Professional Learning Online: Coaching and Support Models for Improving Teaching and Learning
Participate and share : Poster
Thursday, December 3, 1:30–2:30 pm PST (Pacific Standard Time)
Erin Earnst Kathryn Gabriele
Learn about three instructional design and delivery models useful for advancing educators’ capabilities for teaching about sensitive and complex topics, specifically in history and English language arts classrooms. Leave with an understanding of the models and a plan for applying that understanding.
|Audience:||Coaches, Curriculum/district specialists, Professional developers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Any web browser
Canvas/Instructure Student App
|Topic:||Distance, online & blended learning|
|Subject area:||Language arts, Social studies|
|ISTE Standards:||For Coaches:
Professional Development and Program Evaluation
Contemporary youth bring an increasingly complex and diverse array of identities to middle and high school classrooms. The richness of this complexity and diversity demands that educators develop and continuously improve their knowledge and capabilities for teaching for equity against a rapidly changing socio-political and socio-economic backdrop. Capitalizing on the power and growth of online learning to design for personalized, yet networked, professional learning for educators offers educators the opportunity to choose among professional learning offerings that best meet their professional and personal needs.
Thus, the dual purpose of this presentation is to (a) advance participants’ knowledge and skills related to designing and delivering effective online professional learning and (b) support participants in developing a plan for using eLearning tools and strategies in their local context.
Participants will examine three instructional design and delivery models useful for advancing educators’ capabilities for teaching about sensitive and complex topics such as teaching with current events and learning about the Holocaust: a self-paced online workshop, a facilitated online course, a facilitated online mini-course that combines weekly synchronous and asynchronous learning opportunities. The examples we draw from focus largely on social studies and English language arts content for grades 7 to 12 and will expose educators to Canvas and Zoom; however, the instructional design and delivery models are applicable across grades and content areas, as well as learning management platforms.
In this session, participants will:
1. Compare/contrast the design, delivery, and intended learning outcomes of different online professional learning models.
2. Analyze the relationship between design, delivery, and learning outcomes.
3. Apply their session learning to their local contexts.
As a result of attending this session, participants will:
1. Possess a deeper understanding of how to match eLearning tools and strategies with learning outcomes.
2. Have a plan for using eLearning tools and strategies from this session in their local context.
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Facing History and Ourselves course evaluation reports - Fall 2018, Winter 2018, Spring 2019.