Value Judgment: The course outline, overview or syllabus contains thorough and clear explanations of the course organization, alignment of course objectives and content to national and local standards, course expectations for learners and parents and/or mentors, and information and appropriate citations for course resources. V.B.3. Standard: The curriculum provides course goals and learning objectives that are stated clearly and in a measurable format. Value Judgment: It is evident through detailed curriculum alignments that course goals and objectives are clearly stated and thoroughly addressed during instruction and assessment. Assessments are measurable using both formal and informal methods, applying formative, summative and diagnostic strategies. V.B.4 Standard: Information about how and when to communicate with the instructor is provided within course documentation and is accessible to learners, parents, and/or mentors. Value Judgment: The course documentation provides easily accessible and clearly stated descriptions detailing the processes for contacting the instructor in a timely and uncomplicated manner through a variety of technologies. DIMENSION 6: Instructional Design VI.A. Domain: Indicator: Instructional Design VI.A.1. Standard: The instructor takes into account the needs of the learners as an audience when designing curriculum by providing consistency through an organized classroom in order to minimize extraneous confusion that may exist in a blended environment as a result of multiple simultaneous activities. Value Judgment: The curriculum is presented in such a way that digital learning opportunities are seamlessly integrated as a natural delivery mode for instruction. Links to required activities are embedded and documents are downloadable and available in file formats that allow easy access in all operating systems, and instructions are clear and easily accessible, for example. VI.A.2. Standard: The instructional design facilitates learner understanding, interaction and engagement through the appropriate use of varied instructional approaches and tools such as discussions, quizzes, portfolios, glossary, video content, and opportunities, etc…. Value Judgment: Curriculum design utilizes varied instructional approaches and tools to differentiate instruction which allows learners with diverse needs to engage in active learning, rich and varied collaborative learning opportunities, and multisensory learning. This is accomplished through activities such as the use of discussions, interactivities, quizzes, portfolios, glossary and video content, and assessments, etc… VI.A.3.
For practice, the instructor asks students to analyze mood and tone within a series of digital clips by completing a Venn diagram that compares and contrasts the imagery. As a culminating activity, the students work in groups, where they write and perform their own scenes using nonverbal cues to create imagery. Within the groups each student has a role specific to his or her learning style. For example, students may select to be the writer, actor, videographer, or prop person. After each group performs the class gives verbal feedback on the moods presented by each group. For practice, the instructor asks students to analyze mood and tone within a series of digital clips by completing a Venn diagram that compares and contrasts the imagery. As a culminating activity, the students work in groups, where they write and perform their own scenes using nonverbal cues to create imagery. For practice, the instructor asks students to analyze mood and tone within a series of digital clips by completing a Venn diagram that compares and contrasts the imagery. The instructor asks students to complete a worksheet providing practice on identifying mood and tone. I.A.3. Standard: The instructor teaches and models digital citizenship, to include Internet safety, and promotes learner investigations of ethical issues as they relate to technology and society. Value Judgment: The instructor implements learner-centered strategies that provide equitable access to digital resources allowing learners to practice digital citizenship including digital etiquette with responsible and safe use of technology and information. Safe, legal and ethical use of digital information is taught, including respect for intellectual property and documentation of sources. Exemplary Excellent Expected Emerging The instructor models and discusses the use of different modes of digital communication for different messages. For example, email is used for private messages as opposed to a class announcement to protect learner privacy and respect confidentiality. Professional netiquette is modeled and corrected The instructor models and discusses the use of different modes of digital communication for different messages. For example, email is used for private messages as opposed to a class announcement to protect learner privacy and respect confidentiality. Professional netiquette is modeled and corrected The instructor provides instruction concerning ethical issues as they relate to technology and society. Professional netiquette is modeled in all communication. The instructor does not use informal dialogue to interact with learners but always models grammatical correctness. Learner safety is a concern and The instructor has a statement regarding digital citizenship posted in the classroom. The instructor monitors interactions for cyber bullying and follows organizational procedure if bullying occurs.
