back-2-school professional development
The first course I that would recommend being redesigned as an online course would be the back-to-school PD courses for staff and faculty members. Normally, staff members return to school two days before students to attend allow day PD trainings. Since this looks like it will not be possible for the 2021-2022 school year, the safest and most plausible way to continue this tradition and district requirement would be to have it all online. For this course, I want to focus on bridging the gap in knowledge on how to use Schoology effective to meet student needs.
For the first module, it will be called “Getting Started” and it will include information such as accounts, how to save and access files remotely, and how to get help. Next, I would focus on general Schoology settings such how to set up a profile, installing apps, and how to create and share using the resource’s folder. Once teachers have a basic grasp on how to use and navigate Schoology, I would then transition to instructional design. The purpose of this module is to address face-to-face and online teaching and how to make connections between the two. The goal is for teachers to be able to design high quality and engaging lessons within a virtual environment.
Then, teachers will set up their virtual classrooms, including linking class, course settings, and course organization. There were many complaints at the start of the year by faculty and staff members who felt unequipped to handle virtual learning. By including a PD on how to effectively use Schoology as one of the back-to-school trainings, members will have better confidence in creating an environment that will meet the needs of their students.
world history
The next course I would redesign would be more own course, World History. At the current state, it was hastily put together based on what the district required. But not much thought process went into it after that. While the learning location for most of our students is still unknown at this point, for this task, I am going to assume they will be 100% in person but with devices.
What I would do is use a UbD unit plan and the SUNY online course quality review checklist to build my courses, one module at a time. I would include first a “Getting Started” folder that includes a welcome page, syllabus, relevant campus policies, such as plagiarism and accommodations, resource, and contact information.
As for the design and layout, keeping my course logical and consistent is key. Instructions are provided and text is formatted to enhance readability and improve structure (SUNY Online, 2017). Although the OSCQR says to use 12 pt font, my students prefer 14 pt, especially on Chromebook. Notes are always provided before class and available to be downloaded in a PDF format.
One of the main things I really want to focus on is creating content and activities that provide a variety of engaging resources that facilitate communication, collaboration, critical thinking, and engagement (SUNY Online, 2017). Activities will be geared towards developing learners higher order thinking and problem-solving skills, such as analysis and reflection. I would like to add project-based activities for each unit that emulates real word applications. Most of the materials I use come from our textbook, which provides an online version of the textbook and digital activities. I prefer using the online textbook for activities because they address the standards under OSCQR Standards 29 – 37 (SUNY Online, 2017).
For interaction, feedback will be timely and regular. Schoology recently added additional tools to help provide quick feedback to students. Expectations for online learning will be posted and consistently reinforced. Learners will be expected to participate in weekly discussions online through Schoology. Students can ask questions, complete icebreakers, and answer discussion prompts (SUNY Online, 2017). Most importantly, students will be able to collaborate and interact with each other.
Finally, it is important that I include frequent and appropriate methods to assess my student’s master of content. How students will be graded will be clearly articulated in the syllabus and on assignments. Students can review access to their learning by completing pre-tests, reflective writing, and enrichment activities. Grades will be updated weekly, and parents will be notified of their students’ progress before each progress reports.
References
SUNY Online. (2017). OSCQR – SUNY online course quality review rubric.
https://oscqr.suny.edu/about/about-oscqr/
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