Itec 7482 Online Teaching Portfolio - Herndon

Online Teaching
Portfolio

SHANNON HERNDON
I TEC 7482 Facilitating Online Learning
Spring 2014

TABLE OF CONTENTS

Artifact Page
Artifact 1 Course Schedule .................................................................................................. 3 - 6
Artifact 2 Online Course Prep Checklist ................................................................................... 7
Artifact 3 Online Learning Resources................................................................................ 8 - 11
Artifact 4 Learning Styles Inventory................................................................................ 12 - 14
Artifact 5 Course Syllabus ............................................................................................... 15 - 33
Artifact 6 Orientation ....................................................................................................... 34 - 35
Artifact 7 Student Engagement & Higher Order Thinking ..................................................... 36
Artifact 8 Differentiation......................................................................................................... 37
Artifact 9 Accommodations & Modifications......................................................................... 38
Artifact 10 Diversity ............................................................................................................... 39
Artifact 11 Community Building ............................................................................................ 40
Artifact 12 Teacher-Student Communication ......................................................................... 41
Artifact 13 Teacher-Parent Communication ........................................................................... 42
Artifact 14 Student-Student Communication .......................................................................... 43
Artifact 15 Synchronous Collaboration Tools ........................................................................ 44
Artifact 16 Asynchronous Collaboration Tools ...................................................................... 45
Artifact 17 Formative Assessment .......................................................................................... 46
Artifact 18 Targeted Feedback ................................................................................................ 47
Artifact 19 Quiz/Test............................................................................................................... 48
Artifact 20 Gradebook............................................................................................................. 49
Artifact 21 Tracking Tools ...................................................................................................... 50
Artifact 22 Technical Support ................................................................................................. 51
Artifact 23 Acceptable Use .............................................................................................. 52 - 53
Artifact 24 Course/Teacher Evaluation ............................................................................ 54 - 56

Artifact 1 Course Schedule

PSC Online Teaching Endorsement Standards:
Candidates will apply experiences as an online student to develop successful strategies for teaching
online. (II.iv.I)

Honors World History ~ Mrs. Herndon ~ Hybrid Course Schedule

Week-At-A-Glance ~ April 7 - 11, 2014
GOAL:
Determine the effectiveness of the French Revolution to create a new French state. Evaluate
the ideas of the Enlightenment and how they encouraged the French Revolution.

Essential Questions:
During the French Revolution, how did class, religion, ambition, and new ideas cause conflict?
Standards:
SSWH14
a. Examine absolutism through the rules of Louis XIV.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789).
c. Explain Napoleons rise to power, and his defeat; and explain the consequences for Europe.
Objective: Students will analyze the Age of Revolutions and Rebellions.
Monday Tuesday Wednesday Thursday Friday
Activities:

Study for the Absolute
Monarchy Quiz.
Scientific Revolution
and Enlightenment
notes and charts
HW
1) Study for the
Absolute Monarch
Quiz. (Pre/Review)
Activities:

Absolute Monarch
Quiz
and Enlightenment
review
Primary Sources
HW
1) Study for the
Scientific
Revolution and
Enlightenment Quiz.
(Review)
2) Finish the
Primary Sources.
(Review)

Activities:

and Enlightenment
Quiz
Enlightenment
Debate
HW
1) Read Ch. 23.
(Pre/Review)
Activities:

French Revolution
Intro notes
Ch. 23 Leveled ?s
assignment (Due Mon
4/14)
Estates Chart (Quiz
next Wed 4/16)
HW
1) Read text Ch. 23
and notes.
(Pre/Review)
2) Work on the
Leveled ?s
assignment. Due
4/14 (Preview)
Activities:

Check the Estates
Chart.
Begin the French
Revolution
Documentary with ?s.
HW
1) Read text Ch. 23
and notes.
(Pre/Review)
2) Finish the
Leveled ?s
assignment. Due
4/14 (Preview)
3) Study for the
Estates Quiz 4/16.
(Preview)
Course Schedule Key- Online Classroom

Week-At-A-Glance ~ April 14 - 18, 2014
GOAL:
Determine the effectiveness of the French Revolution to create a new French state. Evaluate
the ideas of the Enlightenment and how they encouraged the French Revolution.
During the French Revolution, how did class, religion, ambition, and new ideas cause conflict?
Standards:
SSWH14
a. Examine absolutism through the rules of Louis XIV.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789).
c. Explain Napoleons rise to power, and his defeat; and explain the consequences for Europe.
Objective: Students will analyze the Age of Revolutions and Rebellions.
Monday Tuesday
Wednesday Thursday Friday
Activities:
Turn in the Ch. 23
Leveled ?s
assignment by
8:30AM.
Finish the French
Revolution
Documentary with ?s.
HW
1) Read text Ch. 23
for the Reading Quiz
on Thurs 4/17.
(Pre/Review)
2) Study the Estates
Chart for the quiz.
(Review)
Activities:

