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Lesson 02

Teaching online always already operates in the interpretive mode because the electronic environment distances the creator/teacher of the message/lesson from the reader/learner. This is a critical factor for the online designer/teacher to take into account. The learner has to doubly decode when the learning task at hand involves the interpretive mode: first, negotiating the terms of the lesson or task (which may or may not be in target language); second, engaging the text itself in the decoding process. See: Hampel, R., & Stickler, U. https://www.llas.ac.uk/resources/gpg/2530.

Even before the learner begins engaging the text, various schemata can be called up to scaffold the reading process. (See http://www.palomar.edu/reading/r110hybrid/Module%201/mod1.1ReadingProcess.htm on reading and schemata; also Shrum & Glisan 2010, pp. 182-199)
Further cognitive processes in interpretive mode are outlined here: http://carla.umn.edu/technology/modules/brain-based/readings.html

In the online environment, social media can be brought to bear to create communal interpretations of reading (Diigo.com, Evernote.com or MIT Nota Bene), viewing (Twitter, Google Hangout, YouTube), listening (Twitter, Soundcloud, Voicethread).

High-Leverage Teaching Practices:
Hlas, A. C. & Hlas, C. S. (2012). An examination of high-leverage teaching practices: Making connections between mathematics and foreign languages, Foreign Language Annals, 45 (S1), s76-s97. (for a quick overview of this topic, see poster by Forsman and Hlas here.)