Learning Coach Involvement in Learning Interaction

Learning Coaches play a supportive and facilitative role in helping students meet interaction expectations without replacing the student’s voice or work. Learning Coaches may assist students by reviewing discussion prompts in advance, helping them identify key ideas from the lesson, and encouraging them to reference peer responses or course materials when composing their posts. They may also help students reflect on instructor feedback, revise responses for clarity or completeness before submission, and model respectful, academic communication expectations. Learning Coaches should not write or post responses on behalf of students, but may guide students in organizing ideas and understanding rubric expectations.

Encouraging Interaction Within Course Modules

Interaction is encouraged in modules through structured discussion prompts, collaborative activities, and reflection opportunities embedded within lessons. Learning Coaches can support this interaction by helping students schedule time to engage in discussions early in the module, prompting them to read peer responses before posting, and encouraging follow-up replies that extend the conversation. Coaches may also remind students to connect discussion responses to lesson objectives, real-world examples, or prior learning to deepen engagement. When students fall behind, Learning Coaches can use pacing tools and module checklists to ensure interactive components are completed alongside content activities.

Suggestions for Encouraging Interaction

Criteria for a Thoughtful Discussion Response

A thoughtful discussion response demonstrates meaningful engagement with course content and peers. To meet expectations, a student response should (a) reference or acknowledge a specific idea shared by a classmate, (b) contribute a new perspective, example, or supporting evidence related to the topic, and (c) maintain a respectful and academic tone. Responses that simply restate another student’s comment or provide brief agreement without elaboration do not meet the criteria for thoughtful participation.

Example 1: High-Quality Discussion Response (Meets Expectations)

“I agree with Jordan’s point about renewable energy reducing long-term costs. In addition, research from the U.S. Department of Energy shows that solar energy has created thousands of jobs in recent years. This supports the idea that investing in renewable energy can benefit both the economy and the environment.”

This response meets expectations because it references a peer’s idea, adds new information, and supports the discussion with evidence while maintaining a respectful tone.

Example 2: Low-Quality Discussion Response (Does Not Meet Expectations)

“I agree with you. That’s a good point.”

This response does not meet expectations because it does not reference a specific idea, add new insight or evidence, or demonstrate meaningful engagement with the discussion topic.

Guidance on Interaction Requirements and Local Expectations

Accelerate Education establishes baseline expectations for learner interaction to support engagement and instructional quality across all courses. However, schools and districts may set additional or more specific interaction requirements, such as minimum discussion participation frequency, response length, or deadlines, provided these requirements align with course objectives and do not conflict with established grading policies. Any school- or district-specific interaction expectations should be clearly communicated to students and Learning Coaches at the start of the course through the syllabus, course announcements, or Learning Coach resources to ensure consistency and transparency.