In your virtual classroom, how do you create an engaging learning community that promotes respect, equity and wellbeing?
In the virtual learning classroom, an engaging learning community promotes respect, equity and well-being by:
How have you organized your course to support student achievement?
In a virtual classroom, an educator can organize the course to support student achievement by:
How do you use the virtual learning environment to personalize learning for all students?
How do your assessment and evaluation strategies leverage the potential of the virtual environment?
How do you effectively engage with your students, parents, and staff at the home school?
In a virtual learning environment consistent communication with students, parents and staff at the home school is critical as students can quickly become disconnected from the course without regular and varied interaction.
Welcome to the Instructional Leadership in the Online Classroom Resource (#ILOC). This resource was created by Ontario school leaders and educators as part of a collaboration between the Ministry of Education, Ontario Principals’ Council and the Catholic Principals’ Council of Ontario. The intention of the resource is to support school leaders and online classroom educators by providing authentic virtual classroom examples of effective online and blended learning pedagogies. School leaders may use this resource as an instructional leader in online environments while online educators may use it as a self-reflection tool to guide their own professional learning.
This resource is meant to be a starting point for conversation and reflection representing some of the current work that is being done in Ontario eLearning Courses. The resource is a curation of work that educators have shared and resource links to support the work. It is not intended to endorse or highlight any one resource or tool.
In a virtual classroom, educators facilitate regular communication with families/guardians to share information about course content, important dates and student progress.
Communicating Important Course Information and Dates: Educators facilitate regular communication with families/guardians by using a variety of social media tools (ie. Facebook, Twitter, Google Hangout). Keeping families/guardians up to date with regular communication will help avoid any surprises at the end of the course. Below are professional reflection statements that highlight strategies and elicit evidence how educators might communicate with parents.
Professional Reflection Statements:
Sending Grades to Parents in the VLE
Digital Parent-Educator Interview: Collaborative tools (Adobe Connect and Google Hangout, etc. ) may be used to facilitate parent-teacher interviews. Keeping families/guardians up to date with regular communication will help avoid any surprises at the end of the course. Creating a plan for this type of communication will provide consistency.
Using Mail Merge to Communicate with Parents/Guardians
Sending Grades to Parents in the VLE
In a virtual classroom, educators communicate with students using a variety of digital communication tools to share details around upcoming assignments and evaluations, course content, and student achievement, and to build relationships that will support strong connections to the classroom community.
Communication Tools: Educators are encouraged to use the various tools available in the learning environment to communicate important cours information to students in a variety of ways.
Video of News feed Use
General Communication Tools
Student Updates in News Tool
The Calendar Tool
The Calendar Tool (Brightspace)
Virtual Office Hours: Hosting virtual office hours for a set time allows students to communicate with virtual learning educators when they have questions. Collaborative tools such as Adobe Connect, Google Hangout, or Skype may be used.
Virtual Office Hours Posting
Video of Live Adobe Connect Lesson
In a virtual classroom, educators maintain regular communication with their students’ home school support staff to review the IEP (where one exists), to inquire about a struggling student’s progress elsewhere, and to share relevant information about students. Below are professional reflection statements that highlight strategies and elicit evidence how educators might communicate with home schools.