Opportunities for participant interaction with facilitator/s in remote professional learning1
- Real-time online polls to check participants' understanding or preferences
- Questions or responses in a chat box
- Emojis to show understanding or preferences
- Virtual office hours with facilitators to ask questions or problem-solve
- Facilitated group discussions during a professional learning activity
- Coaching and/or feedback conversations
| - Surveys to check participants' understanding or preferences
- Lesson plans, student work, or recordings of participants teaching, submitted to the facilitator for feedback
- Written feedback from facilitators and written reflections from participants
- Ongoing individual or group text chats with the facilitator
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1 D. Derks, A.E.R. Bos, & J.V. Grumbkow. (2007). Emoticons and social interaction on the Internet: The importance of social context.
Computers in Human Behavior, 23(1), 842-849.; L. Darling-Hammond, M.F. Hyler, M. Gardner. (2017).
Effective teacher professional development. Learning Policy Institute