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    InstDsgn Staples Course Proposal

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    donellestaples
    This course will provide K-8 teaching staff with education and training on developing common formative and summative unit assessments aligned to power standards and analyzing student results. The asynchronous online course will utilize student-centered, knowledge-centered, and learner-centered approaches. Teachers will work in professional learning communities to identify power standards, generate assessment artifacts, and reflect on data to improve student learning. The most problematic aspect will likely be teachers' unfamiliarity with unwrapping power standards, while providing timely feedback on discussions and assignments will be most time consuming.

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    © All Rights Reserved
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    InstDsgn Staples Course Proposal

    Uploaded by

    donellestaples
    1K views2 pages
    This course will provide K-8 teaching staff with education and training on developing common formative and summative unit assessments aligned to power standards and analyzing student results. The asynchronous online course will utilize student-centered, knowledge-centered, and learner-centered approaches. Teachers will work in professional learning communities to identify power standards, generate assessment artifacts, and reflect on data to improve student learning. The most problematic aspect will likely be teachers' unfamiliarity with unwrapping power standards, while providing timely feedback on discussions and assignments will be most time consuming.

    Original Description:

    Course Proposal: Common Assessments for Student Learning

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    This course will provide K-8 teaching staff with education and training on developing common formative and summative unit assessments aligned to power standards and analyzing student results. The asynchronous online course will utilize student-centered, knowledge-centered, and learner-centered approaches. Teachers will work in professional learning communities to identify power standards, generate assessment artifacts, and reflect on data to improve student learning. The most problematic aspect will likely be teachers' unfamiliarity with unwrapping power standards, while providing timely feedback on discussions and assignments will be most time consuming.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    1K views2 pages

    InstDsgn Staples Course Proposal

    Uploaded by

    donellestaples
    This course will provide K-8 teaching staff with education and training on developing common formative and summative unit assessments aligned to power standards and analyzing student results. The asynchronous online course will utilize student-centered, knowledge-centered, and learner-centered approaches. Teachers will work in professional learning communities to identify power standards, generate assessment artifacts, and reflect on data to improve student learning. The most problematic aspect will likely be teachers' unfamiliarity with unwrapping power standards, while providing timely feedback on discussions and assignments will be most time consuming.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    New Course Proposal

    Instructional Designer: Donelle Staples

    Description: What will this course be about? Where/how will it be taught?


    Common Assessment for Student Learning will be offered to teaching staff within a
    professional learning community to develop unit assessments, both formative and
    summative, to align with the New Illinois Learning Standards (Common Core
    Standards). This course will provide education and training regarding the
    understanding of methodology, key terminology and specific steps to successfully
    participate in the backward unit design process while aligning assessments to a
    curricular unit as evaluating results for student improvement.
    The course is developed for asynchronous professional development training for
    teams of teachers within an independent or consolidated district.
    The design of the course will be constructed for student-centered learning.
    Knowledge-centered learning approaches will be implemented to apprise students
    (teachers) of collaborative processes to improve student learning. Learner-center
    activities will be offered to encourage synthesis of prior knowledge with new
    content to promote future learning. Students (teachers) will be active learners in
    identifying and unwrapping power standards, chosen through consensus within a
    professional learning community, along with generating assessment-centered
    artifacts for formative and summative assessments. Analysis of data will be a
    cornerstone for improvement and reflection. Purposeful interaction between team
    members will promote a community-centered environment whether asynchronous
    or through a hybrid model.

    Learners: Who are the learners? What do you know about them that might
    make a difference in what you design? (Think about age, prior knowledge,
    familiarity with technology)
    The audience for this course contains K-8 teaching staff, yet could be expanded for
    K-12 educators. All staff have completed and Educator Licensure in the State of
    Illinois, some possessing an advanced degree. Technology skills such as computer
    literacy and program navigation may vary in degree from basic to advanced based
    upon the user. Students (teachers) may or may not be familiar with the course
    content, yet all possess a basic understanding of terminology such as common core
    standards, formative and summative assessments and curriculum. Students
    (teachers) may not be familiar with identifying or unwrapping power standards.

    Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass,
    2008.

    Things that you want to accentuate in your course. This can be related to what
    or how you teach, how students respond, or about the technology. What do you
    want to see happen in this course?
    The course content will focus on the role of a Professional Learning Community
    (PLC) to assist teachers to be able to identify and select appropriate power
    standards for a unit, use a step by step procedure for developing common formative
    and summative assessments for such unit and the analysis of data to response to
    student learning to encourage further growth. Familiarity through participation
    within the process and basic understanding are the objectives.

    Problems that youd like to avoid in your course. Based on past experience, what
    would you predict will drag you down? It could be technology, disinterested
    students, lack of discussion, etc.
    Problems that I would like to avoid which may impede student learning for this
    course include:

    Technological platform issues such in regards to file downloads, viewing of


    supporting content, navigation with computer software needed for
    participation

    Activities without examples.

    Too much information to cause confusion.

    Ambiguous information.

    What might be the most problematic aspect of this course as you teach it?
    I anticipate the most problematic aspect of this course will be the following:
    Teachers level of apprehension/unfamiliarity with unwrapping power
    standards to create assessments.

    The most time consuming aspect of this course as you teach it will be:
    Reading student discussion post and responding to them.
    Timely feedback to students on weekly assignments and/or projects.

    Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass,
    2008.

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