Check the
documentary
answers.
Linking the Present to
the Past Lyrical
Activity
London Gazette
French Revolution
Primary Source
Activity
HW
1) Read text Ch. 23
and notes.
(Pre/Review)
2) Study the Estates
Chart for the quiz.
(Review)
3) Work on the
Lyrical and Primary
Source Activities.
(Preview)
Activities:

Estates Quiz
Republic through the
Directory notes
Napoleon notes and
map
HW
1) Read text Ch. 23
and notes.
(Pre/Review)
2) Study the Ch. 23
for the Reading
Quiz. (Pre/Review)
3) Finish the Lyrical
and Primary Source
Activities. Both are
due on Fri 4/18.
(Preview)
Activities:

Ch. 23 Reading Quiz
Congress of Vienna
and Concert of
Europe notes
Work on the French
Revolution Study
Guide.
HW
1) Read text Ch. 23
and notes.
(Pre/Review)
Activities:

Turn in the Lyrical
and Primary Source
Activities.
French Revolution
Study Guide
HW
1) Read text Ch. 23
and notes.
(Pre/Review)
2) Study for the
French Revolution
and Napoleon Test.
(Review)

Week-At-A-Glance ~ April 21 25, 2014
GOAL:
Assess the impact of the Industrial Revolution and the Age of Imperialism. Evaluate the
causes and effects of WWI.
How has economic activity impacted social, political, religious, and cultural structures?
Were the political and military goals of the Great War worth the staggering loss of human life and social disruption?
Standards:
SSWH15
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the
writings of Adam Smith and Karl Marx, and urbanization and its effect on women.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.
d. Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and
Japanese policies in Asia.
SSWH16
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
b. Describe conditions on the war front for soldiers; include the Battle of Verdun.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that
replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.
Objective: Students will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of
worldwide imperialism. Students will demonstrate an understanding of long-term causes of World War I and its global impact.
Monday Tuesday
Activities:

French Revolution Test
HW
1) Read Ch. 25.
(Preview)
Activities:
Industrial Revolution
C/E Notes
Spread of the Industrial
Rev Notes
Crash Course and
questions

HW
1) Read Ch. 25 and
notes. (Pre/Review)

Activities:

Four Stages of the
Notes

HW
1) Read Ch. 25 and
notes. (Pre/Review)
Activities:
Isms Notes (Marxism,
Capitalism, Socialism,
Communism)

HW
1) Read Ch. 26 and
notes. (Pre/Review)

Activities:
Video and ?s
Industrialism and the
Environment article and
online discussion
HW
1) Read Ch. 26 and
notes. (Pre/Review)

Week-At-A-Glance ~ April 28 May 2, 2014
GOAL: Evaluate the causes and effects of WWI.
What are appropriate citizen responses when a government pursues immoral courses of action? Could a war such as
World War II occur again? How and why?
Standards:
SSWH16
Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Describe conditions on the war front for soldiers; include the Battle of Verdun.
Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that
Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.
Objective: Students will demonstrate an understanding of long-term causes of World War I and its global impact.
Monday Tuesday
Activities:

Age of Imperialism
Notes and Maps
HW
1) Study for the
Industrial
Revolution and Age
of Imperialism Quiz.
(Review)
Activities:

Finish the Age of
Imperialism Notes
Work on the Study
Guide. (Quiz
TOMORROW!!!)
HW
1) Study for the
Industrial
Revolution and Age
of Imperialism Quiz.
(Review)
Activities:

and Age of
Imperialism Quiz
Unification of Italy and
Germany Notes
HW
1) Read Ch. 29 and
notes. (Pre/Review)
Activities:

MAIN Causes and
Effects of WWI
Nationalistic long-
term causes and
Immediate Cause
notes
WWI Soldiers Gear
and Trenches online
discussion
HW
1) Read Ch. 29 and
notes. (Pre/Review)
Activities:

Finish notes from
yesterday.
Lusitania Video and
Reading
WWI Key Battles
notes
HW
1) Read Ch. 29 and
notes. (Pre/Review)

