Making Time for
Professional Development
Presented by:
Dawn Capes
capesda@mail.bay.k12.fl.us
PowerPoint presentation available after FETC at
http://www.BeaconLearningCenter.com
Bibliography
“Benefits of Online Learning.” Children’s and Women’s Health Centre of British
Columbia. 2001. Online. Internet. Accessed March 20, 2003. Available
http://www.cw.bc.ca/onlinecourses/market/benefits.asp
“Benefits of Online Learning.” ERI Economic Research Institute. Copyright 20002003. On-line. Internet. Accessed March 20, 2003. Available
http://www.eridlc.com/info/index.cfm?fuseaction=article.benefits
“Benefits of Online Learning.” ExecuTrain. Virtual Campus. 2003. Online.
Internet. Accessed March 20, 2003. Available
http://virtualcampus.executrain.com/educate/etrain/home/benefits.asp
“Benefits of Online Learning.” Virtual Academy. Online. Internet. Accessed
March 20, 2003. Available http://www.iaff.org/academy/online/benefits.html
“Benefits of Online Learning.” Wide World. Online Professional Development for
Teachers and Students. Online. Internet. Accessed March 20, 2003. Available
http://wideworld.pz.harvard.edu/eng/about/about_benefitsonline.cfm
Bobendrier, Laura. “Evaluating Distance-Education Programs.” Click On
Detroit.com. 2000. Online. Internet. Accessed March 20, 2003. Available
http://www.clickondetroit.com/sh/employment/stories/employment-ed-20000926110508.html
“Educational Benefits of Online Learning.” Blackboard. 2000. Online. Internet.
Accessed March 20, 2003. Available
http://resources.blackboard.com/scholar/general/pages/ictraining/Online_Learnin
g_Benefits.pdf
Howell, Dr. Joseph. “The “Two Out of Three” Test: Justifying Instructional
Technology Development.” 2003. (Beacon staff member. Article currently
unpublished.)
Nielsen, Jakob. Designing Web Usability. New Riders. 1999.
Making Time
©www.BeaconLearningCenter.com
Dev. 01.09.04
AT-A-GLANCE
Course CRITERIA
IDEA & CONTENT
LANGUAGE
AUDIENCE
APPROPRIATE
INSTRUCTION &
ASSESSMENT
PRESENTATION
TITLE-- title is relevant and
CONVENTIONS-- spelling is
VOICE-- tone fits topic or
CONTENT ALIGNMENT--
LAYOUT-- presentation of lesson
appealing
error free; punctuation and
capitalization are uniform and rulebased; grammar is accurate;
"Author's License" is for emphasis or
to improve voice
READABILITY-- readability level
is appropriate for educators;
complexity of sentences fits
audience; word, sentence, and ¶
length fit audience; important terms
are italicized or boldfaced; topic
headings provide guidance;
information is in manageable
amounts for audience reading ability
WORD CHOICE-- word use is
economical and appropriate; tone is
friendly; writing style is appealing to
audience; words produce imagery;
verbs are descriptive and use active
voice; words prompt connections
purpose; story draws educator
in and makes educator feel
connected; writing style is
collegial, friendly & informative
develops and appropriately targets
the purpose; teaches, reinforces,
and/or uses the skills related to
achieving the purpose
is organized; scrolling should be
limited to less than 5 text pages
RELEVANCE-- addresses
CONCEPT DEVELOPMENT--
GRAPHICS-- graphics have visual
purpose; employs real-world
classroom situations or
problems; educator recognizes
a reason to proceed through the
lesson
clear objective; strong models and
examples; addresses
misconceptions; relates to world of
educator
appeal; graphics are clear; graphics
are relevant to the audience; graphic
sizes enhance content and do not
distract; graphics bring story to life;
graphics load quickly; lesson does
not suffer from graphic overload; text
in graphics is clear
LEARNER RESPONSE--
PRACTICE-- uses appropriate
SPACING-- spacing promotes
provides a variety of responses;
provides educator interaction;
common errors or
misconceptions are anticipated
and addressed in answer
choices
interactivity for the practice provided;
provides enough practice to develop
concept; uses a variety of interactivity
clean appearance; spacing facilitates
natural flow for reading
COMPREHENSION-- educator
FEEDBACK-- actively
engages participant; incorrect
response feedback suggest rethink; questions direct and
guide, correct response guides
to related concepts; corrective
feedback for misconceptions
HIGHER-ORDER THINKING
SKILLS-- models and applies
TEXT-- amount of text and
can grasp message; importance of
lesson is obvious; lesson contains
varying levels of comprehension;
prior knowledge is activated;
reflection is encouraged; lesson
provides for repetition of key
concepts, ideas and vocabulary
DETAILS-- details are clear and to
the point; details are accurate and
have been researched; details are
used selectively; details provide
information necessary for educator
success; details work together to
focus lesson
ORGANIZATION-- easy to see
where lesson is headed; story and
instruction are logically sequenced;
order and placement of lesson components promote understanding;
understanding grows; transitions are
strong and purposeful, pacing is
natural and effective; lesson provides
various opportunities for educator
response
STRUCTURE-- introduction grabs
audience's attention and provides
clues of what is to come; lesson parts
add up to the whole; lesson structure
includes teaching, modeling,
practice, and review; there is a sense
of closure; and educator leaves
wanting more
FLUENCY-- smooth logical flow to
text; components are inserted
strategically to enhance flow of
lesson; vocabulary is appropriate and
avoids jargon; wording is clear and
concise; accurate pacing provides for
an easy read
Making Time
higher-order thinking skills; requires
the use of higher-order skills in
practice problems
sentence length is appropriate; text
contains cognitive breaks
LENGTH--text contains
LEARNING-- activity is enhanced
INTERACTIVITY-- placement of
cognitive breaks; divisions
within the lesson are paced to
facilitate learning
by attention to multiple modalities &
promotes opportunity for participant
application
MULTICULTURAL--
TRACKED ASSESSMENTS--
lessons are balanced culturally,
ethnically, & racially
Evaluation criteria or guidelines
should be stated; objectives of the
course are documented and
measured; assessment method
matches the purpose
interactivity support the natural flow
of the lesson; instructions are
provided for interactivity
NAVIGATION-- in course
introduction or 1st chapter,
instructions are presented to help the
educator navigate smoothly from
page to page and concept to concept
©www.BeaconLearningCenter.com
Dev. 01.09.04
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Beacon Learning Center is funded through the U.S. DOE Technology Innovation Challenge Grant.
Making Time
©www.BeaconLearningCenter.com
Dev. 01.09.04