11. When developing student-led discussions, pose open-ended questions, and provide multiple perspectives about topics to promote higher-level responses.
12. Support students with a strong teacher presence and timely feedback during student-led discussions (for example, check in and respond daily for K-6 and at least 2 times per week for grades 6-12). If not able to respond to all individually, stagger responses so that all students receive feedback as often as possible.
13. Provide suggestions and direction for additional resources during online discussion based on students’ responses.
14. Generally, summarize students’ overall responses to the discussion.
15. Keep lesson presentation and due date expectations as consistent as possible.
16. Post standards and lesson objectives at the beginning of each new topic.
17. Distribute online content and course materials in small doses on a predictable basis (according to the syllabus), rather than posting all course material online at once, which may overwhelm students. Provide lessons for the next 1-2 weeks for those students may like to work ahead, without overwhelming those who easily overload from too much information at once.
18. Post information in PDF format, with hyperlinks to additional online resources, websites, and videos.
19. Once content is posted, make it accessible throughout the full lesson/course time frame.
20. Address technology concerns immediately, if students are having trouble accessing class or course materials, and correct the issue.
21. Offer a variety of teaching materials to engage students: Online tutorials, videos, podcasts, written articles/texts, web 2.0 tools, interactive website activities, and games.
Next page: Differentiate, collaborate, and communicate
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