Week-At-A-Glance ~ May 5 9, 2014
GOAL: Evaluate the causes and effects of WWI.
What are appropriate citizen responses when a government pursues immoral courses of action? Could a war such as
World War II occur again? How and why?
Standards:
SSWH16
Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
Describe conditions on the war front for soldiers; include the Battle of Verdun.
Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that
Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.
Objective: Students will demonstrate an understanding of long-term causes of World War I and its global impact.
Monday Tuesday
Activities:
Russian Revolution
Introduction
Rasputin Video and
?s
Russian Revolution
Activity WWI Study
Guide
HW
1) Read Ch. 29 and
notes. The reading
quiz will be given
TOMORROW!!
(Pre/Review)

Activities:

Ch. 29 Reading Quiz
Treaty of Versailles
Notes
Work on the WWI
Study Guide.
HW
1) Read Ch. 29 and
notes. (Pre/Review)
2) Finish the WWI
Study Guide and
Study for the Test.
(Review)
Activities:

WWI Test
END OF HYBRID
COURSE
Begin the I Never Saw
Another Butterfly
activity.
HW
1) Read Ch. 30 Section
2, 3, & 4 by Monday
and Ch. 31 by next
Wednesday.
(Pre/Review)
2) Finish coloring your
butterfly and bring to
class
tomorrow.(Pre/Review)
Activities:

WWII Project Intro:
choose your topic
and begin to
research. (See
attached rubric
below.)
You will present the
WWII Project on
Friday, May 16, 14.
HW
1) Read Ch. 30
Section 2, 3, & 4 by
Monday and Ch. 31
by next Wednesday;
reread the notes.
(Pre/Review)
2) Work on the WWII
Project. Due
Wednesday, May
12.(Pre/Review)
Activities:
Between the Wars
notes (Mussolini and
Hitler: Rise to Power)
Hitler's Steps to
WWII chart
Continue to research
in class.
HW
1) Read Ch. 30
Section 2, 3, & 4 by
Monday and Ch. 31
by next
Wednesday; reread
the notes.
(Pre/Review)
2) Work on the
WWII Project. Due
Friday, May 16, 14.
(Pre/Review)

Reflection: (100-125 words) Reflect on why the artifact is important to online teaching, how it demonstrates mastery of
the standards given, and how it contributes to your understanding of online teaching and learning.

A course schedule is imperative to the function of the online course and the success of all participants, including
parents and teachers. The importance of a course schedule is to keep students and parents informed of what is
required for each portion of the online course and to keep students on track to complete each assignment. Students
should use the course schedule as a calendar to guide them throughout the online course.
The course schedule can help an online teacher develop strategies to help students comprehend the required
information. Teachers can utilize the course schedule to stay on track and check off the lessons, assignments, and
assessments as they are completed throughout the online course. My course schedule helped my stay on track and
realize when I needed to adjust the schedule due to time constraints and extra needed for student comprehension.
Artifact 2 Online Course Prep Checklist

Candidates will demonstrate the ability to anticipate challenges and problems in the online classroom.
(II.iv.II)
Candidates will continually review all materials and Web resources for alignment with course objectives
and standards and or appropriateness. (II.v.I)

The Online Course Prep Checklist can help an online teacher assess what needs to be included and checked before
the online course is launched to students and parents. The Online Course Prep Checklist helped me see where I
needed revisions in my online hybrid course. I truly tried to anticipate any issues that could have created confusion
for the students while completing the online portion of the class. I will definitely continue to utilize the Edmodo
online format, but I will review all of my materials and assignments before each semester and lesson. The hybrid
course is a good way for teachers to begin their online journey.
Artifact 3 Online Learning Resources

Candidates will demonstrate continual growth in technology knowledge and skills to stay abreast of
current and emerging technologies. (I.i.VII)

Candidates will model appropriate strategies essential to continued growth and development of the
understanding of technology operations and concepts. (I.i.VIII)

