The 2020-2021 school year promises to be unpredictable from start to finish. Teachers may be teaching online, on a hybrid schedule, or juggling students both in class and online in a concurrent classroom. Regardless of the situation teachers are in, it’s helpful to have a strong foundation in online and blended learning.
I’ve designed a self-paced online course to support teachers in developing confidence in their ability to teach a blended learning or online course. My goal was to create a course that would help teachers to develop higher levels of self-efficacy navigating various teaching and learning landscapes. Research has established a clear connection between teachers’ feelings of self-efficacy, their level of engagement at work, and their job satisfaction (Granziera & Perera, 2019). Teachers who report higher levels of self-efficacy are:
- more confident when faced with obstacles or setbacks,
- take more risks,
- experiment with innovative approaches to design and facilitation,
- and are more satisfied with their work (Allinder, 1994; Coladarci, 1992; Dembo & Gibson, 1985; Granziera & Perera, 2019; Klassen & Chiu, 2010; Tschannen-Moran et al., 1998).
The course is composed of six modules (overview below). Each module consists of four video lessons, action items, and templates, resources, and links to related readings. The action items encourage teachers to take what they learned in the video lessons to create resources they can use with students. Below is the breakdown of the course content.
A certificate for 30 continuing education units (CEUs) is available for anyone who completes the entire course. It will be issued automatically when a teacher has completed the course. I’ve also partnered with the Teachers College of San Joaquin so that teachers who want to earn PDUs (professional development units) can earn credit for taking the course.
Module 1: Teaching Presence–Designing Your Blended/Online Course
- Lesson 1: Design Your Course Syllabus
- Lesson 2: Set Up Your Virtual Classroom
- Lesson 3: Curriculum Mapping for First Semester
- Lesson 4: Helping Students Get (and Stay) Organized
Module 2: Teaching Presence–Designing Blended/Online Lessons
- Lesson 1: Explore the Building Blocks of a Blended/Online Lesson
- Lesson 2: Formative Assessment Strategies
- Lesson 3: Differentiation
- Lesson 4: Student Agency
Module 3: Teaching Presence–Blended/Online Instruction
- Introduction: Synchronous vs. Asynchronous Instruction
- Lesson 1: Asynchronous Instruction–Tips for Creating Strong Video Content & Engaging Students Around that Instruction
- Lesson 2: Flip & Engage–Design a Three-Part Flipped Lesson
- Lesson 3: Synchronous Instruction with Video Conferencing
Module 4: Teaching Presence: Facilitating Learning Online
- Lesson 1: Designing Dynamic Discussion Questions
- Lesson 2: Teaching Students to Say Something Substantial
- Lesson 3: Deciding on a Realistic Facilitation Role
- Lesson 4: Facilitating Synchronous Online Discussions
Module 5: Social Presence–Building Community Online
- Lesson 1: Creating a Safe Space Online
- Lesson 2: Getting to Know Your Students Online
- Lesson 3: Building Community with Online Icebreakers
- Lesson 4: Checking-in and Asking for Feedback
Module 6: Cognitive Presence–Student-centered Blended/Online Learning
- Lesson 1: The Station Rotation Model
- Lesson 2: Choice Boards
- Lesson 3: Playlist Model
- Lesson 4: 5Es Learning Experience
School leaders interested in purchasing multiple licenses for your teachers can complete this form.