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In my online course, I closely align my pedagogy with instructional goals as I use a variety of methodologies to engage students in diverse opportunities to collaborate and learn.

I post announcements for parents with sample lessons for them to review that include the latest technology we are implementing in my classroom.

In my online course I use a variety of methods to assess my students. For example, I use the quiz generator to create multiple choice quizzes and tests, but I also implement authentic assessments such as problem and project-based learning.  Since I have such a variety of assessment strategies I also provide individualized feedback to students through a variety of mediums.  I discuss methods for improvement with them through telephone conferences, provide written feedback through comments on their written work, assign grades based on rubric descriptions and record audio comments to name a few.

I take advantage of the efficiency technology offers as I use it to complement my in person observations and intuition as a teacher to differentiate expectations for students as I regularly assess their individual needs.

While students work in my classroom, I collect formative data in relation to both students’ individual content and technical knowledge when they interact with technology in order to check for frustration while interacting with technology.

After I collect formative data, when students are engaged in technology in my classroom, I analyze it.

When introducing a new technology into my face-to-face classroom routine, I provide instruction to students about how to use the technology. This ensures that they are confident and comfortable with all digital resources used in the delivery of instruction.

When I assign students activities requiring the use of technology I implement strategies where they can notify me if they need assistance so that I can collect formative data in relation to both their individual content and technical knowledge while circulating their work stations.

I choose a curriculum for my technically-rich classroom that is learner centric while supporting the lesson objectives for my students. For example, many of the units involve asking students to work in groups while they gather information through digital resources and synthesize a solution to a problem that supports the learning objectives.

I ensure that there are clear instructions for use of digital resources posted for students or parents in my online course.

I use summative data such as face-to-face student presentations or data from digital unit assessments to identify trends to drive instructional decisions for current and future students.

When I am creating worksheets or writing examples to hand out in my classroom, I make sure I use a variety of student names, genders and cultures while avoiding stereotyping roles.

I use tools, such as scanned bubble sheets or their equivalent, to provide quick formative assessment of student mastery for the students in my classroom. My students answer the multiple choice questions during class as I circulate and facilitate learning. The bubble sheets are scanned, the students receive their scores, and consult with me about whether they need additional practice or can advance to the next concept.

I organize students into cooperative learning groups followed by a field trip to a local site to interact with a real problem. They contact and invite local experts to meet with them in the classroom and they formulate a solution to the problem. Finally, each group creates a presentation or writes a paper that proposes a solution which they communicate to the main stakeholders in the problem.

I keep my available hours for student or parent meetings posted in my online course, along with my preferred method for communication should students, parents or mentors want to contact me.  In addition, I keep a log that documents communication with my online learners, their parents and other school personnel.

Since I am aware of my organization’s policy as it relates to digital and social media I only use licensed or public domain images, videos or audio files in examples or activities I post online, and I always cite the source.

I ensure that technical and digital resources in my classroom or computer lab are ready to use for each lesson by maintaining software updates on any equipment for which I am responsible or by contacting the school’s technology staff if necessary.

I take advantage of the learning management system as a tool to assist me in keeping detailed records of modifications I make to meet individual student needs in my online course. For example, I use the learning management system to provide data that assists in my documentation such as the amount of time a student with an IEP spends working in the content or the amount of time spent to complete a quiz.  Other modifications I make, depending on the requirements of a student’s IEP might include setting the timer to unlimited time on a quiz or allowing multiple attempts on a quiz.

By analyzing this formative data, I can make modifications to my teaching in upcoming lessons. I can determine, for example, if upcoming classroom activities need guided practice as a classroom assignment or if additional individualized digital resources might need to be assigned.

I regularly lead or participate in professional development activities on blended learning.

I provide students, in my face-to-face classroom, with a list of instructional objectives and a rubric and allow them to select from a menu of activities that best appeals to their learning preference.

Prior to implementing any online resources in the online course I’m teaching I work through each of them to make sure all the images are appropriate and active.

I organize access to the equipment in my classroom so that students can work in groups away from the digital equipment but are able to quickly and efficiently gain access to the equipment without disrupting the flow of their work.

When having students interact with digital texts in my classroom I implement technical literacy strategies.

In addition to traditional meetings with parents of my students such as open house sponsored by the PTA, I occasionally send notes home with my students, and I attempt to email, call or text my students’ parents throughout the school year.

