break the skills into modules ending with an assessment.
- This is the same as a traditional class model
- decide which skills are best suited to which instructional strategy in the following order
- lab/activity
- direct lecture
- student directed learning
- Decide if the skill taught by student directed learning is best suited for
- individualize learning with a common output
- students select how they are receiving the information but all class members are completing the same worksheet, practice problems or scenarios, writing prompt concept map, project, student created output
- common learning with individualize output
- individualize learning with a common output
- Find resources for the student directed learning for as many learning styles as are possible
- clearly label what learning style is utilized by each resource.
- use the same template of style identification each module and unit
- it is not necessary to include resources for learning styles that are not appropriate to the skill taught
- check all links after posting
- As you design new pieces think of the following
- 75% of your students are General Population for the climate of your school. Make sure you have strong curriculum for this target audience. After this groups needs are met think of the following groups.
- 15% of your students will not have the skills necessary to accomplish the goal with the resources you have provided. This group will have some key members that will always be the same. However, almost everyone will take turns in this group at some point during the year. Begin by thinking of the student you know will be in this group and design a "Tier 3 Intervention" learning piece/learning aids for that specific student's needs. Chances are, others will have the same needs. Create a new piece for another student during your next iteration until you are satisfied that all have their needs met. Give value to these resources because filling a learning gap now will decrease on frustration and therefor decrease on behavior issues and remember these pieces will be used for those needing Re-learning Assistance.
- 10% of your students will finish the General Population pieces in minutes and be board. This can lead to disruption, discontent, or sleepy students. Be sure to avoid the though that "more info is deeper learning" and "don't punish smart kids by giving them more work". Look at the General Population pieces and evaluate where repetition or prior knowledge can be trimmed without sacrificing mastery and replace with the student choice for how they can apply the content to their world, other content, or other classes. Trust your students but be sure to clearly state your expectations.