1. Team Intellectual Discussion Meeting
Riley College of Education and Leadership
Dr. Gerri Spinella
February 2, 2016
Time Management
&
Enhanced Discussion Approaches
for
Instructors & Students

2. Five Assumptions for the Online LearnerOnline Participation
1. Self concept- Development moves from dependent to self-directed.
2. Experience- Life experience grows and serves as a resource for
learning.
3. Readiness to learn- Maturity provides readiness to learn due to
adult social/professional role.
4. Orientation to learning- Application of learning becomes
immediate, not delayed. Orientation shifts from
content-centered to practical problem-based learning.
5. Motivation to learn- Moves from intrinsic to extrinsic.
Professional Development: Dr.. Christine Eiserman, Dr. Gerri Spinella, Martinique Johns MS.Ed

3. Which of these questions apply to you?
• To what degree and toward what end is the adult learner/teacher motivated to learn?
• To what degree does the teacher seek out self-directed opportunities to increase the
understanding and application of new technologies? How can we recognize and
capitalize on this evidence of “self-direction?”
• To what degree will the teacher likely acquire the new knowledge of skills and apply it
immediately?
• How do I provide time for this adult to construct meaning of his/her learning? To
integrate it with her previous knowledge? To use the new learning for herself and
with her students?
• How do I provide support for this adult’s learning---through mentoring, coaching,
community-building?
Tafel, L. (2010). Using adult learning theory to frame and support professional development: What should we
know? In A. Borthwick & M. Pierson (Eds.), Transforming classroom practice: Professional development
strategies in educational technology (pp. 23–34). Eugene, OR: International Society for Technology in Education.

4. Essential Question
What is your time management strategy to
teaching online?
1. View this video:
Managing Your Time When Teaching Online
At the link: Managing Your Time When Teaching Online
2. Share a strategy and example that you use in teaching
online with our colleagues.

5. Share Your Time Management Strategy
Prepare Weekly Announcements:
 Dr. G’s Example: Midway Announcement
Dear Colleagues,
We are midway through our course together. This is the time to review the learning goals that we set
forth in the syllabus, and reflect on your personal progress.
- Have you been consistent in meeting your learning goals?
- In what ways would you like to improve your approach in time management, review of resources,
collaboration, or completion of the weekly activities?
- Have you been assessing the grading rubric for each activity?
- Were you able to follow suggestions for any rewriting of these assignments?
You may have more questions that you would like to have as part of your personal reflection. At this
time, I wanted you to review your status and the points you have received for each assignment. These
will give you an indication of "where you are" presently.
As always, if you have any extenuating circumstances or need further clarification on any aspect of
your course, please feel free to contact at 847769288 or by email.
Looking forward to your discussion of midway goals with me,
Dr. Gerri

6. Dr. G’s Strategy: Instructor Template
Develop your instructor’s template for responses to weekly
discussions:
 Example: Discussion Prompt: Consider ways that emotions have
influenced creativity or innovation in your workplace. Provide
specific examples from your responses.
 Instructor’s template & individual response to one
part of student’s discussion
You were able to dig deep into the resources and the many themes that
emerged. This connection to building a supportive environment is a
positive way, as a leader, to enable others to know how to model
appropriate behavior. In your specific response, you were able to
discuss creative approaches that your teachers have used in the
classroom, and you provided the responses from your students, too.
Thank you for your response! Dr. Gerri


7. Dr. G’s Example:
Communication Strategy: An Organizational
Framework for Course Assignment
Communicate the organizational framework in multiple portions and times throughout the course development.
Include the following headings in your document:
 Abstract http://academicguides.waldenu.edu/writingcenter/publication/abstracts
 Introduction: Provide a brief overview for the paper so the reader can anticipate the purpose of this paper.
Compose an explanation of the subject or content area, and the learner problem or issue. The problem you write about must be
local and the data you use to prove its existence must be public or archival.
Describe the theoretical base/conceptual framework related to the problem in a manner that justifies the investigation of this
problem or issue as a worthwhile scholarly endeavor.
Conclude the introduction with a guiding question that enables the reader to anticipate the document’s purpose and to analyze
data in a way that informs decision-making. Note: This guiding question will be revisited in the conclusion of your paper.
 Body
Summarize your initial preparation of analyzed existing public and archival data related to the learner problem or
issue. (See the Learning Application Section.)
Explain why the specific data was accessed and collected. How does it provide information necessary to assess the learning
problem or issue? Include a description of how you accessed and collected the data.
Report the findings of your analysis of the data.
 Conclusion
Offer at least 2 possible solutions from the literature, and make sure you provide in-text citations. These items should be part of
your annotated bibliography.
Use the ERIC Thesaurus http://www.eric.ed.gov/ERICWebPortal/thesaurus/thesaurus.jsp to provide you with at least 5
keywords, which will help you, and facilitate your literature search for articles. List these keywords in your paper.

