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About the Presenter

MelissaCole

[email protected]

Twi2er:@AcademicTech_mcSkype:MelissaCole_08

Website:h2p://bit.ly/stxp0U

BackChannel:h2p://todaysmeet.com/mcole

Currently

DirectorofAcademicTechnology

St.MarysEpiscopalSchool

Previously

ProfessionalDevelopmentInstructor:OnlineSchoolforGirls

AdjunctProfessor:UniversityofMemphis

Teacher:ShelbyCountySchools,Grades,6,7

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http://bit.ly/stxp0Uhttp://todaysmeet.com/mcolehttp://todaysmeet.com/mcolehttp://bit.ly/stxp0Uhttp://bit.ly/stxp0Umailto:[email protected]:[email protected]


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ReverseF2F

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Session Description:SupporngtheReverse:SchoolstodayconnuetohearmoreandmoreaboutBlendedLearning.Becausemostschoolshaveasetschedule,ReverseLearning,aformofblendedlearning,isa

greatoponforteachersandstudents.However,teachers,studentsand

parentsneedsupportaswemakeexcingchangesthatallowustoreverse

ourcurriculumandstrengthenthefacetofacemespentintheclassroom.

Thissessionwillprovideparcipantswithbestpraccesforreverseinstrucon,guidelinesforiniangreverseinstrucon,andalistoftriedand

true,aswellasfree,applicaons.

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Terms to Know

image: http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/

Blended=30-79%ofinstrucontaughtonline,decreaseofFFmedue

toachangeinthetradionalschedule

Blended ReverseReverse=mixed%ofinstrucontaughtonline,nodecreaseofFFme,

tradionalscheduleremainsintact

LMS/CMSLearningorContentManagementSystem

Onlinewebsiteforallcontent.

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http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/


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Why Reverse?

Text

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http://stmarys.haikulearning.com/cgoodman/apenglish11-goodman2011-2012/cms_page/view/834795http://stmarys.haikulearning.com/cgoodman/apenglish11-goodman2011-2012/cms_page/view/834795


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Components of Reverse

Instruction

GoAni

mate

OnlineContent

Discussions

Assessments

Accountability

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http://goanimate.com/movie/0J7tHVgEp8Ek?utm_source=linkshare&uid=0YEtM0h35-O8http://goanimate.com/movie/0J7tHVgEp8Ek?utm_source=linkshare&uid=0YEtM0h35-O8http://goanimate.com/movie/0J7tHVgEp8Ek?utm_source=linkshare&uid=0YEtM0h35-O8http://goanimate.com/movie/0J7tHVgEp8Ek?utm_source=linkshare&uid=0YEtM0h35-O8http://goanimate.com/movie/0J7tHVgEp8Ek?utm_source=linkshare&uid=0YEtM0h35-O8http://goanimate.com/movie/0J7tHVgEp8Ek?utm_source=linkshare&uid=0YEtM0h35-O8http://goanimate.com/movie/0J7tHVgEp8Ek?utm_source=linkshare&uid=0YEtM0h35-O8


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Best Practices:Initiating Reverse

Instruction

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Research

Usergroups

Examples

Trainingintheoryand

management

Traininginuse

ofapplicaons

Theory

Roles/

Expectaons

Inclassvs.Out

ofclass

Guidelines:

Qualityvs.

Quanty

Theory

Informaonsession

Demonstraon

Q/A

Teachers Parents Students

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http://voicethread.com/?%23u223819.b2105282.i11229796http://voicethread.com/?%23u223819.b2105282.i11229796


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ePD

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http://voicethread.com/?%23u223819.b2105282.i11229796http://voicethread.com/?%23u223819.b2105282.i11229796http://voicethread.com/?%23u223819.b2105282.i11229796http://voicethread.com/?%23u223819.b2105282.i11229796https://stmarys.haikulearning.com/MelissaCole/conferences/prva/cms_page/view/1474349https://stmarys.haikulearning.com/MelissaCole/conferences/prva/cms_page/view/1474349http://hcet-smes.blogspot.com/http://hcet-smes.blogspot.com/http://hcet-smes.blogspot.com/


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Best Practices: OnlineContent

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Guidelines for Online Content

Provideanexampleofhowtoworkwith

onlinecontent

Morethanalecture

Shortbutpowerful

Engaging:stories,props

Acvitybased

DirectlinktoFF

Whatisthepurpose?Whydostudentsneedtheinformaon?Whatwilltheydowiththeinformaon?Howwillstudentsbeheldaccountablefor

theinformaon?

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Guidelines for Online Content

Provideanexampleofhowtoworkwith

onlinecontent

Morethanalecture

Shortbutpowerful

Engaging:stories,props

Acvitybased

DirectlinktoFF

Whatisthepurpose?Whydostudentsneedtheinformaon?Whatwilltheydowiththeinformaon?Howwillstudentsbeheldaccountablefor

theinformaon?

CAUT

ION:

audio,foota

ge,thet

alking

headsyndr

ome,P

PTs

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Example: Online Content

Engaging, well-planned contentsupportsstudentprogress and comprehension

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Best Practices: Online

Discussions

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Socratic Questions

ask for clarification

probe assumptions

require reasons and evidence

require students to analyze viewpoints and perspectives

require students to analyze implications and consequences

ask students to consider the value of the question

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Considerations for Discussions

Response/Postlength

Documentaonorresearch

Originalityofideas

Minimumnumberofresponsestoothers

Formalorinformal

Linkstosources

ResponseorPost

Teacherinteracon

Neque2e

Your guidelinessupportstudent effort.