I assess mastery of curriculum objectives by gathering formative data through the use of technology in my classroom. For example, I use free mobile polling apps. I assess mastery of learning by asking students to respond using their mobile phones, laptops or other electronic polling devices. I may also project the results of the poll on the screen so students can self- assess, and I may also use these results to guide the next steps in instruction as well as identify any students who need additional individual support toward mastery.

Since blended learning is still new to many students, parents and mentors I communicate my strategies and expectations electronically, in person, on paper and through small group meetings in order to help them understand my delivery for instruction.

I use professional language that is free from jargon and at the comprehension level of my audience in notes I send home with students to parents and in memos to colleagues. I am also conscientious of spelling and proper grammar when writing on my board, overhead and on bulletin boards.

I ensure that the students in my online course are provided with current links to any of the plugins required to participate in my course.

I send progress reports home with students regularly to update them on student progress.

I model respect for intellectual property and documentation of digital resources, such as music files, image files and documents by providing references for any images I use in discussion forums or other files. I include a lesson that teaches personal safety and ethical use of digital information as they relate to the individual, technology, and society.

In my flipped classroom the access to data that technology provides allows me to measure the amount of time students are spending outside of class completing tutorials or participating in the practice activities I have assigned based on their individual needs.

When I participate in digital forums I use good judgment when posting images and(or) comments.

Students are aware that I implement strategies to monitor academic integrity and prevent cheating in my classroom at school.

I clearly define and post the measurable objectives for my students on a bulletin board in my classroom. Since I integrate technology in most of my units I also post my classroom objectives on the class or school website for students, parents and/or mentors to review.

I implement strategies that are learner-centric in my online course by having students complete authentic learning activities that are aligned to individual student needs, such as personalized problem-based learning activities.

I create an alignment document that I submit to my department head at the beginning of the school year. This document shows how the curriculum I select will meet district, state and national state requirements throughout the school year.

I take students to the computer lab or check out the mobile cart for a day since I require them to include at least one Internet resource for a research project so as to meet information literacy standards.

While students are working in the classroom I am able to differentiate instruction to meet their individual needs by using methods such as conducting individual face-to-face writing conferences to set goals that challenge them to think critically while achieving the learning objectives.

In addition to sending home printed copies of newsletters that summarize upcoming events and blended learning strategies, I use our school website, class blog or online newsletter to inform students, parents, mentors and stakeholders about resources available to them that support learning.

When I meet with parents in person for conferences I discuss the strategies I implement to minimize cheating and encourage academic honesty in my classroom such as having assigned seating and assignments designed to use students' personal experience.

I assess my students in my online course based on course objectives (KPI's).

I ensure that all the online course content meets ADA and 504/508 compliance and W3C accessibility to ensure access for all learners.

Since blended learning may be new to many students, parents and mentors I communicate my strategies and expectations in my syllabus, where I also provide course objectives and alignment to local and national standards.

When I give students a project they may select from a variety of options for their final product to meet the learning objectives that address various styles of learning. I may provide physical examples of previously submitted work to help convey my expectations for assignments. Since some students have never had this level of flexibility or differentiation in the traditional classroom, I may also provide background through initial lecture as well as handouts with detailed instructions and guidelines or rubrics.

In order to prevent academic dishonesty in my online class I interact with my students in the discussion forum, where we discuss assignments, which allows me to assess their knowledge-base and/or I assign authentic assessments.

After analyzing formative data, if necessary I make modifications to my upcoming lessons involving both face-to-face and online activities. I can determine, for example, if upcoming classroom activities need guided practice as a classroom assignment or if additional individualized digital resources might need to be assigned.

If any specific software is needed for in class assignments I make sure it is installed and properly functioning on all machines before students arrive. I also upload links to any required software or plug-ins on my class website so that students, parents or mentors may install the plug-ins at home to complete work if needed.

I have implemented specific strategies that allow my students to be comfortable with a consistent daily routine around integrating technical equipment and digital software in the classroom environment, allowing me to start and end class on time and deliver instruction as though the equipment were a supply such as paper and pencil.

My school has limited textbooks, and the ones we do have are out of date.  I often find that I project a single copy of an article with my overhead, and under Fair Use, I run classroom sets of copies of specific quotes from the article I want students to examine.  I document citations for the quotes on the classroom sets of copies I provide students in accordance with US Fair USE copyright laws.

I verify that students in my online course have access to the required technical resources either by creating them myself or ensuring that they are provided by the commercial course provider.

I give students feedback on their assignments in written form, through verbal feedback, and by calling parents with praise when their children excel in class.  I also I post exceptional work on the “Wall of Fame,” which is a bulletin board.

