We know that a well-designed lesson for online teaching helps promote student learning, retention, as well as engagement.
Whether a person is creating learning material for remote learning students or designing an online course for a potential target audience, the online lesson planning practices we have listed below will help them do it successfully – by creating something that meets the needs of all students as well.
We see that the admission management software in such a case can help the school management. We see that in the virtual classroom, the audience is made of students they know well and they are generally of the same age as well as circumstances.
As they are already aware of their learning patterns, strengths, as well as weaknesses, we see that it’s easier for them to create a lesson plan to suit their needs as well. However, we see that all those who take an online course can come from anywhere in the world, as well as speak different languages, and have different reasons for learning the subject they are offering.
Therefore, we see that taking that extra time to examine who their audience is, can help them design a course that will offer true value to them as well. We are aware that a clear objective is essential to stay focused throughout the course plan of the lesson, and it should be emphasized to their students at the very beginning to help them stay on track as well.
We know that the objective of your lesson should focus on what the students will be able to achieve at the end of it. For instance, we see that it may be to help their students learn a new skill or learn about a new concept as well. We see that replacing written instructions with videos can be of great help as well.
We know that instead of emailing them a document explaining something, we can work on creating a quick video explaining things. They can go ahead and add captions and transcriptions (which students with hearing disabilities would find useful) to their videos to provide guidance and highlight important areas of the audience should remember.
We see that if they find it too time-consuming to create a video or if they are in a rush, they may be able to find a relevant video that already exists on the internet as well. We see that they can make use of an online whiteboard.
In class, they can always rely on the whiteboard/ blackboard to sketch out or diagram an idea when it’s too complex for words as well. We see that with an online whiteboard, they can do the same. They can make use of software that is widely used by educators in their online classes for this purpose.
They can make use of visual props during online lectures as well and we know that props can vary from flashcards to real-life items that they can find in their home. For example, if they are teaching about different types of nutritional food, they can find a few props in their home as well.
They can go ahead and use a variety of visual elements in the lessons/ course as we discussed above. We know that visuals will help simplify difficult areas that would otherwise require them to talk at length as well.
We see that they can also segment the lesson content. For example, they can create a short video tutorial series or a blog post series with which they can deliver the lesson in smaller parts, that students can view or read at their own pace as well.
They can also go ahead and flip the classroom. We know that the flipped classroom approach is proven to increase student engagement as well as retention, especially for online learning.
Here, we see that they can allow students to do the in-class activities such as watching video lectures, reading documents, as well as listening to a podcast which is before the actual class while assisting and guiding them as they do their homework during the class as well. We see that the fee management software can help in such a case.