Online Learning Resources
Shannon Herndon
Kennesaw State University

After reading the Southern Regional Education Boards (SREB) Quality Online Course Standards
and the International Association for K-12 Online Learnings (iNACOL) National Standards for Online
Course Quality, they are similar because the International Association for K-12 Online Learning
introduction states that they were so impressed by the Southern Regional Education Board standards that
they included all of the standards into their own. In their introductions, both sets of standards discuss the
importance of online teaching and how various online programs throughout the country should adhere to a
common set of guidelines. The Southern Regional Education Board and International Association for K-
12 Online Learning standards are a great resource for any online teacher or educational institution to
follow when creating an online program. Whether an online program is well-established or just beginning,
it would be wise to crosscheck their program to see if they meet these high quality guidelines.
The Southern Regional Education Board and International Association for K-12 Online Learning
standards are listed in two different formats. The Southern Regional Education Board standards are a
bulleted list and organized into specific categories under each heading. Whereas, the International
Association for K-12 Online Learning lists only the indicators from the Southern Regional Education
Board standards in a rubric without delineating what the sub-section categories they would be used for
under each of the main standards. The Southern Regional Education Board standards are also defined
before the sub-section categories and indicators are addressed. The International Association for K-12
Online Learning did add a standard for the 21
st
century skills initiative. At first glance, the International
Association for K-12 Online Learning standards rubrics looks like a model example and is well organized.
However, the rubrics lack the structured categorization that is so appealing about the Southern Regional
Education Board standards, sub-sections and indicators.
In order to review a new online course, the Southern Regional Education Board set of standards
would be a better option for a truly comprehensive review. Reviewing an online course using the
Southern Regional Education Board set of standards would be very beneficial to celebrate the strengths of
the program and begin to remediate the weaknesses. The Southern Regional Education Board standards
are so organized and would be effective in pointing out the areas of weakness that needed to be addressed.
If an online course did not meet one of the indicators from the Southern Regional Education Board
standards, it would be easy to see what sub-section and standard needed to be revamped.
The Confessions of the NOTYs: How Technology Helps Teachers article found on the Southern
Regional Education Board website has helped teachers see how successful online educators are
implementing technology on a large scale. The article states that teachers, are not limited by technology.
They are capitalizing on it and engaging students in exciting ways that can help all teachers use
technology to reach students effectively (Lord, 2013). Several national online teachers of the year,
NOTYs, share their accomplishments and ideas that have been helpful in the online setting. Many of the
ideas discussed in the article are similar to the best practices introduced throughout the Instructional
Technology graduate program at Kennesaw State University. It is reassuring that what is taught to
graduate students through the Instructional Technology graduate program at Kennesaw State University is
up-to-date and relevant in the online teaching realm.
Educators can question the validity of online learning and how students will be able to
comprehend in the virtual world versus in a traditional classroom. Looking at data from the Common
Sense Media Survey of Educators conducted in May 2013 from the Heres Why We Absolutely Need Ed-
Tech article, shows that the importance of educational technology in classrooms is unquestionable.
Teaching in a traditional classroom, educators might not see the benefits of using educational technology
on a regular basis. It is always constructive to show how new ideas to the education system are positive
forces for overall learning and engagement for students. Some teachers are so set in their ways that
showing them overwhelmingly positive data for the use of educational technologies and online learning
can help answer any questions about implementation.
Starting a hybrid online course is very nerve-racking. Realizing the impact that an online educator
has over students learning and the overall understanding of online courses is something that all current
and future online educators need to be aware of and take seriously in todays virtual world. Looking at
several articles, the Southern Regional Education Board rubrics, and International Association for K-12
Online Learning standards has helped many educators see the why students would be well served to
experience online learning before attending college. Creating a hybrid course is the first step for some
teachers to feel comfortable in the virtual learning environment. Hopefully, these educators will be able to
share their experiences with other teachers considering the switch to online learning.
References
Devaney, L. (2013, December 11). Here's why we absolutely need ed-tech. eSchool News.
Retrieved March 7, 2014, from http://www.eschoolnews.com/2013/12/12/why-ed-tech-172/
iNACOL International Association for K-12 Online Learning. (2011). iNACOL. Retrieved
March 7, 2014, from http://www.onlineprogramhowto.org/quality/
Lord, J., Glowa, L., & Parker, M. (2013). Confessions of the NOTYs: How Technology Helps
Teachers. Southern Regional Education Board. Retrieved March 7, 2014, from
http://publications.sreb.org/2013/ConfessionsOfTheNOTYs.pdf
SREB Standards for Quality Online Teaching. (2006). Southern Regional Education Board.
Retrieved March 7, 2014, from
http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf

Reflection: (100-125 words) - Reflect on why the artifact is important to online teaching, how it demonstrates mastery
of the standards given, and how it contributes to your understanding of online teaching and learning.

