The document discusses instructional strategies for virtual classrooms. It analyzes a virtual classroom lesson on magnets taught in English. The teacher effectively used anchor walls, whiteboards, and student journals to display vocabulary and standards. The teacher engaged students by relating new concepts to a prior book, asking questions, and providing immediate feedback. However, the student grouping structure limited interaction. Overall, the teacher successfully incorporated strategies like building background knowledge and vocabulary development to enhance English language learning.

1. Instructional Strategies for the Virtual
Classroom
Laura Burns
ESL-223N
Professor
Burke
By PresenterMedia.com

2. •Observation of Virtual Classroom
Key Components
Desk set up is extremely important. With the proper set up, it can
allow for more student interaction, engagement and less classroom
management issues.
Anchor walls are extremely important because they help remind
students of key terms, topics and subjects.
Giving children the opportunity to actively participate in not only
important in post lesson activities but during the actual lecture. It is
imperative for students to be able to retain more information.
The next few slides will discuss how the teacher used each
component, various strategies and whether I believe they were
implemented correctly to benefit the English Language Learner.
Desk Set Up
Wall
Displays
White Board
Set Up
Student
Engagement
How a teacher organized his/her white board is key. Vocabulary,
standards, topics to be discussed as well as graphics should be used

3. “Comprehensible input means that students should be able to understand
the essence of what is being said or presented to them” (Unknown, 2003).
• This means that the teacher should:
• Use appropriate vocabulary
• Use visual and context aides
• Ask if clarification is needed frequently
• Constantly ask questions and keep students engaged.
•Comprehensible Input
Teachers should try to explain ideas
or concepts several times using
slight variations in terminology and
examples.
Provide instruction that draws off
of the students experiences
In the virtual classroom, the teacher made it very clear
what the class would be doing. She used visual aides on the
board and had vocabulary posted, as well as journals to write
the standards and vocabulary in. She drew off of children prior knowledge by referring to a book they had
previously read on magnets. She also made it more personal by doing a project that included something most
children do everyday; eat cereal.

4. “Immediate feedback is one of the most efficient types of feedback which is provided immediately after
executing a particular learning activity. This type of feedback is indispensable in cultivating communication skills
and in building confidence between the young learners and the instructor” (Unknown, 2003).
In order for children to know if they are grasping the concept, they need to have immediate feedback. The
teacher in the virtual classroom did a great job of this. After asking questions, the students would give their
response. She immediately responded with verbal praise when the students gave the correct answer, thus
increasing the child’s self-esteem and encouraging engagement.
•Ongoing, specific, and immediate
feedback

5. • If possible, students should be grouped in fours.
There should be various language levels in the
group so that the children can learn off of each
other. When students are grouped with others
who have a higher ability, it can help motivate and
encourage them to do better. They can also learn
off of them as well.
• The teacher in the virtual classroom did not have an
effective grouping structure. There were two rows of
three. This does not encourage student
interaction/participation and usually consists more of
teacher directed learning. As shown in the video, the
teacher stood in one spot, not able to really walk
around because the students were all facing one
direction. This also limits what the students can see in
the classroom; for example important anchor walls.
•Proper Grouping Structure
“…a way of organizing students for teaching and learning.”
(Terrazas and Batalova, 2006)

6. • Teachers can increase a student’s
learning ability by relating new
information, to things the students
already know. This will help the
students to relate it to something,
enabling their ability to remember
it, as well as decrease stress levels
by not feeling too overwhelmed
with so much information.
• The teacher in the virtual
classroom used material that she
had previously taught in class to
help students remember the lesson
and to incorporate it into the new
project they would be completing.
She referred to the book, “Magnet
Magic” several times throughout
the lesson so that students would
remember previous concepts
taught.
•Building Background Knowledge
According to Ellis (1997), in order to enhance better comprehension of
the material through a supportive classroom environment,
instructors should take into account learners’ experience and
background.

7. • “The average native English speaker enters
kindergarten knowing at least 5,000 words. The
average ELL may know 5,000 words in his or her native
language, but very few words in English” (Colorado,
2007).
• Building vocabulary is incredibly important in every
students academic career. The teacher in the virtual
classroom did a great job with incorporating new
vocabulary on the board, with the drawings and by
making the students write them down in their journals
as well.
•Vocabulary Development

8. • “Student
engagement refers to
the degree of attention,
curiosity, interest,
optimism, and passion
that students show
when they are learning
or being taught”
(Unknown, 2013).
• Research shows much correlation
between the performance of a
learner and their degree of
engagement.
• The teacher in the virtual classroom,
while not utilizing the best seating
structure for engagement, did a
great job engaging the students
through various questions and a
project that gave each student a
specific task.
• By actively engaging
students in the
learning process, the
teacher is helping the
student increase their
proficiency in English
drastically.
•Student Engagement
The most crucial part in ensuring academic success!

9. References
Colorado, C. (2007). Vocabulary development. Retrieved from
http://www.colorincolorado.org/educators/teaching/vocabulary/
Ellis, A. (2007). Albert ellis: All out!. Retrieved from
http://www.thestrengthsfoundation.org/the-strengths-companion-e-is-for-albert-ellis
Unknown. (2003). Strategies for increasing the amount of
ell students education. Retrieved from
http://www.ukessays.com/essays/education/strategies-for-the-incrasing-amount-of-ell- students-
education-essay.php
Unknown. (2013). Student engagement. Retrieved from http://edglossary.org/student-engagement/
Unknown. (2014). Comprehensible input. Retrieved from
https://www.teachervision.com/learning-disabilities/bilingual-education/10260.html