Professional Development in EducationSchool of Education, Health and Human Performance

University of Charleston, South CarolinaSyllabus

Course Number and Title: EDPD 820 J “Meeting Student Needs through Differentiated Instruction”

Graduate Hours: 3 graduate credits

Location of Course: On-line learning environment for the South Carolina Department of Education Office of eLearning, currently using Moodle course management system located at http://scde.mrooms.org/ with username and password required for course access.

Facilitator: Cindy Jones Email: Cynthia.Jones@ed.sc.gov Phone: 843-423-1077Semester: Spring 2015

Dates and Times Course:March 23, 2015 – May 11, 2015

Orientation Session: 2 hours6 Weekly Sessions: 42 hoursDiscussion Forum and responses: 14 hoursBlackboard Collaborate Meetings: 3 hours

Communication:This is an online course. There will be no face-to-face meetings, however the facilitatorwill communicate with her students in various ways such email, Blackboard Collaborate, and other audio and electronic communication. The facilitator will post office hours in the course to communicate with students. Facilitators will use the following communication guide to make sure all students have a positive experience with the course. The communication below will serve as a bridge between the teacher and participant.

• Call each participant at the beginning of the courseo Send out a welcome email with a welcome letter with contact

information for the facilitator listed in the welcome letter and email.

o All contact information for the facilitator will be listed.• Send out weekly email reminders about work progress and work due. The

facilitator will contact a participant if they miss one week’s worth of work and offer to assist with catching up.

• Host 3 Blackboard Collaborate meetings during the course (one every other week). The meetings will be recorded with a "keyword" at the end and have the participant who cannot attend listen to the recording and email the teacher the "keyword." The teacher will document the attendance within the course grade-book and/or attendance spreadsheet.

Each communication will be documented within a spreadsheet for communication tracking purposes. This spreadsheet can be turned in with the grade-book at the end of the semester.

Text/Materials:The online materials are from EdTech Leaders Online and Education DevelopmentCenter. Since the inception of EdTech Leaders Online (ETLO) in the fall of 2000, educational organizations from across the country have become a part of a national learning community. ETLO has enabled them to add standards-based online courses to professional development programs, to prepare teachers to effectively integrate technology into their curricula, and to develop successful online courses for teachers and students. ETLO's programs offer high-quality content delivered by an expert staff, along with ongoing, individualized support.

With over 350 projects around the globe, Education Development Center, Inc. (EDC) is one of the world's leading nonprofit educational research intuitions. Founded in 1958, EDC has long been a leader in curriculum development, professional development, educational research, and innovative uses of technology in education. EDC conducts research and develops programs in such areas as early childhood development, K-12 education, workforce preparation, learning technologies, and institutional reform.

All materials and web sites are listed throughout the syllabi.

Grading: Pass/Fail, 80% of total course points = Pass.**As per the University of Charleston, South Carolina Graduate Catalog, a pass/fail course carries zero (0) credits and thus cannot be converted to a letter grade.

Purpose of the Course and Expected Participation Outcomes:This course will enable participants to understand and respond to students’ individuallearning styles using numerous resources found on the Internet.

Course Description:Every classroom is made up of individuals with diverse strengths, backgrounds, and approaches to learning. Understanding and responding to students' individual learning styles and needs can be a challenge for teachers. Participants in this course, Meeting Students Needs through Differentiated Instruction, will be introduced to learning theory related to learning styles and multiple intelligences, as well as web-based resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences. Participants will become familiar with teaching strategies and tools targeted for each learning style and intelligence and develop a preliminary lesson plan using those strategies and tools.

The course relates to the C of C conceptual framework and theme of making the teaching and learning connection by helping participants to become familiar with

teaching strategies and tools targeted for each learning style and intelligence and develop a preliminary lesson plan using those strategies and tools.

