Professional Development in Education
School of Education, Health and Human Performance
University of Charleston, South Carolina
Syllabus
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: 843-423-1077
Semester: Spring 2015
Dates and Times Course:
March 23, 2015 – May 11, 2015
Orientation Session: 2 hours
6 Weekly Sessions: 42 hours
Discussion Forum and responses: 14 hours
Blackboard Collaborate Meetings: 3 hours
Communication:
This is an online course. There will be no face-to-face meetings, however the facilitator
will 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 course
o 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 Development
Center. 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’ individual
learning 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.cofc.edu/~pdie www.iste.org
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 Howard
Gardner (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 least
three 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 Participation
Participants will be evaluated on the frequency and quality of their discussion board
participation. 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:
Participation & Attendance
Discussion Forums: Includes Original Thread and 2 Responses
(10 x 6 = 60 pts for original, 6 x 12 = 72 pts each response)
Blackboard Collaborate Attendance
3x3
Final Project (Lesson Plan and Assessment )
132 points
=
9 points
85 points
Total Points =
Assessment and Grading: Pass/Fail
Grade:
30 points
20 points
276 points
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 Session
Session One: Defining Differentiated Instruction
Session Two: Preparing Your Classroom for Differentiated Instruction
Session Three: Identifying Student Strengths and Needs
Session Four: Strategies for Differentiating Your Instruction
Session Five: Using Technology to Support Differentiated Instruction
Session 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 Instruction
In 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, DifferentiationCentral
This article defines the concept of differentiated instruction and highlights
the key elements of the differentiated instruction model.
 Differentiated Instruction: Setting the Pedagogy Straight, Rick Wormeli
Author Rick Wormeli reaffirms the basic tenets of differentiated instruction
while responding to recent criticism by Mike Schmoker.
 23 Myths of Differentiated Instruction, Mark Pennington
Author 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 Instruction
A 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 Improvement
This 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
Education
In 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 Massicotte
This 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, Edutopia
This 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 Classroom
Practice 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 Project
Throughout 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 Needs
Students 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 Pendergrass
Learn 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 DeWitt
In 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.
Brighton
This 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
World
The 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 Initiative
ASCD'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 Inventories
Scroll 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 Template
Discuss:
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 preassessments 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 Instruction
Educators 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 Miller
Project-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 Tomlinson
This 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 Strategies
Explore 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 McCarthy
Differentiation Templates, Dare to Differentiate
 Activity 3: Complete Your Template
Continue 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 Instruction
While 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
Blog
Cognitive 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, Edutopia
This 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-Literate
In 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 Tools
Explore 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 Template
Discuss:
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 Classroom
In 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 Tomlinson
In 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.
Reeves
This 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 Assessments
Intel’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 Template
Discuss:
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 Plan
Template to incorporate activities and authentic assessments in their lessons. The template is a Microsoft Word document. The template
is also available in PDF format.
Discussion Forums: Participants are expected to complete weekly discussion assignments and actively participate in the online discussion
board. 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 Styles
Lesson Plan Template
Participant’s Name:_
Introduction
As 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 summary 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 state
standards will your lesson
address?
http://ed.sc.gov/agency/Stand
ards-and-Learning/AcademicStandards/index.html

7. NET’s Standards: What technology standards will your lesson address?
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Stand
ards_Final.pdf

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 mark
in the relevant category for each activity. Refer to the following article to remind yourself of the definitions of each
intelligence: http://www.pbs.org/wnet/gperf/education/ed_mi_overview.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.
14. Notes:
13. Scoring Rubric: Create a rubric to score student work. Provide a brief description of how you
decided to score the work below and attach your rubric to the end of this document.
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 of
85 Points
Lesson Component
Description
Points Possible
Points Earned
*Each section is awarded all possible points, or no points.*
The lesson’s title is
descriptive and the
1
Title
topic is evident.
Grade Level
Time Allotted
Overview
Goals
Standards
The content is
appropriate for the
grade level and
meets grade level
standards.
The time allotted
for the lesson is
adequate.
The lesson
overview gives a
brief summary of
the plan and content
addressed.
The goals for the
lesson are clear,
concise, and match
the lesson content.
The standards listed
are SC state
standards, or NETS
standards, and are
evident throughout
the lesson.
2
2
5
5
5
Materials
Teacher Activities
Student Activities
Assessment
All materials
needed for the
lesson are listed,
and any technology
or software not
discussed in the
course is explained.
5
Activities that will
be completed by the
teacher are
complete, organized,
written
clearly and are easy
to understand.
Activities that will
be completed by the
student are
complete, organized,
written
clearly and are easy
to understand.
The assessment
planned for the
lesson is
appropriate for the
indicated grade
level, and is an
appropriate
assessment for the
lesson activities. If
a rubric is used, it is
included with the
lesson template.
5
5
5
Total Points Earned:
Application of
Course Knowledge
Demonstrates the
use of Best
Practices
Points
Earned
Description
15 points
The participants
overall plan
demonstrates
outstanding
knowledge of
10 points
The participants
overall plan
demonstrates
adequate
knowledge of
5 points
The participants
overall plan
does not
demonstrate
knowledge of
course content as course content as
related to using
related to using
best practices
best practices
with children of with children of
poverty.
poverty.
course content
as related to
using best
practices with
children of
poverty.
