Kjones Lms Course Work Template For Oca With Guidance 2018

ITEC 7481: LMS Coursework Template for Meeting the Requirements of the Online Course Assessment (OCA)
NAME: Kimberly Jones NAME OF LMS: Canvas

Directions: Add a Screenshot and description as needed to document your LMS design and development work in each area.
I. Online Course Development [FIELD EXPERIENCE] - Candidates will use a learning management system (LMS) to develop a high-
quality K-12 online course that incorporates research and best practices in online learning for children and/or adolescents. The
course will contain the following:
(note: Key diversity components are italicized and underlined) - (TOTAL SECTIONS A-G = 300 POINTS)
Element Screenshot Description
A. A Welcome Statement and Site Navigation Instructions

(15 points)
PSC Online Teacher Endorsement Standards: (1.i.I, 1.i.II, 1.i.III, 2.i.III)
1. Welcome Welcome
Statement statement is
included in
syllabus.
Welcome and
instructor
introduction is
included on
homepage of the
Canvas course
(see C1 below).
2. Site Navigation Canvas has
Instructions multiple different
pages for which
availability can be
turned on or off.
My students often
still end up going
to the wrong
Template by Julia S. Fuller, 2014 (Updated 2018) 1

place, so I
included links
and icons for the
only three places
they need to go in
order to reduce
confusion.
B. Basic Support, Directions, and Guidance, including:

(30 points)
PSC Online Teacher Endorsement Standards: (1.i.I, 1.i.II, 1.i.III, 1.i.IV, 2.i.II, 2.i.III, 2.i.X, 3.i.I, 3.i.VI, 5.i.I, 6.i.III)
1. Overview of the Required

types and technology is
specifications of the included in the
technologies syllabus which is
(hardware, software,
linked on the
and peripherals) to
homepage.
which students must
have access in order
to complete the
course (Note:
Required
technologies and
specifications should
be reasonably
accessible to
students in order to
ensure equitable
access to digital
content employed in
the course)

2. Ideas for gaining Students who do
access to these not have the
technologies via required
public or low-cost technology
means should a
outside of school
student not have
may come before
home access to the
necessary school or during
technologies for the 5th period. Many
course also have a study
hall or similar
class in which
they can access
technology. This
is included in the
syllabus as well.
3. Overview of Also see next screenshot. Overview of
technical skills technology skills
needed to is included in the
successfully course
complete the course
introduction
module.

4. Links to technical In the course
documentation and overview module
online tutorials to there are
assist students in activities that
acquiring the
address required
technical skills
technology skills
needed for the
course including online
tutorials.
5. Links to technical See #4 above. The course

support resources overview module
and directions to includes a
assist students in troubleshooting
case of technical section.
difficulties with LMS
or with course
content

6. ADA-compliance Canvas has been
statement by the LMS assessed by
publisher WebAIM and was
found to be
“substantially
conformant” with
Web Content
Accessibility
Guidelines and
Section 508 of the
Rehabilitation
Act. There is a
detailed table
describing how
Canvas supports
each principle.
7. Instructor statement Universal design
on how universal principles were
design principles used to simplify
were applied in navigation,
constructing the include support
specific course within and alternatives,
the LMS and class-
and ensure
specific instructions
consistency with
on how students with
documented ADA fonts, headings,
disabilities can access colors, and links.
the course
content/receive
required support
services

8. Instructions how This information
students who believe is included in the
they may have an syllabus.
ADA disability can
receive testing and
diagnostic services
9. Definitions of The course

Netiquette and introduction
expectations for module includes
teacher and student a resource and
behavior in online
discussion post
discussions, email,
for students
synchronous
meetings, and other about netiquette.
forms of
communication to be
used in the course
C. Community Building Activities, including:

(15 points)
PSC Online Teacher Endorsement Standards: (1.i.I, 1.i.III, 2.i.VIII, 2.i.IX)

1. Instructor Introduction
introductions included on home
page.
2. Methods for students The “Introduce

to introduce Yourself”
themselves to one discussion will
another and to set start
foundations for an
conversation that
accepting learning
will embrace
community, that
values diversity differences.
among members Students will also
learn more about
each other and
will have an
incentive to do so
due to the
classmate
biography quiz.