After being introduced to several online learning resources, I realized that there are finite rules and procedures to
create and maintain an online course. Every online educator can adapt the resources to fit their needs and particular
subject, course, and grade level. However, the online learning resources serve a standard for online educators to
follow. The Southern Regional Education Board rubrics and International Association for K-12 Online Learning
standards has helped me understand why students would be well served to experience online learning before
attending college. Creating a hybrid course is the first step for me to feel comfortable in the virtual learning
environment.
Artifact 4 Learning Styles

Candidates will differentiate instruction of students learning styles and needs and assist students in
assimilating and accommodating meaningful information. (II.i.IX)

Using Learning Styles in an Online Setting
Shannon Herndon
Kennesaw State University

The predominant learning styles that are inherent to Shannon Herndon include visual and
interpersonal intelligences. These learning styles tend to be very helpful to todays visually stimulated and
extremely social student population. Consistent with Howard Gardners definition of intelligence,
intelligence is the ability to create an effective product or offer a service that is valued in a culture, a set
of skills that make it possible for a person to solve problems in life , and the potential for finding or
creating solutions for problems, which involves gathering new knowledge (Multiple Intelligence, n.d.)
Each semester since 2007, Mrs. Herndon gives students a learning styles inventory to complete. The
inventories help Mrs. Herndon prepare appropriate lessons for students.
As a visual learner, Mrs. Herndon often pictures facts that help to enhance the learning process.
According to Howard Gardner, visual learners are children who learn best visually and organizing things
spatially. They like to see what you are talking about in order to understand. They enjoy charts, graphs,
maps, tables, illustrations, art, puzzles, costumes - anything eye catching (Multiple Intelligence, n.d.).
Being able to visualize a historical event or how a project will conclude is central to Mrs. Herndons
visual learning style. Mrs. Herndon uses colorful visuals on a daily basis in order to supplement historical
lectures. When students can picture a historical event, the event becomes ingrained to memory. There are
many visual ideas that could be incorporated into an online history class. A few examples are to utilize an
online cartoon creator to illustrate causes and effects of the event or simply use colored highlighters to put
emphasis on key terms or historical figures. Mrs. Herndon color-codes any PowerPoint notes containing
war and battles. This helps students quickly visualize the different combatants in battles. Visualizing
historical events is useful for all students comprehension of the bigger picture.
As an interpersonal learner, Mrs. Herndon incorporates a love of social interaction and interpreting people
to keep the class running smoothly and gauge the mood of the students while learning complex ideas.
According to Howard Gardner, interpersonal learners are children who are noticeably people oriented
and outgoing, and do their learning cooperatively in groups or with a partner. These children may have
typically been identified as talkative or too concerned about being social in a traditional setting
(Multiple Intelligence, n.d.). This learning style is very helpful in the classroom. Mrs. Herndon is able to
recognize the mood of the classes in a regular basis. This is important to measure the level of
understanding after each lesson. If remediation is needed, Mrs. Herndon can immediately begin to help
students catch up to the rest of the class. Mrs. Herndon is also able to estimate negative social
relationships among students that can interrupt the educational flow for the class. Mrs. Herndon can help
students talk out any social issues and counsel students on how to effectively communicate and personally
advocate with peers and adults. Mrs. Herndon also uses the interpersonal learner skills in professional
learning and group meeting situations. It is easy for Mrs. Herndon to see how a school initiative should be
structured and which faculty members should be allocated to work on each portion of the project. Mrs.
Herndon most often uses this skill on a smaller scale in the Social Studies department. Being able to
incorporate interpersonal skills into the online classroom will be more difficult than including the visual
aspects. Mrs. Herndon will need to be able to read between the lines in order to gauge student readiness
and comprehension of a topic in the online discussion format. An obvious way to integrate virtually the
interpersonal learning style would be to mandate weekly meeting sessions where student and teacher can
verbally discuss the historical topics for the week.
Mrs. Herndon uses the visual and interpersonal learning styles daily. These skills are incorporated into
every facet of Mrs. Herndons professional and personal life. The visual and interpersonal learning styles
are innate to Mrs. Herndon as an educator and life-long learner.

References
Multiple Intelligence (MI) Howard Gardner. (n.d.). The State Univeristy of New York.
Retrieved February 6, 2014, from http://web.cortland.edu/andersmd/learning/mi%20theory.htm


The Learning Styles Inventory helped me realize my strengths and weaknesses in the academic realm. It also made
me more aware of my students strengths and weaknesses, as well. When I was creating the assignments that I
planned to implement in my hybrid course, I wanted to try to include as many learning styles for each assignment
as possible. I also made sure to give students choices through tiered assignments and group tasks. Having to study
the learning styles is very important for any teacher in todays online or traditional schools. I have learned that just
because a student chooses to take a course online does not mean that they only visual learners. All learning styles
need to be addressed throughout the semester in an online course.
Artifact 5 Course Syllabus

Candidates will provide an effective online syllabus that lays out the terms of the class interaction for both
teacher and students, defines clear expectations for both teacher and students, details the grading criteria
and appropriate and inappropriate behavior for students, and explains the course organization to students.
(II.ii.III)
Candidates will provide an online syllabus with objectives, concepts, and ideas, and learning outcomes in
a clearly written, concise format. (II.ii.IV)
Candidates will provide clearly defined statements informing students what to expect in terms of your
response time. (II.ii.VII)


