Online Instructional Unit -- 40 points -- Demonstrate you are ready to teach online!

Objective 2. Design a standards-based online instructional unit incorporating research and best practice based principles.
Objective 4. Explore project based learning and essential questions then weave the concepts into your instructional unit.
Objective 5. Explore a variety of Web 2.0 tools then weave their use into your instructional unit.

Develop a standards-based online instructional unit that you could use with your students.
  • Select the topic, length and context of your choice. (2-4 weeks recommended length)
  • You may revise something you have taught/developed previously.
  • You may work with a partner if you wish.
  • Unit may be posted to any course management system you wish (class will need access to view) OR submit web address of site OR submit wiki/blog address of site.
  • I think DPI intends for your unit to be totally online but if a hybrid course is more realistic for your immediate teaching position, develop it for that format. Research does indicate it is the strongest for increasing student learning (as compared to totally face-to-face or totally online).
  • See Student Units Page for a listing of what other students in class are/have created.

Important Dates
  1. Submit your topic and context during weeks 2-3 via email to course instructor.
  2. Complete draft of unit by end of week 5.
  3. Revise unit based on classmate feedback during week 6.
  4. Submit completed unit by week 7.

Include the following in your unit:
  1. Course name
  2. Grade/level of students
  3. Unit topic (essential question(s))
  4. Approximately when unit would be taught (ie. in the beginning of March)
  5. Length of unit (2-4 weeks suggested, you need a topic with enough content to make it interesting and engaging for students)
  6. Academic Standards (new national standards??)
  7. Objectives (link to standards)
  8. Activities and Resources (see below for more details)
  9. Assessments and grading criteria (pre-assessments, post-assessments, self evaluations)
  10. Accommodations for students with special needs
  11. Ideas on how you would adjust plans based on student feedback

Activities and Resources
  • listed in sequenced order
  • work towards specified standards and objectives
  • age/developmentally level appropriate
  • active learning (project/problem based learning) concepts incorporated
  • student interaction/discussion required
  • collaboration (between students or students and other adults) required
  • Web 2.0 tools used by both teacher and students
  • Learning objects hyperlinked as resources

40 points = All 1-11 criteria listed above met AND all NACOL Standards listed below met.
30 points = 80% of criteria 1-11 met AND 80% of NACOL Standards listed below met.
Incomplete = less than 80% of criteria met.

NACOL Standards
C. The teacher plans, designs and incorporates strategies to encourage active learning, interaction, participation and collaboration in the online environment.
D. The teacher provides online leadership in a manner that promotes student success through regular feedback, prompt response and clear expectations.
G. The teacher understands and is responsive to students with special needs in the online classroom [and is able to implement individualized instructional plans (IEPs) as necessary].
H. The teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that assure validity and reliability of instruments and procedures.
I. The teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of learning goals.
J. The teacher demonstrates competencies in using data and findings from assessments and other data sources to modify instructional methods and content and to guide student learning.
K. The teacher demonstrates frequent and effective strategies that enable both teacher and students to complete self- and pre-assessments.
M. The teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.