3. Methods for students Students will take
to provide instructor a multiple
and peers with intelligences quiz
information about and complete a
their current
discussion post.
knowledge on the
They will also
content to be covered,
their take a pre-
personal/professional assessment for
experiences, and their the unit.
learning
styles/preferences
D. Course Syllabus and Orientation to Course Syllabus, including:

(45 points)
PSC Online Teacher Endorsement Standards: (2.i.I, 2.i.II, 2.i.X, 3.i.IV, 5.i.I, 5.i.III)

1. Terms of class Synchronous
interaction for both activities will be
teachers and offered at two
students, including different times;
attendance policy for
students who
synchronous
cannot attend
activities
must complete an
alternate
assignment.
Students are
expected to
complete
assignments on
time and
participate in
discussions.
Teacher will
communicate and
respond within
48 hours.
The information for this standard would be found in the syllabus as policies. ie. policy for
expected interaction, attendance, etc.

2. Teacher contact Email or
information and messages
guidance through Canvas
or Remind
3. Information on Teacher will

teacher response respond within
time to questions 48 hours and
and assignments students may
request
additional
conferences.
4. Information on how See Teacher Communication above. Most common
to receive needed skills are
instructional support included in
from teacher and Module 1, and
other support
students have
services, as
access to the
appropriate
Canvas user
guides. They also
have a parking lot
discussion post to
seek help from
teacher or peers.

5. Grading criteria Most assignments
are graded with a
rubric specific to
that assignment.
Overall, grades
will be calculated
as percentages.
6. Policy for submitting Work must be

and grading late turned in on the
assignments due date, finished
or not. Individual
cases of late work
will be addressed
to determine the
cause. Depending
on the cause,
students may
have varying
plans to submit
unfinished work.

7. Academic honesty Most work will be
and done
copyright/privacy independently. If
policies students cheat or
do not submit
their own work,
they will either
redo the
assignment or
complete an
alternate
assignment.
FERPA privacy
statement is
included.
Copyright
statement
describes how
the content
belongs to me
and the school
system.

Did you include a screenshot of your academic honesty, copyright, and privacy policies to
include FERPA?
8. Appropriate See #1 for student participation expectations and student communication expectations Students are
behavior expected to
expectations participate fully
and appropriately
in all online
activities. This
includes proper
grammar and
content and
netiquette.
9. Consequences for Academic
violating academic dishonesty will
honesty, result in
copyright/privacy reminder of
policies, and
expectations,
behavior
parent contact,
expectations
and/or
resubmission or
alternate
assignment.
Consequences for
violating
appropriate use
will be handled
using the school’s
consequence
matrix depending
on the infraction.

This section could include the Appropriate Use Policy.
10. Clear, measurable Learning goals
course goals and center around
learning modules inventors and
objectives inventions
including
vocabulary and
famous inventors
as well as
applying the
engineering
design process to
their own
invention.

11. Course schedule Assignments are
broken down by
week (specific
dates will be
added to Canvas
assignments
when the unit is
implemented).
Did you include a screenshot of a calendar listing when modules are open or when
assignments are due?
12. Required Categories are
assignments weighted as
described above.
This chart
describes which
category each
assignment falls
into.
Did you include a screenshot of the breakdown of your assignment groups by percent or point
value?
13. Procedures for Specific
submitting instructions are
assignments included in each
assignment on
Canvas. The
syllabus
describes the
tutorials/user
guides students
can use for
support.

