9 Teaching & Facilitating

Constructive Alignment

Course content, learning activities and assessments are aligned with the module‐level learning objectives and course learning outcomes.

Course learning outcomes are achievable, measurable, relevant, clearly stated, and concise.
Learning objectives are indicated for each module or unit and support the achievement of the course learning outcomes.
Learning objectives are written from the learner’s perspective, describing what the learner will be able to know or do at the end of the learning experience (module, topic, or unit) (Using the Revised Boom Taxonomy).
Learning objectives are specific to knowledge, skill or value; measurable within the learning environment (in-person or online); attainable considering student’s previous knowledge and concerning a set of program’s competencies; relevant concerning other course components and the program, and achievable within the time of the learning experience. (SMART)

Orientation

At the start of the course, learners are informed about the delivery of the course and what is expected from instructors and students.

The first class is an orientation to the course and explains all course information and resources available to students on the course site (Avenue to Learn)
The orientation session is recorded and readily available on the course site for those who need to review it later.
Details on the technology used for the various activities are explained and students are directed to review the resources available on the course site.
The instructor’s role in supporting student learning is explained.
The learner’s role is explained at the beginning of the course, noting the level of independence required in online learning, the importance of communicating online with the instructor and other learner/peers, and any other expectations that the instructor has of the learners.
Expectations for prerequisite knowledge in the discipline and/or any required competencies are clearly stated.
Where online publisher materials are included, learners are told what to use and how to use them. Learners are directed to appropriate areas of study on publisher websites.

Instructional Strategies

Various strategies are used to support the teaching experience and to reach a variety of learners.

Instructional strategies include a combination of effective instruction types (e.g., direct instruction, indirect instruction, experiential learning, independent study, interactive instruction)
Instructional strategies include the use of various tools, including three or more of the following: visual and audio learning tools, simulations, games, modelling, drills, tools for interactivity, tools for research and documentation, etc.
Instructions are clear and complete enough for learners to understand what is to be done, how it is to be completed, and how it is to be submitted.
Instructions for each activity are easy to locate.
Each activity is given an appropriate title that summarizes the activity and outlines the main idea or purpose of the activity.
Supplementary learning activities (e.g., external visits to practitioners, field trips, access to external workshops, optional study groups) are facilitated to allow learners to further develop or reinforce knowledge or practice skills.
Various strategies are used to activate or supply background knowledge:
  • Anchor instruction by linking to and activating relevant prior knowledge (e.g., using visual imagery, concept anchoring, or concept mastery routines)
  • Use advanced organizers (e.g., concept maps)
  • Pre-teach critical pre-requisite concepts through demonstration or models
  • Bridge concepts with relevant analogies and metaphors
  • Make explicit cross-curricular connections (e.g., teaching literacy strategies in the social studies classroom)
Various strategies are used to highlight patterns, critical features, big ideas, and relationships:
  • Highlight or emphasize key elements in text, graphics, diagrams, formulas
  • Use outlines, graphic organizers, unit organizer routines, concept organizer routines, and concept mastery routines to emphasize key ideas and relationships
  • Use multiple examples and non-examples to emphasize critical features
  • Use cues and prompts to draw attention to critical features
  • Highlight previously learned skills that can be used to solve unfamiliar problems
Various strategies are used to guide information processing and visualization:
  • Give explicit prompts for each step in a sequential process
  • Provide options for organizational methods and approaches (tables and algorithms for processing mathematical operations)
  • Provide interactive models that guide exploration and new understandings
  • Introduce graduated scaffolds that support information processing strategies
  • Provide multiple entry points to a lesson and optional pathways through content (e.g., exploring big ideas through dramatic works, arts and literature, film and media)
  • “Chunk” information into smaller elements
  • Progressively release information (e.g., sequential highlighting)
  • Remove unnecessary distractions unless they are essential to the instructional goal
Various strategies are used to maximize transfer and generalization:
  • Provide checklists, organizers, sticky notes, electronic reminders
  • Prompt the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies)
  • Incorporate explicit opportunities for review and practice
  • Provide templates, graphic organizers, concept maps to support notetaking
  • Provide scaffolds that connect new information to prior knowledge (e.g., word webs, half-full concept maps)
  • Embed new ideas in familiar ideas and contexts (e.g., use of analogy, metaphor, drama, music, film)
  • Provide explicit, supported opportunities to generalize learning to new situations (e.g., different types of problems that can be solved with linear equations, using physics principles to build a playground)
  • Offer opportunities over time to revisit key ideas and linkages between ideas
Learners are provided with the opportunity to add to the course learning resources through their research, projects, or assignments.
If a synchronous session is missed by a learner, the synchronous content is provided.
Instructional strategies include reminders, guides, rubrics, checklists that promote student self-reflection of learning goals and self-regulation of learning strategies.
Threats and distractions are minimized (e.g., anticipate technology issues, create routines, prepare learners for changes, avoid sensory stimulation overload)
Instructors have a plan to review and reflect on the course evaluation results to improve course design aiming to improve accessibility, engagement, and effectiveness. (e.g., using the Survey tool in Avenue to Learn to get student feedback throughout the course.