Just like the course syllabus, the course syllabus is imperative to the function of the online course and the success of
all participants, including parents and teachers. The course syllabus is a detailed manual describing all of the
policies for the online course. Students and parents need to be well informed as to what is required during the
online course. Students and parents should read the course syllabus before beginning any of the assignments and
reference it throughout the online course.
The comprehensive hybrid course syllabus provided to students and parents on my blog sets clear expectations for
the entirety of the course. At my school, teachers are required to post our course syllabus on our blog. I believe that
this should be a requirement for all teachers.
Artifact 6 Orientation

Candidates will explain the course organization to students. (II.ii.III)

WELCOME STATEMENT & SITE NAVIGATION

Course Name: Honors World History
Instructor Name
& Contact:
Shannon Herndon
shannon.herndon@cobbk12.org
Instructional
Time:
3rd Period
Course
Description:
History, literature, art, music, and philosophy will be integrated into a course
of study designed to give students an understanding of world history and
culture from the earliest origins of human development through
contemporary times. This course will explore aspects of world history other
than Western, which will shed light on our global inheritance. At the start of a
new century, it is clear that world events affect us in Cobb County. Students
must know and understand our cultural and historical heritage to live in the
present and to prepare for the future. This course is designed for gifted and
honors students.
Course
Rationale:
Honors level courses are accelerated courses designed for students interested
in pursuing advanced social studies or careers in social studies. A survey of
people and nations of both Western and non-Western civilizations, this course
explores the political, cultural, and economic heritage of civilization from the
time of recorded history through the Industrial Revolution (5000 B.C. -
1800's) and from the rise of nationalism to contemporary times (1800's -
present). Critical thinking and problem solving are stressed. Extensive
reading and writing are required.
Pre-requisites: Teacher recommendation
Grade Levels: 9-10
Terms Offered: Fall & Spring
Units of Credit: 1.0
Quality Points: 0.5
Welcome
Statement:
I am looking forward to an exciting and challenging semester. Please keep in
mind that this is an honors hybrid online course. A hybrid online course
consists of a face-to-face class with the addition of online coursework. Please
read the Honors World History Student and Parent Manual for more
information.
Site Navigation
Instruction:
Each module will have numbered resources lessons. Please click on the
resources and lessons in numerical order. Use the Module Checklist provided
at the beginning of each module to check off completed lessons.

This online course trial was definitely a revelation for me and how I organized the course. Next semester, I will use
Module numbers to help organize each unit. Edmodo can help organize resources by unit, but it lacks organization
through a post only format. My goal for fall semester is to figure out how to organize a hybrid class with the post
only format. I know that I need to give better navigation and organization instructions if I want this hybrid course to
be a positive experience for my students and their parents. I feel this is where I need to make the most changes for
the hybrid online course to be truly successful for everyone involved.
Artifact 7 Student Engagement & Higher Order Thinking

Candidates will demonstrate effective strategies and techniques that actively engage students in the learning
process, in designing, and assessing online learners and instruction. (II.i.I)
Candidates will apply technology to engage students higher order thinking skills and creativity. (II.i.XI)
Candidates will promote collaborative learning through reflection and social negotiation. (II.i.V)
Candidates will lead online instruction groups that are meaningful, project-based, inquiry-oriented. (II.i.VII)
At the onset of the French Revolution unit, students will write leveled questions for the vocabulary in the first two
sections of the required reading. Students will create flashcards using the Quizlet internet tool, in order to
comprehend the main ideas of French Revolution. This will be a formative assignment. The very nature of leveled
questioning is a form of differentiation, which gives students the initiative to author their own questions using
Blooms Taxonomy.
In the middle of the French Revolution unit, students will create political cartoons with captions to address the
initial steps towards revolution. This will be a second formative assessment using an internet tool. For the
summative portion of this lesson, students will construct a letter to the king and queen, in order to advise them on
how to avoid the revolution.