Did you include a screenshot of your directions for uploading assignments?
14. Alignment grid Standards/Objectives Assignments Assessments Each assignment

showing how Understand invention and Invention and Innovation Invention and Innovation is aligned to a
assignments, innovation vocabulary Vocabulary and Background Post-Assessment standard/
assessments, and Information objective. Some
standards-based Research famous inventors Inventors Research Guide 1 Rubric to assess each element assignments are
learning goals are
and their inventions and and 2 of research guide their own
related to one
another
identify inventions and their Famous Inventions Padlet Rubric to formatively assess assessments
inventors information presented AND while others are
Invention and Innovation addressed in an
Post-Assessment additional
Understand the process of Invention and Innovation Rubric to formatively assess assessment.
invention and innovation Process Discussion content of discussion post and
peer responses
Apply the engineering design Engineering design process Rubric to assess project
process and become an review submitted or quiz grade
inventor to solve a problem Engineering design process Rubric for engineering
for invention project – notebook components AND
notebook and project Rubric to assess invention
project
Blog post Rubric to assess content of
blog post and relevancy to
topic
Engineering Design Process – Rubric to assess content of
Invention Project Reflection reflection
See example alignment chart in the Course Resources.
E. Learning Modules (Information may come from several modules in your LMS) that:
(105 points)
PSC Online Teacher Endorsement Standards: (1.i.I, 1.i.II, 1.i.III, 2.i.IV, 2.i.V, 2.i.VI, 2.i.IX, 2.i.X, 3.i.III, 3.i.IV, 5.i.I, 5.i.II, 5.i.III, 6.i.I,
6.i.II, 6.i.III, 6.i.IV, 6.i.V)

1. Clearly outline The first item in
required learning each module is
activities that will the overview
help students with objectives.
achieve learning
The modules are
standards associated
laid out to be
with the module
completed in
order with
requirements to
complete before
moving on.
Did you include a screenshot that shows how the module’s activities flow? Does it show an
example of your clearly written directions for a standards-based activity?

2. Provide authentic, Students will
relevant, and real- identify a real-
world learning world problem in
experiences for their lives and go
students to engage
through the
with content
engineering
design process to
create an
invention or
innovation to
solve the
problem.
Did you include a screenshot that shows an authentic, relevant, and real-world learning
experience for students to engage with content? Examples: a project-based learning activity,
an inquiry lab, performance task

3. Provide The first
opportunities for screenshot is one
meaningful of several content
instructor-student related
and peer-peer
discussion posts.
interaction to
Students are
support learning
required to create
an original post
and respond to at
least two peers.
The second
screenshot is a
“parking lot” type
discussion post in
which students
can ask and
answer questions
to help each other
as well as give
feedback. I will
also contribute to
all class
discussions
(required and
optional).

Did you include a screenshot that shows how you will provide opportunities for meaningful
instructor-student and peer-peer interaction to support learning when you teach the course
next semester? Example: a discussion forum with a description of how instructors/students
and peers will interact
4. Appropriately use On this
both synchronous assignment,
and asynchronous students will
learning check in for two
opportunities to
checkpoints
support learning
during the
assignment. This
will be done as
students reach
these steps. The
course is done as
a blended
learning unit, so
introductions to
the modules will
be done
synchronously as
well as whole
class checkpoints
if issues are
noted.
Did you include a screenshot that shows an example asynchronous learning activity? Does it
detail how you will use synchronous opportunities to support learning?

5. Incorporate visual One visual
resources into online resource I
modules included is a
video example of
a semi-local
student (about
their age) who
identified a
problem and
invented a
solution. The
video will provide
an example of the
task.
Did you include a screenshot that shows an example of one of your visual resources?

6. Effectively use and Students will use
incorporate subject a template in
specific Google Drawings
developmentally and upload to
appropriate software
Padlet to share
in an online learning
their inventors
module
with their peers.
Did you include a screenshot that shows an example of a subject specific developmentally
appropriate software with directions for the students?

7. Engage students in Students will
active roles in their better
learning process and understand the
opportunities to invention and
construct meaning
problem solving
process by
creating an
invention to solve
a real problem.
Did you include a screenshot that shows directions for an activity in which the students will
engage in active roles during the learning process allowing them to construct meaning?

8. Elicit a response This discussion
from the student post gives good
comparable with the and bad examples
level of competency of original posts
demanded in a
and peer
related task
responses.
Did you include a screenshot that shows the type of student work or a response from the
student comparable with the level of competency demanded in the related task?