Demonstrates the
Integration of
Technology
The participants
overall plan
demonstrates
well-organized
and highly
meaningful
integration of
technology.
The participants
overall plan
demonstrates
organized and
somewhat
meaningful
integration of
technology.
The participants
overall plan
does not
demonstrate
organized and
meaningful
integration of
technology.
Demonstrates
Techniques to
Motivate Students
The participants
overall plan
demonstrates at
least 3 different
ways to motivate
children of
poverty.
The participants
overall plan uses
2 different ways
to motivate
children of
poverty.
The participants
overall plan
does not
demonstrate
knowledge of
motivating
children of
poverty.
Total Points
Earned:
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
Course
Activities
End-ofCourse
Survey
Final Course
Project
2 points
Per Session
2 x 6 - 12
The participant
actively
participated in
each of the six
course
sessions.
Points Available
1 points
Per Session
0 point
Per Session
Points Earned
The participant
actively
participated in
3 or 4 of the
six course
sessions.
The participant
actively
participated in
1 or 2 of the
six course
sessions.
4 Points
The participant
completed the
end-of-course
survey
provided
through
Moodle.
The participant
completed and
posted the final
course project
by the
specified due
date.
Total Points:
Discussion Forum Rubrics
Includes Original Thread and Response to Original Thread
Participant:
Session Week:
Participants are required to post a minimum of 3 postings during each course
session. 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
Dimension
Professionalism
Relevance
Understanding
6 x 10 = 60 possible points
Points Available
2
1
0
The
The
The
participants
participants
participants
thread was
thread was
thread was
posted by
posted by
posted after
Wednesday of
Thursday of
Thursday of
the session
the session
the session
week.
week.
week.
The
participants
thread directly
responded to
the questions
or directions
specified in the
assignment.
The
participants
thread partially
responded to
the questions
or directions
specified in the
assignment.
The
participants
thread did not
respond to the
questions or
directions
specified in the
assignment.
The
participants
thread directly
showed
evidence that
he/ she read
and understood
the assigned
reading
selections.
The
participants
thread partially
showed
evidence that
he/ she read
and understood
the assigned
reading
selections.
The
participants
thread did not
show evidence
that he/ she
read and
understood the
assigned
reading
selections.
Points Earned
Examples
Quality
The
The
The
participants
participants
participants
thread included thread included
thread
more than 3,
2 or less,
included 1 or
examples and/ examples and/
less examples
or specific
or specific
and/ or specific
ideas in regards ideas in regards ideas in regards
to the topic
to the topic
to the topic
listed.
listed.
listed.
The
participants
thread
demonstrates
outstanding
professional
depth and
quality.
The
participants
thread
demonstrates
adequate
professional
depth and
quality.
The
participants
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 Earned
2
0
The
participants
response was
specific to the
Professionalism
concepts
discussed in
original
message.
The
participants
response
extended the
Extension of
discussion by
Discussion
introducing a
new idea or
adding to the
Tone and
Professionalism
idea introduced
in the original
message.
The
participants
response was
positive in tone
and
professional in
nature.
Total Points:
Total Points from Original Thread
Total 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 Earned
3 points
0 point
The participant
The participant
attended the
did not attend
Blackboard
or view
Collaborate
recording of
meeting and
the session.
Attendance
participated
fully in the
conversations.
(Live or
Recording)
Total Points:
Rubric for Orientation Course
(30 Total possible points)
Dimension
Points Available
Description
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.
The participant will read
eLearningSC
eLearningSC PD’s Policy and
Policy and
Procedures document and will
Procedures
agree to terms.
The participant will review
eLearningSC PD
websites that are vital in
Websites
successful completion on an
eLearningSC PD’s online
course. Participants will also
complete an online quiz about
websites.
Participants will review
Completing
information on how to
Assignments
successfully upload
assignments. Participants will
review videos and will
complete How to Complete
Assignments quiz .
Participants will read about
Checking Your
how to find their grades.
Progress
Academic Integrity Participants will read
eLearningSC PD’s Academic
Integrity Policy and agree with
policy.
Participants will read and agree
Acceptable Use
to policy.
Policy
Participants will read about
Communication
best practices in
and Netiquette
communication and netiquette
in an online environment.
Getting Started
Points Earned
Points
Possible
2
1
2
2
1
1
1
1
Participants will take a quiz on
information.
Participants will read the
1
Technical
technical requirement
Requirements
guidelines and agree to terms.
Participants will review
1
BB Collaborate
information on how to attend
BB Collaborate meetings.
1
Official Documents Participants will review the
procedures on how to obtain
and Transcripts
official documents and
transcripts
Participants will receive a
1
Get Your
certificate when they complete
Certificate
the course. Participants must
upload their certificate in the
Orientation Session Block of
each course they take.
15
Discussion Forum
Total 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:
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OR
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requests or payment by fax, email, or telephone.)
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 Requesting Official Transcripts,
 Viewing Unofficial Transcripts, and
 Checking the Status of Submitted Requests.
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