Goals/Standards/Objectives: All goals and objectives are correlated to the C of C Teaching and Learning Standards and the National Educational Technology Standards and Performance Indicators for Teachers. www . c o fc . e du/~pdie w ww.ist e .o r g

This course will enable participants to:

1. Understand the principles of addressing individual learning styles and multiple intelligences (EHHP I) (ISTE 1, 2, 3, 4, 5)

2. Understand strategies for assessing learning styles and multiple intelligences of students (EHHP II, III) (ISTE 2, 3, 4)

3. Identify characteristics of the eight multiple intelligences described by HowardGardner (EHHP II, III, IV) (ISTE 1, 5)

4. Identify strategies to use in lesson design to address students' multiple intelligences (EHHP III, IV, V) (ISTE 2, 3, 4)

5. Identify characteristics of a variety of learning styles (EHHP II, VI) (ISTE 2, 3, 4)6. Identify techniques to use in lesson design to address a variety of learning styles

(EHHP I, II, III, IV) (ISTE 1, 2, 3, 4, 5)7. Identify and use a variety of assessment techniques to provide for students'

learning styles and intelligences (EHHP V, VI) (ISTE 2, 3, 4)8. Develop a technology-rich, standards-based lesson plan which provides for

students' learning styles and multiple intelligences (EHHP II, III, IV) (ISTE 2, 3,4)

Course Activities:This course is divided into seven, one-week sessions (one Orientation session, six content sessions with last session including the Course Wrap-Up) which each include readings, activities, and an online discussion among course participants.

Assessment and Grading:

Final Projects:

1. Participants will create a lesson plan that incorporates activities to address at l ea st th re e multiple intelligences.

2. Participants will create one authentic assessment and a scoring rubric to support submitted lesson plan. (in lesson plan rubric)

3. Participants will create a lesson plan that incorporates activities to address at least three multiple intelligences, create an authentic assessment to support the written lesson plan, and create a scoring rubric for use with authentic assessment.85 Points

Discussion Forums ParticipationParticipants will be evaluated on the frequency and quality of their discussion boardparticipation. Participants are required to post a minimum of three substantial postings each session, including one that begins a new thread and one that responds to two others threads. Postings that begin new threads will be reviewed based on their relevance,

demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone.

Grading of Assessments:

Orientation Course: 30 pointsParticipation & Attendance 20 pointsDiscussion Forums: Includes Original Thread and 2 Responses(10 x 6 = 60 pts for original, 6 x 12 = 72 pts each response) 132 points

Blackboard Collaborate Attendance 3 x 3 = 9 points

Final Project (Lesson Plan and Assessment ) 85 p oi n t s

Total Points = 276 points

Assessment and Grading: Pass/FailGrade: Points needed

Pass 204 or higher Fail 203 or less Attendance:• Attendance will be determined by completion of weekly online assignments.Assignment due dates are midnight of the last date of each session.• Office of e Learning’s Learning Management System’s time stamp given within the Assignment Attachments and the Discussion Forum will determine if the assignments were completed on time.• Late assignments will not be accepted without prior arrangement with instructor.• An assignment calendar and rubric for participant use can be viewed online or downloaded via the Course Information button, after the course instructor has given registered participants login information for the online course.

Professionalism and Ethics: As a member of the professional development community, participants are expected to evidence a high standard of personal conduct, respect and honorable professional characteristics in the presentation of their course assignments and interaction with class peers.

Disability Statement: If there are participants in this class who have a documented disability that allows him/her to receive accommodations they are asked to please speak privately with the course instructor.

Auditing Statement: Some students may have elected to audit this course. If you have selected to audit, no official record will appear that you have audited the course at the College of Charleston. Additionally you may not be added to the class roll after the class has been in session for more than two (2) weeks.

Course Calendar:

The outline for the course is as follows: Orientation SessionSession One: Defining Differentiated InstructionSession Two: Preparing Your Classroom for Differentiated InstructionSession Three: Identifying Student Strengths and NeedsSession Four: Strategies for Differentiating Your InstructionSession Five: Using Technology to Support Differentiated InstructionSession Six: Assessment in the Differentiated Classroom /Share and Review/ Final Project/ Course Wrap-Up Session

Course participants are expected to complete weekly assignments, including active participation in the online discussion board. In addition, participants will develop and share their ideas to incorporate tools and strategies presented in the course into their own curricula.