9. Assist students to Students will
consider meaning, have to analyze
reflect on new the similarities
knowledge, and between their
assimilate/apply
own invention
information
process and
compare to the
process used by
famous inventors.
Did you include a screenshot that shows an activity in which students consider meaning,
reflect on new knowledge, and assimilate/apply information?
10. Apply technology to Students will add
engage students in their experiences
higher-order to the class blog
thinking skills and to share their
creativity
learning with a
real audience.
Did you include a screenshot that shows an activity in which technology is applied to engage
students in higher-order thinking skills and creativity?

11. Differentiate The screenshot
instruction based on shows the ability
students’ diverse to demonstrate
talents and learning understanding in
needs
a variety of ways.
The quiz linked in
this assignment is
also
differentiated
Did you include a screenshot that shows an activity or instructional aspect of your course in (shortened,
which you differentiated based on students’ diverse talents and learning needs? modified), and
the differentiated
version is
assigned to the
students who
have that need.
12. Differentiate Most of my
instruction based on students only
students’ special receive read-
education aloud and
modifications, age,
extended time
cultural and
accommodations.
linguistic
background, These are both
academic accomplished
achievement, cultural through apps and
background, and extensions as
experiences well as flexible
due dates based
on individual
conferences and
needs. The
screenshots show
these in the
syllabus.

Did you include a screenshot that shows an activity or instructional aspect of your course in
which you differentiated based on students’ special education modifications, age, cultural and
linguistic background, academic achievement, cultural background, and experiences? This
may include extended time, chunking content into smaller portions, modified instructions, etc.
13. Address multiple The first
intelligences, screenshot shows
including the needs of that students
visual, auditory, and have the option
tactile learner
to do written or
recorded
(video/audio)
responses to
discussion posts.
The second
screenshot shows
one assignment
in which students
can choose how
they show their
knowledge.

Did you include a screenshot that shows an activity or instructional aspect of your course in
which you addressed multiple intelligences, including the needs of visual, auditory, and tactile
learners?
14. Include appropriate Copyright
citations and statement is
ethical/legal use of included in
copyrighted material syllabus. All
resources that
are not teacher-
Did you include a screenshot of your course references to demonstrate that you include
created are linked
appropriate citations and ethical/legal use of copyrighted material?
to the original
source within the
coursework.
F. Assessments of Student Learning that:

(60 points)
PSC Online Teacher Endorsement Standards: (1.i.I, 1.i.II, 1.i.III, 2.i.II, 2.i.IV, 2.i.V, 2.i.VI, 2.i.IX, 3.i.II, 3.i.III, 3.i.IV, 3.i.VII, 3.i.VIII,
4.i.I, 4.i.III, 5.i.II, 6.i.I, 6.i.II, 6.i.III, 6.i.IV, 6.i.V)

1. Make evaluation All assignments
criteria CLEAR to have a rubric
students through which students
well-constructed, can use to review
rubrics, checklists,
their work before
grading forms, etc.
submitting. This
is a screenshot of
the discussion
rubric. Using the
same rubric for
all discussions
will help students
better
understand
expectations.
Did you include a screenshot of rubrics, checklists, grading forms, etc.?

2. Address ALL Each module has
learning standards a module
associated with the overview that
course/learning lists objectives
modules
for the module.
Modules are
organized so that
activities build on
each other.
Students must do
something to
each item
(submit, mark as
done, or view)
and complete all
items before they
can view the next
module.
Did you include a screenshot of a module’s objectives and a task list aligned to module
objectives within each module?
3. Address multiple **See screenshots of all modules in #11 below. Each assignment
intelligences, is an assessment
including visual, Did you include a screenshots of an assessment that addresses multiple intelligences, of student
auditory, and tactile including visual, auditory, and tactile learning styles? learning. While
learning styles
one individual
assignment may
not address all
learning styles or
multiple
intelligences,
there are a
variety of
assessments that
address all of
them. There are
quizzes,
simulations,
discussions, and
projects. Student
choice is a factor
in multiple
assignments
allowing them to
choose something
that fits their
learning style
preferences.
4. Use authentic Before students
assessment can begin the
strategies to project-based
determine student learning section
acquisition of
of the unit in
knowledge and skills
module 3, they
must
demonstrate
mastery of the
Engineering
Did you include a screenshot and a description of an authentic assessment strategy used to Design Process.
determine student acquisition of knowledge and skills? See: Students have the
http://citl.indiana.edu/resources_files/teaching-resources1/authentic_assessment.php choice of how
they want to
demonstrate
their learning –
create a small
project, complete
the template, or
take the quiz. For
each option, they
would have to
demonstrate
understanding of