with learners. In addition, when learners interact in classroom forums using informal dialogue the instructor models formal dialogue correcting learner communications in a positive manner. The instructor monitors interactions for cyber bullying and follows organizational procedure if bullying occurs. By addressing these communication styles directly, the instructor promotes and addresses ethics related to digital citizenship with learners. In order to have students investigate ethical issues as they relate to technology in the 21st century students participate in a learning exercise in which they are asked to provide a solution to an ethical dilemma involving personal internet safety and the ethical use of internet content. An example might be problems associated with posting digital files such as music, images and videos online in social media. with learners. In addition, when learners interact in classroom forums using informal dialogue the instructor models formal dialogue correcting learner communications in a positive manner. The instructor monitors interactions for cyber bullying and follows organizational procedure if bullying occurs. By addressing these communication styles directly, the instructor promotes and addresses ethics related to digital citizenship with learners. Another method for doing this is by examining learner safety and security. The instructor leads students in examining internet safety and security by investigating ethical issues as they relate to technology in the 21st century. The instructor also models and holds students accountable for having appropriate references in accordance with digital law when they incorporate digital files such as music, images and videos into class projects. security is addressed by the instructor when learners interact. The instructor monitors interactions for cyber bullying and follows organizational procedure if bullying occurs. I.A.4 Standard: The instructor teaches learners procedures for managing technical resources. Value Judgment: Procedures for managing and operating technical resources are seamlessly integrated into daily instruction in order to minimize learner frustration in utilizing the embedded technology to achieve learning goals. Exemplary Excellent Expected Emerging
example, formative assessment is used by asking learners to view a 20 second clip of the movie Elizabeth and discuss how the world might be different today if Queen Elizabeth I didn’t support the Protestant Reformation? A rubric would require that learners include one significant cultural difference in 16th century England in their discussion response and current day. An example of a follow-up activity that would reinforce the standard at a deeper level would be to discuss the Elizabethan time period and how it impacted the writings of Romeo and Juliet, by William Shakespeare. Learners would be provided a rubric to guide them in an assignment, where they would be awarded for identifying artifacts within scenes of the play that represent cultural influences from the Elizabethan time period within the play. An example of a culminating activity would be a compare contrast essay where learners identify how cultural influences manifest in authors’ works in two pieces of world literature. Rubrics for each assignment would be defined aligning point values to expectations with rooted in course objectives that are aligned to standards. Personalized feedback on each assignment would be provided within 48 hours. For example, after providing links to examples of example, formative assessment is used by asking learners to view a 20 second clip of the movie Elizabeth and discuss how the world might be different today if Queen Elizabeth I didn’t support the Protestant Reformation? A rubric would require that learners include one significant cultural difference in 16th century England in their discussion response and current day. An example of a follow-up activity that would reinforce the standard at a deeper level would be to discuss the Elizabethan time period and how it impacted the writings of Romeo and Juliet, by William Shakespeare. Learners would be provided a rubric to guide them in an assignment, where they would be awarded for identifying artifacts within scenes of the play that represent cultural influences from the Elizabethan time period within the play. An example of a culminating activity would be a compare contrast essay where learners identify how cultural influences manifest in authors’ works in two pieces of world literature. Rubrics for each assignment would be defined aligning point values to expectations with rooted in course objectives that are aligned to standards. support the Protestant Reformation? Learners are asked to include one significant cultural difference in 16th century England in their discussion response and current day. An example of a follow-up activity that would reinforce the standard at a deeper level would be to discuss the Elizabethan time period and how it impacted the writings of Romeo and Juliet, by William Shakespeare. didn’t support the Protestant Reformation? The instructor awards a completion grade.
aware of assignments and timelines and provides access to rubrics when applicable. In addition, the instructor tweets current events that align to course and/or lesson objectives. The instructor also provides weekly updates for parents and stakeholders that outline goals and resources in upcoming lessons. Regular communications take place where the instructor discusses learner progress and mastery, focusing on formative assessments as they align to summative assessments. The instructor regularly discusses the end of course exam, the learner’s confidence and academic preparation as well as monitors progress and suggests opportunities for additional preparation for the exam. The instructor provides written, not just verbal, feedback on the learner’s submitted work, and returns it within a timely period highlighting successes and outlining strengths and weaknesses with areas for improvement. The instructor maintains a current and public calendar with assignments that include assignment descriptions aligned to course objectives. The course syllabus includes a scope and sequence document aligning each assignment to course objectives. Each lesson provides a detailed alignment to objectives. traditional newsletter, class website, or through conference. The instructor posts announcements reminding learners, parents and stakeholders of assignment objectives, timelines, and attaches rubrics when applicable. The instructor provides feedback in writing, not just verbal, on the learner’s submitted work, and returns it within a timely period highlighting successes and outlining strengths and weaknesses with areas for improvement. The instructor maintains a current, public calendar with assignments that includes assignment descriptions aligned to course objectives. The course syllabus includes a scope and sequence document aligning each assignment to course objectives. Each lesson provides a detailed alignment to objectives. traditional newsletter, class website, or through conferences. The instructor posts announcements reminding learners of assignment deadlines. The instructor maintains a current calendar. The course syllabus includes a scope and sequence document aligning each assignment to course objectives, and each lesson provides a detailed alignment to objectives. website, or through conference. The instructor maintains a current calendar, and the course syllabus includes a scope and sequence document aligning each assignment to course objectives. Each lesson provides a detailed alignment to objectives.