Feedback

Formal and informal feedback to learners is incorporated throughout the course.

The course is designed to ensure feedback is prompt, timely, frequent, ongoing, appropriate, and valuable to the learners.
Information is provided on how and when the instructor will provide feedback on assignments, exams, discussions, and other activities. (e.g., feedback to assignments can be provided using the Feedback field in the Assignments tool in Avenue to Learn)
Learners are informed if self‐tests, exams/quizzes, and other learning activities provide automated feedback upon submission or completion.
The instructor will contact learners on an individual basis, early in the course, to discuss learner progress and facilitate learner retention.
Peer feedback is expected from fellow learners or others (e.g., external contacts, practitioners, experts).
Clear guidelines are included on how to provide peer feedback (e.g., netiquette)
Learners can give formative feedback (regular check-ins and mid-point in term) and summative feedback (course evaluation) about course design, content, and their learning, so the instructor can adjust course delivery or any component in the course. For example, creating an anonymous “Start, Stop, Continue” survey in Avenue to

Learn which can be used to collect student feedback early on in the course.
Also, The MacPherson Institute has created a “Collecting Midterm Student Feedback” resource with survey templates that can be easily integrated into a course from the Avenue Learning Object Repository.

Interactivity

Interactive activities are incorporated into the course, all of which facilitate a deeper understanding of the content.

Many activities provide opportunities for interaction, and they support learning across a variety of types (learner‐peer, learner‐instructor, learner‐content).
Instructions are clearly stated on how to engage in student‐student and student‐instructor interaction.
In cohort‐based courses, learners interact with each other through directed asynchronous or synchronous activities and discussions (e.g., chats, videoconferences, calls) and/or other types of interactive group activities. In individual study courses, learners may interact with each other or with peers or others (e.g., experts, practitioners).
Collaboration with other learners or other peers (e.g., a fellow employee at the place of employment) along with peer feedback is utilized in at least one graded learning activity.
Learners share their perceptions and experiences gained through reflection and critical thinking with their peers.
Networking, teamwork, cooperation, negotiation, and consensus‐building skills are built throughout the course.
Guest speakers (e.g., professionals in the field, community leaders, practitioners) are invited to participate in the course.

Engagement

The instructor applies various strategies to motivate learners to access content, participate in activities, and interact with peers.

Instructor builds online presence by communicating regularly to the class (e.g., actively engaging in discussions, posting introductions to topics, providing constructive feedback, prompting learners action, sending reminders, hosting virtual group drop-ins or individual office hours, or sharing information of interest to the class)
The instructor creates an accepting and supportive classroom climate.
Goals of learning experiences are constantly reinforced.
The course includes a variety of activities and sources of information that are relevant, authentic and valuable to diverse learners (consider cultural values, age, ability, race and gender)
Course activities allow for active participation, exploration, and experimentation.
The course includes activities that foster the use of imagination to solve novel and relevant problems or make sense of complex ideas in creative ways.
Learning activities invite identification of personal goals, evaluation and, self-reflection of content and activities.
Assessments engage students (Emphasizing the importance of effort and motivation and expressing confidence that students can meet high expectations)

Community Building

Communication activities are designed to help build a sense of community.

The instructor introduces themselves via an announcement, short video, or both at the start of the course. Consider the use of the Announcements tool and the Video Note tool in Avenue to Learn.
In small size classes, the instructor also connects individually with each learner at the beginning of the course.
A schedule to connect with the instructor (office hours) is set and communicated to students, as well as other ways to communicate with the instructor and expected time for responses.
Time spent on lectures is shortened in favour of increasing time spent building relationships with and between students (e.g., through discussions, team-based projects, hosting open office hours, organizing and managing collaborative learning groups)
Students are allowed to introduce themselves and start connecting.
Synchronous class time includes activities to build a sense of community (e.g., icebreakers, introduction posts, café forums)
Synchronous class time includes opportunities for structured collaboration between students, including group assignments.
Learners are encouraged to provide peer support and contribute to the learning community through sharing questions and answers in discussion sessions.
Guidelines are provided for the collaborative building of content and working in groups.
Cooperative learning groups are created with clear goals, roles, and responsibilities.
The formation of communities of learners engaged in common interests or activities are encouraged.

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Teaching Online at DeGroote School of Business Copyright © by DeGroote School of Business is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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