Orientation Session:Complete the Orientation course. Make sure that you upload your orientation completion certificate in the orientation assignment block.In addition to the orientation course you will also have the following assignments:Session One: Defining Differentiated InstructionIn this session you will be introduced to the differentiated instruction (DI) framework. Through several readings from experts in the field, you will understand the guiding tenets of DI, while also exploring some of the criticism and misconceptions that exist about DI. You will also view a short introductory video from Carol Tomlinson in which she articulates the imperative for differentiating classroom instruction for today’s students, and review the final project for this course.  In the discussion area, you will reflect on your current school and classroom practices regarding Differentiated Instruction. Readings:

What is Differentiated Instruction , DifferentiationCentralThis article defines the concept of differentiated instruction and highlights the key elements of the differentiated instruction model.

Differentiated Instruction: Setting the Pedagogy Straight , Rick WormeliAuthor Rick Wormeli reaffirms the basic tenets of differentiated instruction while responding to recent criticism by Mike Schmoker.

23 Myths of Differentiated Instruction , Mark PenningtonAuthor and educator Mark Pennington addresses several misconceptions about differentiated instruction and clarifies how teachers can differentiate in a variety of classroom settings and with all students.

Activities: Watch New Teacher Survival Guide: Differentiating Instruction, The

Teaching Channel Do Collaborative Brainstorm with Padlet Self Assess

Discuss:To what extent has differentiated instruction been addressed or encouraged in your school? Based on what you have learned about DI in this session, identify one area in which you see potential for improvement either at the school or classroom level when it comes to effectively implementing DI.Be sure to return to the discussion forum frequently during the session to read and respond to comments posted by other participants.

Session Two: Preparing Your Classroom for Differentiated InstructionA great deal of the confusion around, and resistance to, differentiated instruction is the belief that the practice involves more work for the classroom teacher.  For the properly prepared teacher and classroom, however, differentiated instruction proves to be a more efficient means of meeting the learning goals of all of your students by being proactive rather than reactive.  In this session, you will review strategies for preparing both your classroom and your students to learn via differentiated instruction.  You will also watch a video to see how a team of teachers at an elementary school plan interdisciplinary lessons together and challenge each other to incorporate strategies to differentiate instruction. Readings:

A Teacher's Guide to Differentiating Instruction , The Center for Comprehensive School Reform and ImprovementThis article describes four planning steps to set the stage for effective differentiated instruction and strategies to help teachers vary process, materials and assessment in order to reach the needs of all learners.

How Does PBL Support Differentiated Instruction , Buck Institute of EducationIn this interview with John McCarthy from the Buck Institute of Education, you will learn how incorporating project-based learning into the curriculum allows you to differentiate instruction for all students.

Setting the Stage for Differentiation , Cindy MassicotteThis article discusses strategies to prepare your classroom and your students to learn in a differentiated instruction culture.

Activities: Watch a Video

Teachers Support Differentiated Learning Through Professional Development and Collaboration, EdutopiaThis video highlights how the teachers at Forest Lake Elementary plan lessons together and collaborate to ensure their instruction meets the varied needs of their students.

Designing Your ClassroomPractice using the Designing Your Classroom app to explore how differentiated instruction might change your use of classroom space. Be sure to use the tool’s Capture option to save your image. You will share your classroom images in the discussion this week and explain how your ideal classroom design supports a differentiated learning environment.