what happens in
each step of the
process including
examples. Giving
options allows
them to choose a
method that best
fits their learning
styles and needs.
5. Include pre- and Module 2

post- testing to show includes a pre
student growth in and post
content knowledge assessment for
vocabulary.
Vocabulary is
used in context
and examples are
included to help
ensure learning
not just
memorization.
Did you include a screenshot of a pre- and post- testing to show student growth in content
knowledge?
6. Are reasonable All learning
expectations given activities require
the learning active
activities included in engagement
the course
through research
or creation and
include higher-
level thinking
skills.
Assessments are
based on higher-
level thinking
skills and
creation of a
product to show
learning. The blog
post is the final
learning activity/
assessment
before the
reflection. The
rubric for the
blog post aligns
with all three
objectives stated
in the module
overview.
Did you include a screenshot of an activity description and its associated assessment and
objective? Describe how the assessments are reasonable in the level of rigor compared to the
learning activities.

7. Require students to The culminating
engage in authentic project for this
performances to unit is a project in
show mastery of which students
content
identify a
problem in their
own lives and
develop an
invention to solve
it. This will
require them to
apply the steps of
the engineering
design process
and the skills and
thinking that goes
into inventing.
Did you include a screenshot of an activity that requires students to engage in authentic
performances to show mastery of content? Ie. project-based learning
8. Are modified to A general
accommodate special accommodations
education needs, statement for
student age, cultural students with
background and
disabilities is
experiences
included in the
syllabus. Two
forms of
assessments are
Did you include a screenshot of an assessment policy or course policy that demonstrates how included and
the assessment is modified to accommodate special education needs, student age, cultural assigned to
background and experiences? students
depending on
whether or not
they have a read-
aloud
accommodations
(for disabilities or
language
acquisition
needs). If
students had
other
accommodations
or modifications
for assessments,
different versions
of assessments
would be created
as needed.
9. Are valid (i.e., [Insert Screenshot] [Insert
adequately sample Description]
the content that they Did you include a screenshot of an assessment and provide a description that demonstrates in
are designed to what ways it is valid and reliable? Does the assessment align to the objectives and outcomes
measure) and
expected? Does the rubric provide consistency in grading outcomes?
reliable (i.e., produce
(Ie. Explain how the content is adequately sampled and what helps it produce consistent
consistent results
from administration results. You may need to include the associated objectives and a description of past
to administration) comparable results.)

10. Are implemented in Students have to
ways that insure log in to their
instrument validity own account. The
and reliability questions/answe
rs are in random
order. Once they
take the quiz
once, it can only
be taken again if
the teacher
unlocks it. There
is a time limit set
for 30 minutes,
and an access
code is required.
Did you include a screenshot of an assessment and describe the procedure for implementing This code will
the assessment to insure instrument validity and reliability? (Ie. administered throughout the change as needed.
unit. Quizzes will be proctored in class whether given online or on paper. Online quizzes will There are some
also have the question order randomized and will only allow one response from each student.) open ended
questions which
require higher
levels of thinking,
reducing the risk
of cheating.
Quizzes will be
given in class
(locked until a
certain time) to
further monitor
administration.

11. Include varied and Throughout the
multiple ways to module, there are
assess each learning multiple activities
standard and assignments
that assess
student mastery
of learning
objectives. This
includes quizzes,
discussions, and
projects.
Did you include a screenshot of formative and summative assessments that assess the same
standards in varied and multiple ways?