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Example: Discussion

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Example: Discussion

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Example: Discussion

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Example: Discussion

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Assessment

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Assessment Guidelines Develop assessments for the online environment. Engage. Require knowledge of the

content.

Ask some questions that require personal input from the student. What do you think...

Visible reminder of honor code or testing policies.

Randomize questions

Monitor, observe

Timed tests

Allow feedback if answers are incorrect

Check browser settings - autofill

Pre-tests for practice

Rubrics for projects or collaborative work

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Good Questions for an Online

Assessment Premise/Consequence Analogy

Case Study

Incomplete Scenario

Problem/Solution Evaluation

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E l O li A


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Example: Online Assessment

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Accountability

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Accountability Guidelines

Buildaccountabilityintoyouronlinelearningacvies.

Offerin-depthdirecons

Communicateexpectaons

Givemelyfeedback

Modelorprovideexamplesofoutcomes

Dowhatyousayyouwilldo

Ifyoudonotholdstudentsaccountableforonlinelearning,theywillnotcompletethetasks.

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Example:Accountability

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Applications

image: http://commons.wikimedia.org/wiki/File:Cloud_computing_icon.svg

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Reverseinstruconrequiresdoingthingsdifferently.You

cannotsimplyrepeatwhatyoudo

inclassonline.

Contentmustbetweakedinordertobeeffec-veinthe

onlineenvironment.Timely?Yes,atfirst!Awasteofme?No!

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SourcesNacol. Promising Practeces in Online Learning.http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf

http://tep.uoregon.edu/technology/blackboard/docs/blackboardassessment.pdf

http://www.nccei.org/blackboard/testingadvice.html

http://www.missiontolearn.com/2008/04/6-online-presentation-tips-from-60-second-lectures/

http://www.missiontolearn.com/2008/04/6-online-presentation-tips-from-60-second-lectures/

http://www.wordsworth2.net/activelearning/ecacdiscustips.htm

http://academics.georgiasouthern.edu/col/id/discussion_strategies.php

http://changingminds.org/techniques/questioning/socratic_questions.htm

Caroline Goodman. St. Marys Episcopal School. AP English 11.

http://iris.peabody.vanderbilt.edu/case_studies/ICS-004.pdf

http://www.whiteboardblog.co.uk/2011/07/access-youtube-videos-without-the-clutter/

https://sites.google.com/site/educationalweb20tools/

http://www.diigo.com/user/academictech_mc/blendedlearning?type=all

Dan Tapscott: Digital Generation

http://stephenslighthouse.com/2011/09/17/joes-non-netbook/
http://stephenslighthouse.com/2011/09/17/joes-non-netbook/http://www.diigo.com/user/academictech_mc/blendedlearning?type=allhttps://sites.google.com/site/educationalweb20tools/http://www.whiteboardblog.co.uk/2011/07/access-youtube-videos-without-the-clutter/http://iris.peabody.vanderbilt.edu/case_studies/ICS-004.pdfhttp://stephenslighthouse.com/2011/09/17/joes-non-netbook/http://stephenslighthouse.com/2011/09/17/joes-non-netbook/http://www.diigo.com/user/academictech_mc/blendedlearning?type=allhttp://www.diigo.com/user/academictech_mc/blendedlearning?type=allhttps://sites.google.com/site/educationalweb20tools/https://sites.google.com/site/educationalweb20tools/http://www.whiteboardblog.co.uk/2011/07/access-youtube-videos-without-the-clutter/http://www.whiteboardblog.co.uk/2011/07/access-youtube-videos-without-the-clutter/http://iris.peabody.vanderbilt.edu/case_studies/ICS-004.pdfhttp://iris.peabody.vanderbilt.edu/case_studies/ICS-004.pdfhttp://changingminds.org/techniques/questioning/socratic_questions.htmhttp://changingminds.org/techniques/questioning/socratic_questions.htmhttp://academics.georgiasouthern.edu/col/id/discussion_strategies.phphttp://academics.georgiasouthern.edu/col/id/discussion_strategies.phphttp://www.wordsworth2.net/activelearning/ecacdiscustips.htmhttp://www.wordsworth2.net/activelearning/ecacdiscustips.htmhttp://www.missiontolearn.com/2008/04/6-online-presentation-tips-from-60-second-lectures/http://www.missiontolearn.com/2008/04/6-online-presentation-tips-from-60-second-lectures/http://www.missiontolearn.com/2008/04/6-online-presentation-tips-from-60-second-lectures/http://www.missiontolearn.com/2008/04/6-online-presentation-tips-from-60-second-lectures/http://www.nccei.org/blackboard/testingadvice.htmlhttp://www.nccei.org/blackboard/testingadvice.htmlhttp://tep.uoregon.edu/technology/blackboard/docs/blackboardassessment.pdfhttp://tep.uoregon.edu/technology/blackboard/docs/blackboardassessment.pdfhttp://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdfhttp://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf

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