Artifact 8 Differentiation

Candidates will differentiate instruction of students learning styles and needs and assist students in
assimilating and accommodating meaningful information. (II.i.IX)

Use student data to inform instruction, assist students in their own time and task management, monitor
learner progress with available tools, and develop intervention plans for unsuccessful learners. (II.ii.V)


Differentiating through Content: Students were challenged by creating upper level questions using Blooms
Taxonomy. Not only did they have to be aware of the specific knowledge required, but they also needed to show a
product for each idea, as well.
Differentiating through Environment: Students were able to complete assignments using different methods. Based
on the students comfort level of the topic, they were allowed to choose which portion of the assignment to attempt
first.
Differentiating through Learning Styles: Students completed varied assignments using visual, verbal, kinesthetic,
social and/or solitary learning styles.
Artifact 9 Accommodations & Modifications

Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)

Candidates will provide activities, modified as necessary, that are relevant to special education
modifications, student age, cultural background, and experiences. (II.vi.II)


Throughout the hybrid online course, I made sure to follow all IEP and 504 plans. To assist students with any
technology issues, I provided them with extra help during the introduction of the assignment in class. Students who
did not have computers at home were allowed to use the student stations in my room before or after school. I also
tutored several students through the online course process after school, including students with an IEP and a 504. I
also followed extended time requirements and chunked some of the assignments for students who required the extra
division of assignments.
Artifact 10 Diversity

Candidates will respect diverse talents and use strategies designed to include all students. (II.vi.I)


Students worked in groups to complete this assignment. They were able to choose their role for the group
and how they wanted to portray their role as a child laborer during the industrial revolution. The groups
worked online together and finished their individual parts at home. The students came together the next
day to discuss what they found. Each student was able to present their information to the group in their
own way. The group synthesized the overall conditions of the child labor during the industrial revolution.
To finalize the activity, students made a final analysis of their thoughts on child labor during the
revolution.
Artifact 11 Community Building

Candidate will create and maintain a community by creating value, effective facilitation, and an
environment of trust. (II.i.III)


Throughout the online portion of my hybrid Honors World History course, I encouraged students to give
me feedback so that I could facilitate future lessons in a more concise manner. Students were also allowed
to leave each other comments of encouragement at any time. There were only a few comments that were
posted in a joking manner. I immediately removed the comments and discussed the situation with both
parties to make sure that no feelings were hurt. I also pointed out how joking comments can be
misconstrued as malicious or mean to outsiders. Overall, I think that the students were very supportive of
each other and their work.

Artifact 12 Teacher-Student Communication

Candidates will consistently model effective communication skills and maintain records of applicable
communications with students. (II.ii.I)

Candidates will facilitate regular and frequent teacher-student interaction in a variety of ways. (II.ii.II)


When I graded the student assignments that were turned in online, I wanted to give each student feedback.
I made sure to let the student know why they lost points so they could perform better on upcoming
assignments. I also wanted to say something positive. By giving each student at least one positive
comment, I wanted them to feel success and give them credit where it was due. I really like the face icons.
They add a little bit of fun to the commenting process. Students were able to comment on assessments
with a face icon; they evaluated their performance on the assessment.

Artifact 13 Teacher-Parent Communication

Candidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.). (I.i.IV)

Candidate will facilitate regular and frequent teacher-parent interaction in a variety of ways. (II.ii.II)


I regularly contact parents when a student is not performing up to their abilities, when they are in danger
of failing, or dropping a letter grade. I also make parents aware of the course schedule and any review
sessions on the Harrison High School website. All of the teachers at my school are required to keep an
updated schedule on the teacher blog portion of the school website. I truly believe that open
communication with students and parents is an important part of school, whether it is an online institution
or a traditional brick and mortar school.
Artifact 14 Student-Student Communication

Candidates will utilize synchronous and asynchronous tools effectively (i.e., discussion boards, chat tools,
electronic whiteboards, etc.). (I.i.IV)
Candidates will facilitate and monitor appropriate interaction among learners. (II.i.IV)
Candidates will encourage collaboration and interaction among all students. (II.vi.III)
Candidates will model and demonstrate effective moderator techniques to facilitate active student
participation. (II.i.VIII)
Candidates will facilitate regular and frequent student-student interaction in a variety of ways. (II.ii.II)


It is imperative that students learn how to interact with their peers in an online situation. Throughout their lives,
they will have an increasingly large virtual footprint. With each class, job, or event, modern students record their
lives and opinions on the internet. Students need to learn how to make useful and meaningful comments. Virtual
messages have become the dominant form of communication among the youth of our nation. It is the responsibility
of educators to help students learn the skill of virtual peer interaction and communication.
Artifact 15 Synchronous Collaboration Tool

Candidates will utilize synchronous tools effectively (i.e., chat tools, web conferencing, virtual electronic
whiteboards, etc.). (I.i.IV)


Students worked in synchronous groups to complete this assignment. They were able to work together in
tandem while online to accomplish the groups goal. The groups worked online together and finished their
individual parts at home. The students came together the next day to discuss what they found. The group
synthesized the overall conditions of the child labor during the industrial revolution. To finalize the
activity, students made a final analysis of their thoughts on child labor during the revolution. The students
were allowed to work synchronously online to complete any and all of portions of this assignment.