12. Gather appropriate Module 1
background and includes an
content knowledge “Introduce
assessment data Yourself”
throughout the
discussion post
course for each
which will help
student, so that
instruction can be me learn about
customized to my students.
students’ group and There is also a
individual learning parking lot where
needs throughout Did you include a screenshot and a description that demonstrates how you gather they can post
the course. appropriate background and content knowledge assessment data throughout the course for questions
each student, so that instruction can be customized to students’ group and individual learning throughout the
needs throughout the course? (Ie. Learner feedback becomes more specific to the student as units. This will
the course progresses. Teacher modifies instruction based on assessment data. Online allow me to see
gradebooks allow for data tracking.) where areas of
struggle are.
Modules 2 and 3
(see previous
screenshots)
contain a pre-
assessment/
background
knowledge
review for me to
see where there
are gaps and how
I may need to
supplement the
course materials.
Each assignment
allows for me to
give specific
individualized
feedback to each
student. I can use
this to make
adjustments to
the overall course
based on things I
see overall or
make changes for
individual
students.
Students also
complete
reflections and
participate in
conferences with
me along the way.
13. Provide both **See module list screenshots in #11 above. Activities
formative and throughout the
summative Did you include a screenshot that demonstrates how you provide both formative and module serve as
assessment summative assessment practices, including opportunities for students to self-assess, receive opportunities to
practices, including
peer feedback, and receive ongoing response on performance from the instructor? assess student
opportunities for
learning rather
students to set short
and long-term goals, than simply
self-assess, receive having one
peer feedback, summative
receive ongoing assessment. The
response on culminating
performance from project along
the instructor, and with the blog post
monitor their own serves as the
learning. summative
assessment.
Students have the
opportunity to
reflect and ask
questions
through the

parking lot
discussion forum
to get peer
feedback. I will
provide feedback
on all
assignments
submitted and
will require
individual
conferences to
check in with
students along
the way.
G. Evaluation of Course Materials and Instructional Practices including:

(30 points)
PSC Online Teacher Endorsement Standards: (1.i.III, 2.i.VII, 3.i.VII, 4.i.I, 4.i.IV, 4.i.VI)

1. An evaluation of Part of Module 1
student readiness to is a student
engage in online readiness survey.
learning, in general, The questions ask
and the specific
students to rate
modes of delivery
themselves on
used in the course
their comfort/
preparedness for
online learning in
general and the
Canvas LMS as
well as G Suite.

Did you include a Screenshot of a course evaluation of student readiness to engage in online
learning, in general, and the specific modes of delivery used in the course?

2. Student input on Each module will
course materials so have a module
that ongoing evaluation to
improvements to elicit feedback on
course content and
how well the
delivery can be made
learning tasks
for ALL learners
help students
meet the learning
objective and
how students feel
overall about the
module.

Did you include a Screenshot of a course evaluation that considers student input on course
materials so that ongoing improvements to course content and delivery can be made for ALL
learners?
3. Opportunities for See previous screenshot. Each module
evaluating teaching evaluation
effectiveness within Did you include a Screenshot of a course evaluation that addresses teaching effectiveness includes
the online within the online environment so that ongoing improvements can be made for ALL learners? questions
environment (i.e.,
addressing the
classroom assessment
content and
techniques, teacher
evaluations, teacher instructional
peer reviews) so that materials/
ongoing delivery for the
improvements can be content. This will
made for ALL allow me to make
learners changes along the
way to meet the
needs of my
students.
The Online Course Assessment (OCA) is completed in ITEC 7481 Designing and Developing Online Learning. It assesses the candidate’s
ability to develop a syllabus for an online course in education. It assesses PSC standards: (1.i.I, 1.i.II, 1.i.III, 1.i.IV, 2.i.I , 2.i.II, 2.i.III, 2.i.IV, 2.i.V,
2.i.VI, 2.i.VII, 2.i.VIII, 2.i.IX, 2.i.X, 3.i.I, 3.i.II, 3.i.III, 3.i.IV, 3.i.VI, 3.i.VII, 3.i.VIII, 4.i.I, 4.i.III, 4.i.IV, 4.i.VI, 5.i.I, 5.i.II, 5.i.III, 6.i.I, 6.i.II, 6.i.III, 6.i.IV,
6.i.V)