Begin Your Final ProjectThroughout this course you will be working on a lesson plan that utilizes differentiated instruction techniques and strategies. In this session, you will begin planning for this lesson.Discuss: This week you had the chance to use the Designing Your Classroom app to explore how differentiated instruction might change your use of classroom space. Share your classroom images in the discussion this week and explain how your ideal classroom design supports a differentiated learning environment.Session Three: Identifying Student Strengths and NeedsStudents enter your classroom with different experiences, strengths, backgrounds, and they come to you at varying stages of mental, emotional and physical development.  All of these differences can impact how they learn in the classroom.  As teachers, it is important to help students identify where they are in terms of their knowledge, skills and competencies and also to understand what prior experiences may influence their attitudes towards school.  Getting to know your students will help to you connect your own

learning goals and expectations for your students to their personal goals and expectations so they can experience as much success as possible.  This week you will learn strategies to get to know students and to pre-assess their knowledge to help you differentiate your lessons so that everyone can achieve their maximum potential.  Readings:

Differentiation: It Starts with Pre-Assessment , Emily PendergrassLearn how one teacher utilizes pre-assessment data to structure classroom activities that meet the individual needs of her students and allow each student to be successful while addressing the learning objectives for her class.

The Stigma of Low Expectations , Peter DeWittIn this article, Peter DeWitt discusses the importance of having high expectations for all students regardless of previous performance.

Pre-Assessment in the Differentiated Classroom , Catherine M. BrightonThis article reviews three types of pre-assessments that can be used to gather information on your students and aid in effective differentiation.

The Secret Weapon: Getting to Know Your Students , Education WorldThe author stresses the importance of getting to know your students personally so that you can build a sense of community in your classroom and use your knowledge of your students personalities, likes, and interests to help tailor your lessons and activities to better meet their needs.

Activities: Activity 1: Watch a Video

In this funny and engaging Ted Talk, “How to Escape Education's Death Valley” Sir Ken Robinson explains why schools in the United States need to make the effort to personalize learning for students to make sure they are supported and challenged so that they can meet their full potential.

Activity 2: Learn about the Whole Child InitiativeASCD's Whole Child Initiative aims to “change the conversation about education from a focus on narrowly defined academic achievement to one that promotes the long term development and success of children.” Learn about the five tenets of the Whole Child Initiative and examine the Indicators document and self-assess how you and your school are working to meet the needs of students.

Activity 3: Explore Learning Profile and Interest InventoriesScroll down a bit to explore this collection of Data Collection Tools that will allow you to get to know your students learning needs. You can also explore these Guiding Questions to Help Teachers Address All Students’ Needs to help you plan your pre-assessments.

Activity 4: Continue Work on your Planning TemplateDiscuss:In his TED Talk, Sir Ken Robinson discusses the need for schools to personalize education for students. Describe some specific examples of how you plan to use pre-assessments and other activities that will help you get to know more about your students to personalize your instruction while still ensuring you address all of your curriculum goals.

Session Four: Strategies for Differentiating Your InstructionEducators want to meet the needs of all of their students but sometimes it can be

overwhelming to try and address the great variety of needs and abilities in any given classroom.  This session will provide you with resources and strategies that will help teach you how you can begin to differentiate instruction in your classroom so that all students are properly supported and challenged.  Readings:

Several Ways to Differentiate Instruction (a two-part Q&A series), Larry Ferlazzo  [Part Two]In this two-part series, several experts from the field of DI share their responses to the question, “What is the best advice you can give to a teacher about differentiating instruction?”

Six Strategies for Differentiated Instruction in Project-Based Learning , Andrew MillerProject-based learning naturally lends itself to differentiated instruction. This article reviews six strategies for differentiating that could be used during a PBL project.

The How To's of Planning Lessons Differentiated by Learning Profile , Carol Ann TomlinsonThis chapter is an excerpt from Carol Tomlinson’s book, How to Differentiate Instruction in Mixed-Ability Classrooms. In this chapter, the author describes four categories of learning-profile factors, and provides several strategies that teachers can use to plan curriculum and instruction that fit individual learning needs.

Activities: Activity 1: Watch a Video

In the video, Differentiating with Learning Menus, you will observe how social studies teacher, Mary Vagenas, using learning menus with her students and gives them many options to demonstrate what they know in a way that is best suited to their personal learning style.