lesson plans. Usually, the instructor summarizes the lesson verbally and gives a demonstration of the lesson for parents and students. The instructor also uses this format to organize resources for blended lessons that involve digital links and interactivities. This list of resources includes links to any free plug-ins that may be necessary to access any of the resources. This provides stakeholders access to all class materials. By embedding links within the widget to resources for the day students know which materials they will be using in class, and they have access to daily lessons even if they are absent. The instructor uploads documents that are used in class to the daily widget as well, and students may view any discussion activities that took place during the lesson such as a wiki or discussion form since the instructor embeds these links as well. to assigning or implementing any digital resources to students the instructor works through each of them to make sure all the images and language are appropriate and verifies that the links or materials are still active and the content is accurate and free of bias. lesson plans. The instructor also uses this format to organize resources for blended lessons that involve digital links and interactivities. This list of resources includes links to any free plug-ins that may be necessary to access any of the resources. This provides stakeholders access to all class materials. By embedding links within the widget to resources for the day students know which materials they will be using in class, and they have access to daily lessons even if they are absent. The instructor uploads documents that are used in class to the daily widget as. Prior to assigning or implementing any digital resources to students the instructor works through each of them to make sure all the images and language are appropriate and verifies that the links or materials are still active and the content is accurate and free of bias. that may be necessary to access any of the resources. This provides stakeholders access to all class materials. The instructor uploads documents that are used in class to a folder on the website. Prior to assigning or implementing any digital resources to students the instructor works through each of them to make sure all the images and language are appropriate and verifies that the links or materials are still active and the content is accurate and free of bias.
corroborating or challenging them with other information. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. procedures/ experiments, or technical processes. Planning and Preparation: IV.D. Integrates technical resources IV.D. Domain: Indicator: Planning & Preparation: Resources IV.D.1. Standard: The instructor plans the integration of technical resources and digital content into the curriculum in order to achieve specific learning goals and outcomes. Value Judgment: The instructor purposefully and strategically plans to efficiently integrate technical resources and digital content for instructional purposes. The instructor plans and implements learning opportunities to build a comfortable and engaging learning climate that integrates the traditional and online environments. The instructor uses various media to create a learning experience that provides a safe method for learners to ask or respond to questions. For example, learners may choose to respond to questions by polling anonymously rather than in a traditional format with raised hands. Skillful planning and preparation by the instructor is evident since it is necessary to create such a learning environment. Exemplary Excellent Expected Emerging The instructor takes advantage of the benefits of the digital environment in the face-to-face classroom by allowing students to access and build upon prior knowledge as they begin the new lesson for the day. For example, rather than beginning with an open classroom discussion, the instructor posts digital media that is properly cited in a discussion forum and then The instructor takes advantage of the benefits of the digital environment in the face-to-face classroom by allowing students to access and build upon prior knowledge as they begin the new lesson for the day. For example, rather than beginning with an open classroom discussion, the instructor posts digital media that is properly cited in a discussion forum and then The instructor begins the lesson for the day with a discussion on an engaging topic that supports the current lesson objective. Students are asked to write their response to the discussion topic before the discussion begins allowing think time and provides concrete evidence of thought for all students. Students are asked to add any new thoughts to their essays after the discussion. The instructor begins the lesson for the day with a discussion on an engaging topic that supports the current lesson objective.
minimum number of responses within the class discussion board to classmates’ literary critiques. The instructor modifies this assignment for second language speakers by also requiring audio posts of recordings of the original literary modifications. Second language speakers are paired with native speakers and not paired together in order to create cooperative learning groups for the written component of the activity. During these collaborative activities the instructor offers encouraging feedback to support learning and increase rapport. minimum number of responses within the class discussion board to classmates’ literary critiques. During these collaborative activities the instructor offers encouraging feedback to support learning and increase rapport. VI.A.3. Standard: The instructional design ensures that all content materials and resources created or used comply with copyright laws, include citations and/or fair use notices (where appropriate), and were obtained or created for the course in a manner that adheres to standards of academic ethics and integrity. Value Judgment: Citations are noted when referencing books, journals, articles, speeches, websites or any other copyrighted material used in whole, in part, or modified for use within the curriculum, and the sources of any materials that fall under Fair Use as defined by US copyright law are noted. Exemplary Excellent Expected Emerging A flipped classroom assignment provided by the instructor models appropriate citations when assigning students to watch Duck and Cover, the original Civil Defense Film with Bert and Turtle on TeacherTube to introduce the propaganda unit and to discuss Rhetorical Triangle. Students are then asked to A flipped classroom assignment provided by the instructor models appropriate citations when assigning students to watch Duck and Cover, the original Civil Defense Film with Bert and Turtle on TeacherTube to introduce the propaganda unit and to discuss Rhetorical Triangle. Students are then asked to A flipped classroom assignment requires students to watch Duck and Cover, the original Civil Defense Film with Bert and Turtle on TeacherTube. The instructor intends to introduce the propaganda unit and to discuss the Rhetorical Triangle. Students are then asked to discuss how the author and audience A flipped classroom assignment by the instructor links to Duck and Cover, the original Civil Defense Film with Bert and Turtle on Youtube to introduce the propaganda unit and to discuss Rhetorical Triangle. The instructor intends to introduce the propaganda unit and to discuss the Rhetorical Triangle. Students are