Kjones Lms Course Work Template For Oca With Guidance 2018

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Kjones Lms Course Work Template For Oca With Guidance 2018

Încărcat de

Drepturi de autor:

Formate disponibile

ITEC 7481: LMS Coursework Template for Meeting the Requirements of the Online Course Assessment (OCA)

NAME: Kimberly Jones NAME OF LMS: Canvas

Element Screenshot Description

A. A Welcome Statement and Site Navigation Instructions

Template by Julia S. Fuller, 2014 (Updated 2018) 1

B. Basic Support, Directions, and Guidance, including:

1. Overview of the Required

Template by Julia S. Fuller, 2014 (Updated 2018) 2

Template by Julia S. Fuller, 2014 (Updated 2018) 3

5. Links to technical See #4 above. The course

Template by Julia S. Fuller, 2014 (Updated 2018) 4

Template by Julia S. Fuller, 2014 (Updated 2018) 5

9. Definitions of The course

C. Community Building Activities, including:

Template by Julia S. Fuller, 2014 (Updated 2018) 6

2. Methods for students The “Introduce

Template by Julia S. Fuller, 2014 (Updated 2018) 7

D. Course Syllabus and Orientation to Course Syllabus, including:

Template by Julia S. Fuller, 2014 (Updated 2018) 8

Template by Julia S. Fuller, 2014 (Updated 2018) 9

3. Information on Teacher will

Template by Julia S. Fuller, 2014 (Updated 2018) 10

6. Policy for submitting Work must be

Template by Julia S. Fuller, 2014 (Updated 2018) 11

Template by Julia S. Fuller, 2014 (Updated 2018) 12

Template by Julia S. Fuller, 2014 (Updated 2018) 13

Template by Julia S. Fuller, 2014 (Updated 2018) 14

Template by Julia S. Fuller, 2014 (Updated 2018) 16

14. Alignment grid Standards/Objectives Assignments Assessments Each assignment

See example alignment chart in the Course Resources.

Template by Julia S. Fuller, 2014 (Updated 2018) 17

Template by Julia S. Fuller, 2014 (Updated 2018) 18

Template by Julia S. Fuller, 2014 (Updated 2018) 19

Template by Julia S. Fuller, 2014 (Updated 2018) 20

Template by Julia S. Fuller, 2014 (Updated 2018) 21

Template by Julia S. Fuller, 2014 (Updated 2018) 22

Template by Julia S. Fuller, 2014 (Updated 2018) 23

Template by Julia S. Fuller, 2014 (Updated 2018) 24

Template by Julia S. Fuller, 2014 (Updated 2018) 25

Template by Julia S. Fuller, 2014 (Updated 2018) 26

Template by Julia S. Fuller, 2014 (Updated 2018) 27

Template by Julia S. Fuller, 2014 (Updated 2018) 28

F. Assessments of Student Learning that:

Template by Julia S. Fuller, 2014 (Updated 2018) 29

Did you include a screenshot of rubrics, checklists, grading forms, etc.?

Template by Julia S. Fuller, 2014 (Updated 2018) 32

5. Include pre- and Module 2

Template by Julia S. Fuller, 2014 (Updated 2018) 34

Template by Julia S. Fuller, 2014 (Updated 2018) 36

Template by Julia S. Fuller, 2014 (Updated 2018) 37

Template by Julia S. Fuller, 2014 (Updated 2018) 38

Template by Julia S. Fuller, 2014 (Updated 2018) 40

G. Evaluation of Course Materials and Instructional Practices including:

Template by Julia S. Fuller, 2014 (Updated 2018) 41

Template by Julia S. Fuller, 2014 (Updated 2018) 42

Template by Julia S. Fuller, 2014 (Updated 2018) 43

Template by Julia S. Fuller, 2014 (Updated 2018) 44

Template by Julia S. Fuller, 2014 (Updated 2018) 46

S-ar putea să vă placă și