Activity 2: Explore StrategiesExplore the collection of differentiation strategies in the links below. In many cases, you can download a template to modify and create a learning menu, choice board, or graphic organizer targeted to your curriculum objectives.Differentiation Strategies, John McCarthyDifferentiation Templates, Dare to Differentiate

Activity 3: Complete Your TemplateContinue working on your template adding the ideas and strategies you plan to use to make sure you provide students with the support or enrichment that they need.Discuss:Describe how you plan to modify one activity to meet the needs of one of your most gifted students and how you will modify it so that one of your struggling students will develop the knowledge and skills necessary to accomplish your learning objective.

Session Five: Using Technology to Support Differentiated InstructionWhile it is certainly possible to create a wonderful and successful differentiated learning experience without the use of technology, there are many great technology tools and resources that can help you as well.  This session will focus on incorporating technology into your planning, and how technology can help your students display their learning and knowledge.  You will explore many different technology tools that will help you to differentiate instruction to adapt to students varied learning needs.Readings:

Can Technology Help Students Find the “Sweet Spot” for Learning? , Mind/Shift

BlogCognitive scientist Daniel Willingham uses the term “Sweet Spot for Learning” to describe when students are working on a problem that is easy enough to be solved yet difficult enough to take some mental effort. He says that large classes and not enough differentiation in classrooms prevent students from experiencing that sweet spot as often as they should. This article explains how technology can be used to help more students spend more time hitting that “sweet spot.”

Ten Tips for Personalized Learning via Technology , EdutopiaThis article describes several web-based tools and strategies that teachers and students at Forest Lake Elementary in South Carolina are using to differentiate instruction and meet the needs of their students.

Differentiated, Personalized & Adaptive Learning: some clarity for EDUCAUSE , e-LiterateIn this blog post, the author describes the subtle differences between differentiated, personalized and adaptive learning. All strive to help students to be appropriately challenged and supported but adaptive learning is the newest trend which really utilizes technology to adapt to student responses so that they are presented with information and tasks targeted to their specific needs.

Activities: Activity 1: Watch a Video

Learn how second-grade teacher Robert Pronovost differentiates math instruction to match students' individual learning styles by using a variety of technology tools and resources.

Activity 2: Browse Technology ToolsExplore technology resources that can be helpful when preparing for differentiated instruction and when working with diverse learners. We have divided the resources into categories:CONTENT-READY RESOURCES, CONTENT CREATION TOOLS, and SKILL SUPPORT AND ASSISTIVE TECHNOLOGIES. Explore the resources in all three sections or focus on the type of tool that will be most useful to you.

Activity 3: Complete your Planning TemplateDiscuss:Think of one of your students and describe that student's specific learning needs. Then describe how you can use technology to appropriately challenge or support this student and address his or her needs.Session Six: Assessment in the Differentiated ClassroomIn addition to varying the strategies and methods used to instruct students, teachers must also differentiate how they assess student learning.  In this session, you will explore a variety of strategies that you can use to assess student understanding and you will add your ideas about differentiated assessment to your planning template which will be submitted to your facilitator at the end of the session.  In the final discussion forum, you will reflect on how the strategies you plan to use to differentiate your assessment differ from previous strategies you used to assess learning in your classroom.  Readings:

Seven Practices for Effective Learning , Jay McTighe and Ken Conner This article defines three types of assessment: formative, diagnostic and summative. It then goes on to explain seven specific assessment and grading practices that can enhance teaching and learning.

Learning to Love Assessment , Carol Ann TomlinsonIn this article, Carol Tomlinson describes ten things she has come to understand as a teacher regarding “informative” assessment.

From Differentiated Instruction to Differentiated Assessment , Douglas B. ReevesThis article focuses on the “Homework Menu” approach which allows a teacher to create a single assignment, that still offers some choice and control for the student.

Activities: Activity 1: Watch a Video

What is Authentic Assessment?In this video, you will listen to teachers and students at New York City’s School of the Future explain how they are implementing authentic assessment in the school across grades six through twelve.

