Course Design Standards

Course design must be purposeful, intentional, and student-centered. Courses for both in-person and online learning will be created around state standards for learning and student agency.

"Research has found that course designers must consider carefully the structure in designing e-learning and online learning courses (Ausburn, 2004; Grant & Thornton, 2007; Teräs & Herrington, 2014). Without a well-designed online course, the entire effort put into offering online learning will not be successful" (Martin et al., 2017, p. 8).

Rather than "teaching to the test," teachers should take the question stems and verbs to form objectives for student learning. "As the purpose is articulated through goals and objectives, collaboration between instructor and student will set a firmer foundation..." (Piña & Harris, 2019, p. 2).

"Effective course design begins with a clearly articulated purpose" (Piña & Harris, 2019, p. 2).

In-person and online learning is designed with students at the core. Both types of learning are designed by teachers who know their students best and with the help of instructional designers, administrators, and curriculum specialists.

Learning is designed based on the Universal Design for Learning.

Student learning should be central to instruction. Learning should take place both independently and collaboratively.

"Effective course design incorporates opportunities for independent learning, both instructor­ and self­-directed" (Piña & Harris, 2019, p. 3).

Student support from both teachers and instructions staff not only for students with IEPs and 504s, but for all students.

In-person learning will offer small group and whole group instruction as well as station rotations with blended learning.

Online learning will offer the same small groups and station rotations, but done via virtual meeting spaces and breakout rooms.

"UDL principles can have a dramatic impact on achievement of students with disabilities" (Roblyer, 2015, p. 166).

Students and teachers will both be reflective in their learning and practice.

Student reflection is encouraged before, during, and after the learning process via student-chosen journaling.

Teacher reflection is encouraged in professional learning communities.

"Effective course design must include opportunities for reflection as an extension of the Feedback/Review/Reteach standard. Reflection involves both instructor self­ reflection and student self­ reflection related to achievement of the purposes that have been articulated as the basis for the course" (Piña & Harris, 2019, p. 3).

"Learning is achieved through activities both passive (reading, listening, viewing) and active (experimenting, rehearsing, trying). Activities should be chosen that best suit the content, students' levels of knowledge, experience, and ability..." (Piña & Harris, 2019, p. 3).

"A range of resources should be articulated to foster deep learning and extend course-centered experiences and activities. Resources should be multimodal to accommodate students' interests, understandings, and capacities, consistent with course content and technological accessiblity" (Piña & Harris, 2019, p. 3).

Rather than having students show mastery of concepts solely through assessment, students will also have the opportunity to create projects that demonstrate learning.

Students and teachers will reflect and offer feedback.

"Formative assessment, whether formal, informal, or incidental, allows teachers and students to give feedback to one another" (Piña & Harris, 2019, p. 3).

"Effective course design incorporates opportunities to practice newly acquired understandings and skills, both independently and collaboratively" (Piña & Harris, 2019, p. 3).

"Even traditional, in-person classrooms need ready access to technologies to support their instructional design" (Roblyer, 2015, p. 167).

All students will have access to devices whether supplied by school or personal.

All students will have access to internet whether supplied by school or personal.