Standard+6

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__** 6 Teachers communicate well **__ The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

Evidence 6: [|Economics Chapter 2 Moodle]

Rationale 6: Economics Chapter 2 Moodle is a virtual classroom that was created to give 8th grade social studies students an online learning experience. The online classroom covers the reading and activities for an entire chapter of the economics textbook. Activities such as online discussions, journal entries, word wall wikis, digital graphic organizers and youtube videos provided accompanying instruction and practice to the material covered in the required text reading.

The online classroom provided for multiple forms of communication by the teacher, as well as by the students. All assignments, expectations and resources could be found in one place by the students. Rather than just hearing the directions, students had a place they could see and read the directions. Students were given the opportunity to express their knowledge and ideas in discussion forums that had them communicating with their peers and the teacher. Journal entries were also used for reflecting and having conversations between solely one student and the teacher. The word wall wiki allowed the class to collaborate on a glossary of vocabulary words, their definitions and ways to help remember them. I was also able to use the news forum to make announcements or changes in the Moodle.

While the content of economics can be extremely difficult and complex, the use of the virtual classroom increased engagement and ownership of the information for the students because of its many forms of communication. In order to communicate with peers in the online discussions, students needed to have knowledge of the content. Thinking about the vocabulary was necessary for collaborating with peers on the word wall wiki. The multiple forms of communication proved motivational for most of the students.

The development of an online class required a great deal of planning and development of activities for all learning styles. My teaching benefitted by having to be sure to non-verbally communicate effectively and clearly so that all the learning objectives could be met. Although it was a hybrid class and I taught some content face to face, I had to make sure to create opportunities for visual, auditory and kinesthetic learners to communicate within the online class. It provided good reflection in creating quality learning activities that did not require my presence for learning and understanding to occur. But at the same time, when I found that I had not communicated clearly I could bring the class together to get everyone on the same page.

KSD

6.K.4 The teacher recognizes the importance of nonverbal, verbal and media communication techniques.

The online classroom created provided nonverbal and media communication for students. All directions and activities could be found in print throughout the moodle for clear expectations. The use of the virtual classroom also allowed for more instant communication and feedback through online discussions and wikis.

6.S.3 The teacher knows how to ask questions and stimulate discussion for particular purposes (e.g. probing for learning understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving.

Discussion questions in the online classroom not only checked for understanding of content, they provided opportunities for text to self-connections. Students have to give examples of the characteristics of the American economy in their lives. This stimulated thought and discussion on the content, as well as provided a plethora of examples for the students to relate to their learning. The online discussions also provided a safer environment for students to share and participate that usually sit silently in class discussion. The journal entry required the student to apply the idea of business failure and government intervention to our local community. Posing the problems of economics to our community made them alter their earlier comments and then spurred more thought of the big economic ideas of the chapter and their meaning since their answers seemed to change when we talked about close to home.

6.D.2 The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom.

Students need many outlets of communication to be able to master content and make it relevant to their own lives. An online classroom provided ample opportunities for students to try out or excel at differing modes of communication such as online discussions, digital journals and wikis.

Just as important as the ways communication takes place is where the communication comes from for the learner. Students sometimes learn best from a teacher, sometimes from another student. During the online class students experienced communication from the teacher in directions, activities and journal replies. They were able to receive peer communication during online discussions and wiki collaboration. And finally they were the source of communication for online discussion, journal entries and wiki collaboration.