8. Dr. Gerri’s Insertions for
Specific Sites for Student Paper (page 1)
 Ed.D. Template to use at http://academicguides.waldenu.edu/writingcenter/templates/program
 Abstract Contents at http://academicguides.waldenu.edu/writingcenter/publication/abstracts
 APA General at Walden at http://academicguides.waldenu.edu/writingcenter/apa
 APA references at http://academicguides.waldenu.edu/writingcenter/apa/references
 APA Internal Citations at http://academicguides.waldenu.edu/writingcenter/apa/citations/intextparenthetical
 Data Resources at http://academicguides.waldenu.edu/researchcenter/dataresources
 Examination of bias at http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/avoidingbias
 Emphasis on resources from the last five years at http://academicguides.waldenu.edu/library/doctoral/literaturereview
 Writing Introduction at http://www.dissertationwriting.com/introduction-chapter-writing.shtml
 Key Words or Specialized Words at http://academicguides.waldenu.edu/writingcenter/scholarly#s-lg-box-3274243
 Local Problem Description for Dissertation at
http://catalog.waldenu.edu/mime/media/7/987/Doctoral+Study+Guide_final_cover+date.pdf

9. Dr. Gerri’s Insertions for Specific Sites for Student Paper (page 2)
 Local Problem Description for Dissertation at
http://catalog.waldenu.edu/mime/media/7/987/Doctoral+Study+Guide_final_cover+date.pdf
 Methodology Explanation (p. 39)
http://catalog.waldenu.edu/mime/media/7/987/Doctoral+Study+Guide_final_cover+date.pdf
 Qualitative Methodology Office Hours http://academicguides.waldenu.edu/c.php?g=120413&p=2668886
 Quantitative Methodology Office Hourshttp://academicguides.waldenu.edu/c.php?g=120413&p=2668886#s-lg-box-
8158813
 Testing – Piloting Instruments at http://academicguides.waldenu.edu/c.php?g=153460&p=1010375
 Walden Methodology at http://academicguides.waldenu.edu/c.php?g=80885&p=522814
 Walden emphasis on Social Change at http://catalog.waldenu.edu/content.php?catoid=61&navoid=9236

10. Are We Providing These Connections
In Our Courses?
Chat Room
• Build learning community
• Post bios
• Share hopes/fears
• Discuss “teacher lounge” topics
Discussion
• Where online learning experience
occurs
• Where learner can demonstrate
understanding or lack thereof
• Where facilitator can promote
higher order thinking
• Where facilitator can guide
learning
Group Learning Team
Discussion
• Promotes collaborative learning
Individual/Private
• Via e-mail
• For learners with personal
needs/concerns
• Where facilitator can guide learner
on sensitive issues
• Where facilitator can provide
feedback as needed
Professional Development: Dr. Christine Eiserman, Dr. Gerri Spinella, Martinique Johns MS.Ed

11. Are You a Coach/Facilitator?
Protocols to follow in responding
• Give a comment to at least two other
prompts in the discussion section
• Involve critical feedback in a
professional manner
• Provide a reflective process where
you can support one another in your
group
Professional Development: Dr. Christine Eiserman, Dr. Gerri Spinella, Martinique Johns MS.Ed

12. 8 Learned Lessons
From Teaching Online
 View this video link at 8 Learned Lessons From
Teaching Online
 How have these lessons impacted your personal
approach to teaching online?
 Share one lesson and approach.

13. The Gift of Your Discussion
"Every time we gather, there needs to be space for a discussion of what
gifts have been exchanged...
Talk to others about…
- the gifts you've received from them
- the unique strengths that you see in them
- the capacities they have that bring something
unique and needed into the world
- what they did in the last ten minutes that made a difference”
(Block, p. 144).
Block P. (2009). Community: The Structure of Belonging. Oakland, CA:
Berrett Publishing Company.