Activity 2: Design AssessmentsIntel’s Assessing Projects Tool is a free application that you can use to design your own assessments for different purposes. You can also access a library of existing assessments which you can then modify and personalize as needed. The site also offers opportunities to learn more about assessment strategies and research. Take some time to create an account and explore how this tool can help you to plan for assessment.

Activity 3: Complete your planning TemplateDiscuss:Reflect on your lesson plan and describe how your assessments will demonstrate the accommodations you have made in your lesson and how they differ from the assessment strategies you may have used in the past to assess the knowledge and skills you are targeting.

Final Product Template: Participants will use the Differentiated Instruction Lesson PlanTemplate to incorporate activities and authentic assessments in their lessons. The template is a Microsoft Word document. The templateis also available in PDF format.

Discussion Forums: Participants are expected to complete weekly discussion assignments and actively participate in the online discussionboard. In the discussions, participants will develop and share their ideas to incorporate tools and strategies presented in the course into their own curricula.

Differentiating Instruction to Accommodate Learning StylesLesson Plan Template

Participant’s Name:_

IntroductionAs the final product for this course, you will create your own lesson plan, taking into consideration the different learning styles of students in your classroom. This workshop will introduce you to a number of strategies for identifying different learning styles and then differentiating instruction accordingly. Use this template to help you manage your thoughts as you work through the course.

1. Lesson Title:2. Grade Level: 3. Time Allotment:4. Lesson Overview: Write a brief s u m m a r y of the lesson plan and the concepts to be taught.

5. Goals/Objectives: What do you want your students to be able to do?

6. SC Standards: What statestandards will your lesson address? http:// e d.s c . g ov/ a g e n c y / S t a nd ar ds -a n d- L e a r ni n g /A ca d e mi c - S t a nd ar ds/ind e x .html

7. NET’s Standards: What technology standards will your lesson address?http://www.ist e .o r g / C ont e nt/N a vig a tionM e nu/N E T S / F o r T e a c h er s/2008 S t a nd ar ds/NET S _T_ S t a nd ar ds_ F in a l.p d f

8. Materials Needed:

9. Teacher Preparation: What will you need to do prior to the lesson?

10. Multiple Intelligences: Use this list to keep track of the intelligences that your activities draw on by placing a check markin the relevant category for each activity. Refer to the following article to remind yourself of the definitions of each intelligence: http://www . pbs.o r g /w n e t/ g p erf / e d u c a tion/ e d_mi_ov er vi e w.html

Activity Linguistic Logical/ Mathematical Musical Kinesthetic Spatial Naturalist Intra-personal Inter-personal Existential

11. Effective Use of Technology: What technology will students use? List sites and equipment below.

12. Authentic Assessment:How will you assess student work while taking into consideration what you know now about multiple intelligences? Provide a brief description below and attach your assessment to the end of this document.

13. Scoring Rubric: Create a rubric to score student work. Provide a brief description of how youdecided to score the work below and attach your rubric to the end of this document.

14. Notes:

Final Project Lesson Plan Rubric

Participant:

In the top rubric are the points awarded for completion of the parts of the lesson plan template. In the bottom portion of the rubric are the points possible for applying course knowledge to plan an effective lesson for children of poverty. The total points from each rubric are added together for a possible total point value of85 Points

Lesson Component Description Points Possible Points Earned*Each section is awarded all possible points, or no points.*

Title

The lesson’s title isdescriptive and the

topic is evident. 1

Grade Level

The content isappropriate for the

grade level and meets grade level

standards.

2

Time Allotted

The time allottedfor the lesson is

adequate. 2

Overview

The lessonoverview gives a brief summary of

the plan and content addressed.

5

Goals

The goals for thelesson are clear,

concise, and match the lesson content.

5

Standards

The standards listedare SC state

standards, or NETS standards, and are evident throughout

the lesson.5

Materials

All materialsneeded for the

lesson are listed, and any technology

or software not discussed in the

course is explained.

