DESCRIPTION
Faculty members have worked extraordinarily hard to deliver academic continuity to their students this spring. As we look ahead, teachers must be prepared to deliver their courses in a hybrid learning model in order to toggle between being on-campus and online in 2020-2021. This course is designed for a cohort from the same school to move through together.
This three-unit course trains middle and high school teachers in the essentials of hybrid course design, development, and facilitation. During the first two units/weeks, teachers learn to design and build a course with the assumption that some of the work will be done fully online - either synchronously or asynchronously - at any given time. They will work backwards from defined values and learning objectives and learn to predict how design decisions affect outcomes. Teachers then focus on building a pedagogically rich hybrid experience within the design. Teachers work collaboratively during the first two weeks of the course.
The third unit focuses on teaching a hybrid class. This unit is asynchronous and self-paced for teachers to complete after the course has been designed and built.
Some material covered in the course may feel familiar, and other topics may be new and very challenging; but the course is scaffolded so that teachers can recast themselves as designers of learning experiences.
By the end of this course, teachers will be able to:
This three-unit course trains middle and high school teachers in the essentials of hybrid course design, development, and facilitation. During the first two units/weeks, teachers learn to design and build a course with the assumption that some of the work will be done fully online - either synchronously or asynchronously - at any given time. They will work backwards from defined values and learning objectives and learn to predict how design decisions affect outcomes. Teachers then focus on building a pedagogically rich hybrid experience within the design. Teachers work collaboratively during the first two weeks of the course.
The third unit focuses on teaching a hybrid class. This unit is asynchronous and self-paced for teachers to complete after the course has been designed and built.
Some material covered in the course may feel familiar, and other topics may be new and very challenging; but the course is scaffolded so that teachers can recast themselves as designers of learning experiences.
By the end of this course, teachers will be able to:
- design and build a course that can be delivered in-person or online;
- leverage technology for active and mastery-based learning; and
- maintain the values of your school community during hybrid learning.
COURSE FORMAT
Teachers will be guided through an online course, which will take about four hours to complete per unit. The first two weeks/units of this course are asynchronous, but class-paced. There is no fixed time for participation, but assignments are due each week. Throughout the first two weeks, participants will connect and collaborate with each other through interactive media, including short videos and discussion boards. The third unit of this course is asynchronous and self-paced, with access to the third unit until September 27.
TUITION
It is not possible to individually enroll for this course. Instead, a school may enroll its entire divisional faculty for the course using this "Register" link above. The price is varied depending on the size of a school's faculty (grades 6 and above). For every FTE in the upper and/or middle school, the cost is $300 for consortium schools; $450 for all other participants.
Upon registering the school, One Schoolhouse will set up an on-boarding call for key administrators at your school, and forward along an Excel spreadsheet for your school to sign up individuals for the correct sessions.
Upon registering the school, One Schoolhouse will set up an on-boarding call for key administrators at your school, and forward along an Excel spreadsheet for your school to sign up individuals for the correct sessions.
WHAT PARTICIPANTS SAY
“This course crystalized for me that almost all of our school initiatives are actually part of a larger overarching essential question of what is learning in the context of our mission and vision, and how can we facilitate learning now and in the future, with or without a pandemic.”
“The Course Standards and Teacher Competencies were invaluable to me as I reflected on my goals as an educator. It also provided me with distinct areas for measurable professional growth.”
"I appreciated seeing and learning from other teacher comments. It helped me reflect on my weaknesses, strengths, and where I plan to improve in my online teaching methods."
"My favorite aspect of the course was the way the assignments/modules were paced throughout the program. I thought that my facilitator did an amazing job giving thoughtful responses and feedback to all assignments."
“The Course Standards and Teacher Competencies were invaluable to me as I reflected on my goals as an educator. It also provided me with distinct areas for measurable professional growth.”
"I appreciated seeing and learning from other teacher comments. It helped me reflect on my weaknesses, strengths, and where I plan to improve in my online teaching methods."
"My favorite aspect of the course was the way the assignments/modules were paced throughout the program. I thought that my facilitator did an amazing job giving thoughtful responses and feedback to all assignments."