When I select age appropriate digital curriculum for my online class I make sure to choose graphics that represent positive images, depicting a variety of cultures and ethnicities as well as activities accurately.

I follow organizational guidelines when having students collaborate digitally, using tools such as electronic graphic organizers, electronic peer editing, discussion boards or blogs to effectively and safely communicate in the digital environment and to facilitate learning among my online students and stakeholders.

When I interact with students in my classroom I make an effort to consider their cultural diversity and integrate assignments specific to their interests and cultural background as well as language ability when modifying lessons.

I follow my school’s organizational policy and procedures relating to digital media when I show videos to the students in my classroom.

As my students work toward achieving personalized learning goals, I provide digital resources, such as online tutorials and practice, balanced with face-to-face whole class instruction to lay the ground work for learning.

My contact information is posted on the school’s website, and I post my lessons online for parents to view.

Parents have log in credentials, and I encourage them to participate in discussion forums or ask questions about their child’s online course in the FAQ section of the course.

I keep a record of all meetings that I attend with the exceptional education staff and parents of students with exceptional needs.

In my online course, I modify assignments for students with diverse needs.

I meet all requirements for instruction as established by my organization.

Since I allow students in my face-to-face classroom to interact via a discussion board or wikki, I find that they are sometimes more willing to engage in the discussion.

Prior to assigning any online resources to my students to work through at night as a flipped classroom I work through each of them to make sure all the images and language are appropriate, and I verify that the links or materials are still active and the content is accurate and free of bias.

I have a record keeping system that allows me to track the use of digital resources, and I use these records as documentation if there are any concerns with Internet safety.

I have trained my students to distribute (when necessary) and set up the hardware they will use during a lesson that includes technology such as laptops, tablets or other electronic interfaces. I create an activity that walks them through use of new software while delivering the content related to the lesson objectives. For example, as I teach them how to insert animations in a PowerPoint I simultaneously teach them math content by inserting animated numbers and pie charts.

I discuss cyber bullying with my students as a 21st Century concern so that they interact appropriately and understand my expectations for electronic interactions within my blended classroom.

I make sure to read all of my students’ posts within in a timely manner because I encourage students in my face-to-face classroom to interact via an online collaboration forum.

I consider individual student interests when designing learning opportunities. This allows me to personalize feedback as I communicate with students about their individual interests through face-to-face conversations and in feedback on assignments or when selecting materials for classwork.

I regularly read professional publications that provide guidance for improving blended learning practice.

In my classroom I implement projects for students that take advantage of both the face-to-face environment and online technologies by assigning them to interact in engaging activities such as problem-based learning or simulated experiences.

I offer additional support during my online office hours for use of the digital resources as needed for student in my online course.

I encourage students to post questions online while they are in class. When responding to student questions I model respectful communication in the face-to-face and online environments by using proper grammar and avoiding jargon such as “LOL.” I use this medium as one method for asking questions because some students are more confident when they do not speak in front of the class, allowing them time to think through their questions or responses.

In the online class I teach, when assignments are not automatically graded by the software, I make every effort to grade student work promptly, and I provide individualized constructive feedback to students that is personalized to their interests and specific to their learning needs so they will be challenged but not overwhelmed by my feedback.

I have a system for assigning technical equipment to students that allows me to keep an inventory and student use log of all technical equipment.

In my emails and chats or texts with my online students, I model appropriate language for a business or academic setting, and I refrain from using informal digital shortcuts such as rofl (roll on floor laughing) or jk (just kidding).

When I teach lessons integrating technology, my students are trained to be responsible for setting up, using and putting away the technical equipment in my classroom without disrupting their learning or distracting one another.

I use a textbook that provides a variety of assignments that appeal to the multiple intelligences for my students to select from while still meeting my course goals and objectives.

I take advantage of the benefits of the digital environment in my face-to-face classroom by allowing students to access and build upon prior knowledge as we begin the new lesson for the day.

Based on the results from a pretest in my online course, I determine and prioritize which digital resources to include as requirements for student work.

I verbally explain and demonstrate to my students how to interact with their texts when reading passages in class.

I hold all required state endorsements for the online course I teach, and I have completed the required training by my organization to teach an online course.

Since I encourage students in my face-to-face classroom to interact via a discussion board or wiki, if a post causes me concern about a student’s mental state or if I see any cyber-bullying I follow organizational policy and procedure for such concerns.

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