5

Teacher Activities

Activities that willbe completed by the

teacher are complete,

organized, writtenclearly and are easy

to understand.

5

Student Activities

Activities that willbe completed by the

student are complete,

organized, writtenclearly and are easy

to understand.

5

Assessment

The assessmentplanned for the

lesson is appropriate for the

indicated grade level, and is an

appropriate assessment for the lesson activities. Ifa rubric is used, it is

included with the lesson template.

5

Total Points Earned:Application of

Course Knowledge Description PointsEarned

15 points 10 points 5 pointsDemonstrates the

use of BestPractices

The participantsoverall plan

demonstrates outstanding

knowledge of

The participantsoverall plan

demonstrates adequate

knowledge of

The participantsoverall plan

does not demonstrate

knowledge of

course content asrelated to using best practices

with children of poverty.

course content asrelated to using best practices

with children of poverty.

course contentas related to using best

practices with children of

poverty.

Demonstrates theIntegration ofTechnology

The participantsoverall plan

demonstrates well-organized

and highly meaningful

integration of technology.

The participantsoverall plan

demonstrates organized and

somewhat meaningful

integration of technology.

The participantsoverall plan

does not demonstrate

organized and meaningful

integration of technology.

DemonstratesTechniques to

Motivate Students

The participantsoverall plan

demonstrates at least 3 different

ways to motivate children of

poverty.

The participantsoverall plan uses2 different ways

to motivate children of

poverty.

The participantsoverall plan

does not demonstrate

knowledge of motivating children of

poverty.

Total PointsEarned:

Total Points Earned from Lesson Components

Total Points Earned from Application of Course Knowledge

Total Lesson Plan Template Points

Attendance and Participation Rubric

Participant:

Participants are expected to contribute to and attend each weekly course session. This is demonstrated through the completion of course activities, readings, and posting to the discussion forum. The final project must also be turned in promptly. Points awarded for the completion of the End-of-Course Survey in Moodle, and the Final Course Project are either all or none

Dimension Points Available Points Earned2 points

Per Session2 x 6 - 12

1 pointsPer Session

0 pointPer Session

CourseActivities

The participantactively

participated in each of the six

course sessions.

The participantactively

participated in3 or 4 of the six course sessions.

The participantactively

participated in1 or 2 of the six course sessions.

4 Points

End-of- Course Survey

The participantcompleted the end-of-course

survey provided through Moodle.

Final CourseProject

The participantcompleted and posted the final course project

by thespecified due

date.

Total Points:

Discussion Forum RubricsIncludes Original Thread and Response to Original Thread

Participant: Session Week:

Participants are required to post a minimum of 3 postings during each coursesession. The postings must include one original thread, and two threads that respond to an existing thread created by another participant. Original thread postings will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Response postings will be evaluated on relevance, the degree to which they extend the discussion, and positive tone.

Rubric for an Original Thread

6 x 10 = 60 possible pointsDimension Points Available Points Earned

2 1 0

Professionalism

Theparticipants thread was posted by

Wednesday of the session

week.

Theparticipants thread was posted by

Thursday of the session

week.

Theparticipants thread was posted after Thursday of the session

week.

Relevance

Theparticipants

thread directly responded to the questions or directions

specified in the assignment.

Theparticipants

thread partially responded to the questionsor directions

specified in the assignment.

Theparticipants

thread did not respond to the questions or directions

specified in the assignment.

Understanding

Theparticipants

thread directly showed

evidence that he/ she read

and understood the assigned

reading selections.

Theparticipants

thread partially showed

evidence that he/ she read

and understood the assigned

reading selections.

Theparticipants

thread did not show evidence

that he/ she read and

understood the assigned reading

selections.

Examples

Theparticipants

thread included more than 3,

examples and/ or specific

ideas in regards to the topic

listed.

Theparticipants

thread included2 or less,

examples and/ or specific

ideas in regards to the topic

listed.

