This document outlines a 3-day training program for new teachers at Edwards Elementary. The training will cover various topics to help the teachers in their new roles, including attendance procedures, entering grades, and using online tools. It will be facilitated by Amanda Edwards over the asynchronous 3-day module. The training goals are to help teachers become proficient with online tools, maintain an online presence, encourage online learning communities, and learn engagement techniques. Formative assessments will be used to evaluate learning. The training will also cover mentoring programs, management systems, learning platforms, technology tools, different learner types, and classroom management strategies.
2. Welcome
• Today we are going to start on our 3 day training on what do you do now that you
have a teaching job.
• We will go over issues such as
• Attendance procedure
• Money and receipt
• Entering grades
• Just to name a few
• So sit back and lets get the show on the road.
3. Hi my name is Amanda Edwards
• I will be with you over the next 3 days to help you better understand your
role in your new teaching environment here at Edwards Elementary.
• I am here for you so if you need to reach me at any time feel free
to contact me @
Cell Phone : (334) 557-8467 Call or text
Email : edwardselementary@mysite.com
4. Part 1 – Vital Information in the Facilitator Training
Facilitator Training Program
Asynchronous 3 – day Module
Module 1
• 1.1 Training audience
• 1.2 Program Goals
• 1.3 Program Objectives
• 1.4 Summative Assessment
5. Training Program Audience
1.1
• Our audience today are the newest hires of Edwards Elementary
• These hires range from new collage graduates
• Master degree holders
• Teachers with years of experience
current skill sets will vary
current experiences
0 to 20 years
level of current knowledge
Varies
6. Training program goals
1.2
• The key skills to be successful are:
• Communication
• Productivity
• Creativity
• Guidance
7. 1.2 Training Program Goals
1. Proficient with using online tools
2. Maintain online presence
3. Encourage an online learning community
4. Acquire engagement techniques
8. Training Program Objectives
1.3
Module 1
By the end of this training you should be able to create a
lesson plan on your smart board, turn in attendance, and
explain money issues.
With guidance and online tools the student will be able to
successfully complete all assignments and navigate though
the training program.
The learners should be able to demonstrate constructive
and positive feedback.
9. Summative assessment of trainee learning
1.4
Assessments
Multiple
choice
Discussion
boards
Short answer
Assignments
Presentation
Matching
10. Summative Assessment
1.4
• At the end of each module students will be able to complete an in formal
assessment graded with a rubric.
• By the end of the training course the trainees will be able to understand all
objectives through an assignment
• New knowledge will be shone through discussion boards, multiple choice
questions, and assignments
11. Part II – Facilitator Skills and Instructional
Materials
Facilitator Training Program
Asynchronous 3 – day Module
Module 1
• 2.1 Training Materials
• 2.2 Describe the phases of
development
• 2.3 Identify the theories of distance
learning.
• 2.4 Describe the theories for
engaging distance learners.
13. Describe the phases of development
2.2
Five stages
• Visitor – basic starter turning in work by e mail
• Novice – Have used some technology for online courses
• Apprentice – New online teacher someone that has taught for one to two years
• Insider – Taught more than two years and have mastered the technology required to
teach online
• Master – Taught for many years and feel right at home in the online classroom
14. Identify the theories of distance learning.
2.3
• Framing and reframing occur throughout the
process and the heart of the process, the acts
of learning, are transformative in that they
“transform” the existing state of knowledge
into the new state that emerges from the old
(Haythornthwaite & Andrews, 2011).
• Because the online community is different
from and interacts differently than the
learning community in an in-person class, the
nature of the learning itself is affected
(Haythornthwaite & Andrews, 2011).
16. Describe the theories for engaging distance
learners.
2.4
• Student-centric – responsibility lies on the students
• Communal – working with others and sharing experiences
• Transactional distance - attending at different times
• Multi-modal – lots of different media to use
One example is communication is not instant it could be days or hours before
you get a response.
17. Part III – Management and Technology
Tools
Facilitator Training Program
Asynchronous 3 – day Module
Module 2
• 3.1 Mentoring program for faculty
• 3.2 Management and evaluation
programs for facilitators
• 3.3 Learning platform
• 3.4 Include at least three different
technology or media tools
18. Mentoring program for faculty
3.1
• Mentoring programs work in “providing visions for technology use,
individualizing technology support, breaking down hierarchical structure,
establishing open dialogue and collaborative relationships; providing mutual
benefits for mentors and mentees; and emphasizing the creation of a
learning community for those participating in the program” (Palloff & Pratt,
2011, p. 65).
19. Mentoring program for faculty
3.1
• How many years has he/she been in distance education?
One year
• How many classes have been taught successfully?
Two classes
• What is his/her criteria of success? 45% after course
surveys
The performance status of the mentor
20. Management and evaluation programs for
facilitators 3.2
Three essential
elements
Communication
Faculty support
Training
21. Learning platform
3.3
LMS is “a software application that automates the administration, tracking, and
reporting of training events” (Ellis, 2009, p. 1).
• Present lectures or videos
• class discussions
• Receive assignments
• Provide assignment feedback and grades
22. Include at least three different technology or
media tools 3.4
• Skype
• Blogs
• Inforgraphs
• Videos
23. Part IV – Issues and Classroom
Management
Facilitator Training Program
Asynchronous 3 – day Module
Module 1
• 4.1 Include at least three different
technology or media tools
• 4.2 A description of the different
distance learners
• 4.3 Differences between
synchronous and asynchronous
facilitation
• 4.4 Classroom management
24. Include at least three different technology or
media tools 4.1
• Videos You tube
• Blogs
• Skype, teleconferencing tools
• Inforgraphs
25. A description of the different distance learners
4.2
• Cultural - learners learn best from
each other and with students that
share a common culture.
• Experiential - learners learn by doing.
26. Differences between synchronous and
asynchronous facilitation skills 4.3
Asynchronous
Asynchronous learning allows students
access to classroom material, interact
with their peers, and ask questions
without the fear of being ridiculed, since
online.
(University of Phoenix )
Synchronous
Synchronous facility focuses more on
class attendance and participation in real
life time. Often used in traditional
classroom settings requiring lecturing and
quizzing strategies to assess the student’s
progress within the classroom setting.
(University of Phoenix)
28. Classroom management issues and
resolutions4.4
Learner feedback
• text messages, e-mail, comments on
projects, and comments on
discussion
• You always need to be consistent
and in a timely manner
Challenging behaviors
• Cyber-bullying - Set behavioral ground rules
• Inappropriate posts - intervene promptly and
address the conflict directly (Kelly, 2013).
• Lack of participation or engagement - Support
and engage
• Misunderstanding - Acknowledge the human
tendency to stereotype and request students to
attempt to resist this tendency. (Kelly, 2013)
29. References
• (Ellis, R. (2009). Field guide to learning management systems. Learning Circuits (ASTD),
retrieved from http://www.astd.org/~/media/Files/Publications/LMS_fieldguide_20091
• Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. Los Angeles, CA:
Sage.
• Kelly, R. (March 19, 2013). Managing controversy in the online classroom, Faculty Focus,
retrieved from http://www.facultyfocus.com/articles/online-education/managing-
controversy-in-the-online-classroom/
• Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional
development. San Francisco, CA: Jossey-Bass.
• University of Phoenix - AET 531 - Technology for the Adult Learner
