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1) How do teachers come to know their students in a way that will allow them to effectively plan for instruction and assessment?

2) How do teachers create an environment that allows for engagement?

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3) How are students able to reflect on their learning to make adjustments to the task, in order to construct new knowledge?

4) How do teachers process and synthesize information in order to understand each student's strengths, learning styles, preferences, needs, interests, and readiness to learn?

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5) What is the role of the student in the assessment process?

6) How do summative and formative assessment practices inform teacher's instructional decisions?

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7) What evidence do students have that their understandings of themselves as learners are reflected in instructional decisions?

8) How do I facilitate students' active construction of meaning?

9) How do I recognize the thought processes my students are engaged in?

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- Connection activities, discussion board introductions.
- Informal pre-assessments
- Historical data analytics may point to focal areas
- Introductions of students and instructor; roles and expectations discussed
- Phone call or other synchronous medium to make a personal connection, web conference

Question 2
- Forming a safe and inclusive learning environment
- Be explicit in expectations of each other
- Autonomy of learners within defined boundaries
- Provide differentiated opportunities and levels for learning and assessment

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Communication - establish communication early. contact assignment must be completed before they can access the course (teacher/student)

Assessment - Initial assessment/conversation to probe where students are at.

Assessment - Frequent & continual

Using checklists and other tools before engaging students in pre-packaged course (EPS)

Create a conundrum - how long will it take before my coffee gets cold (for a thermal dynamics course)

Activities - engage students with teacher to get to know each other - how to contact teacher

Assignments & projects - define objectives, parameters and rubrics ie 3 papers or build something or a lab (UofC)

Elluminate - online room video but discontinued to not compete with  Athabasca online university

Business card or introductory video to humanize the instructor

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- Formative assessment strategies (instructor-led, peer-led, group-led)
- Deliberative progression and sequencing
- Learning activities positioned to support critical reflection

Question 4
- Analytic driven curriculum mapping and assessment

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discussions
blogging
checklists
multiple tools
rubrics
peer assessment
ooh squirrel!  Dreamweaver, Lessons vs Content - (we got sidetracked)
teacher led vs peer assessment
formative vs summative assessment

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- Innovate, mea culpa, & use failures and successes as learning opportunities
- Make learning experiences explicit

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Edmonton Public & Catholic boards are site based innovation & creation - create good, marke & sell them, ie an app to track student checkin/out and time spent in pe weight room

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It's Friday afternoon.  This is hard.
- beer
- offer a variety of activities to target various learning styles: visual, auditory, kinesthetic etc.
Thank you Tracy!