Theparticipants

thread included 1 or less examples

and/ or specific ideas in regards

to the topic listed.

Quality

Theparticipants

thread demonstrates outstanding professional depth and quality.

Theparticipants

thread demonstrates

adequate professional depth and quality.

Theparticipants

thread did not demonstrate professional depth and quality.

Total Points:

Rubric for Response Threads

*Participants are expected to reply to two others’ threads. This is an all or none activity.*

12 x 6 = 72 possible points

Dimension Points Available Points Earned2 0

Professionalism

Theparticipants

response was specific to the

concepts discussed in

original message.

Extension ofDiscussion

Theparticipants

response extended the discussion by introducing a new idea or

adding to the

idea introducedin the original

message.

Tone andProfessionalism

Theparticipants

response was positive in tone

andprofessional in

nature.

Total Points:

Total Points from Original ThreadTotal Points from Response Threads

Total Points for Discussion

Blackboard Collaborate Attendance Rubric

Participant:

Participants are expected to attend (either live-time or by listening to the recording and e-mailing the facilitator the keyword at the end of the meeting) 3 Blackboard Collaborate meetings throughout the course. After each meeting, the participant is expected to reflect on the meeting via a journal on Moodle. Each Blackboard Collaborate meeting will be held on Thursday of the designated session week, and the reflection is due no later than 7 days after the meeting (the following Thursday).3 x 3 = 9 points

Dimension Points Available Points Earned3 points 0 point

Attendance

The participantattended the Blackboard Collaborate meeting and participated fully in the

conversations. (Live or

Recording)

The participantdid not attend

or view recording of the session.

Total Points:

Rubric for Orientation Course(30 Total possible points)

Dimension Points Available Points EarnedDescription Points

PossibleGetting Started The participant will read

information concerning best practices for taking online courses, will read information about managing their time while they take an online course, and will complete a quiz about what it means to take an online course.

2

eLearningSC Policy andProcedures

The participant will readeLearningSC PD’s Policy and Procedures document and will agree to terms.

1

eLearningSC PD Websites

The participant will reviewwebsites that are vital in successful completion on an eLearningSC PD’s online course. Participants will also complete an online quiz about websites.

2

CompletingAssignments

Participants will reviewinformation on how to successfully upload assignments. Participants will review videos and will complete How to Complete Assignments quiz .

2

Checking YourProgress

Participants will read abouthow to find their grades.

1

Academic Integrity Participants will readeLearningSC PD’s Academic Integrity Policy and agree with policy.

1

Acceptable UsePolicy

Participants will read and agreeto policy.

1

Communicationand Netiquette

Participants will read aboutbest practices in communication and netiquette in an online environment.

1

Participants will take a quiz oninformation.

TechnicalRequirements

Participants will read thetechnical requirement guidelines and agree to terms.

1

BB Collaborate Participants will reviewinformation on how to attendBB Collaborate meetings.

1

Official Documents and Transcripts

Participants will review theprocedures on how to obtain official documents and transcripts

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Get YourCertificate

Participants will receive acertificate when they complete the course. Participants must upload their certificate in the Orientation Session Block of each course they take.

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Discussion Forum 15Total Orientation Course Points: 30

***Beginning Nov. 1, 2013, all Transcript Requests received in the mail will be returned. Detailed instructions and information regarding Transcripts are available in the Transcripts section of the Registrar’s website at: Registrar.cofc.edu/transcripts/

The two options for requesting an Official Transcript are: ONLINE through Banner Self Service in MyCharleston with a non-Visa credit card or

eCheck (NEW)OR

IN PERSON to pay at the Treasurer’s Office and submit the receipt and request at the Registrar’s Office. (Payment must be provided at the time of request. We do not accept requests or payment by fax, email, or telephone.)

Please see instructions for accessing MyCharleston, including: Requesting Official Transcripts, Viewing Unofficial Transcripts, and Checking the Status of Submitted Requests.

(For MyCharleston assistance call the Helpdesk at (843-953-3375) to access My Charleston.)