Artifact 16 Asynchronous Collaboration Tool

Candidates will utilize asynchronous tools effectively (i.e., discussion boards, email,
announcements/news, etc.). (I.i.IV)


I utilized several student polls to start conversations about key points from several world history
standards. Students logged into Edmodo on their own time to check for new assignments and activities.
The polls were used after a topic had been introduced. Students were asked to choose a position or
evaluate an activity. I was pleasantly surprised at how many students participated in the online poll
questions even though the polls were not evaluated for a grade. I plan to use polls in the future to continue
a running historical dialogue.

Artifact 17 Formative Assessment

Candidates will use student data to inform instruction, assist students in their own time and task
management, monitor learner progress with available tools, and develop intervention plans for
unsuccessful learners. (II.ii.V)


At the beginning of the French Revolution, students learned about the three Estates. As we progressed
into the middle of the revolution, I wanted students to look back upon their gained knowledge of the
revolution and decide which Estate they would have wanted to be a part of and why. During the following
class, we discussed the pros and cons of being a member of each Estate. Needless to say, several students
change their minds after the class discussion. I believe that they truly understood the Estates after this
formative activity.
Artifact 18 Targeted Feedback

Candidates will provide timely, constructive feedback to student assignments. (II.ii.VI)


When I graded the student assignments that were turned in online, I wanted to give each student feedback.
I made sure to let the student know why they lost points so they could perform better on upcoming
assignments. I also wanted to say something positive. By giving each student at least one positive
comment, I wanted them to feel success and give them credit where it was due. I really like the face icons.
They add a little bit of fun to the commenting process. Students were able to comment on assessments
with a face icon; they evaluated their performance on the assessment.
Artifact 19 Quiz/Test

Candidates will provide continuous evaluation of students, to include pre- and post- testing as well as
student input throughout the course. (II.v.IV)

Candidates will review student responses to test items in online testing software to identify issues in
testing or pedagogical strategies. (III.iii.II)


After giving each evaluation, I checked for any problems with the questions and answers. Of course,
students were not shy; they let me know when there was a glitch in the system. In Edmodo, some students
would have a correct answer marked incorrect when other students had the answer calculated correctly.
That is still a mystery to me. I fixed the grades for the affected students before entering their grades into
our grade program, Synergy. I loved the ease of creating the assessments and the fact that students were
able to obtain immediate feedback for their work.

Artifact 20 Gradebook

Candidate will apply technology to increase productivity. (II.i.X)


The gradebook in Edmodo is another extremely convenient feature for educators. Since we are required to
use the Synergy gradebook system in Cobb County, Edmodo is a good backup system for all of the virtual
assignments. It was easy to transfer the grades from Edmodo into Synergy. I also liked the fact that
students were immediately allowed to see not only their grade for an assignment but their progress
throughout the modules. When I incorporate Edmodo next year to a greater degree, I know that I am
going to enjoy the benefits from the Edmodo cumulative gradebook.
Artifact 21 Tracking Tools

Candidates will demonstrate awareness of observational data (i.e., tracking data in electronic courses, web
logs, email, etc.) and its uses in monitoring course progress and effectiveness. (III.iii.III)

Another cool feature of the Edmodo online classroom is the student completion tracking system. Students, parents,
and teachers can easily look at a students progress throughout the course. Our gradebook system, Synergy, does
not have this feature because the assignments are not assigned through or turned in to the system. Edmodo has its
quirks, but the tracking feature is so helpful to make sure that a student is doing what they are supposed to do. Once
again, I feel that I will utilize the tracking feature more as I increase my use of Edmodo in my class.
Artifact 22 Technical Support

Candidate will troubleshoot typical software and hardware problems. (I.i.V)


Edmodo is very helpful. Not only do they supply technical support for teachers, they will help students,
parents, and administrators with any problem. The Edmodo manuals are divided into different groups
according to what each group will need. They have manuals, quick guides, video tutorials, frequently
asked questions, and problem solving features. If you cannot find the answer to your question or
predicament, you can contact their support team for help. It is refreshing that there is a free online tool for
all stakeholders to utilize.
Artifact 23 Acceptable Use

Candidates will use appropriate strategies and resources for dealing with student issues arising from
inappropriate use of electronically-accessed data or information. (II.iii.VI)


Acceptable Use Policies are an important part of any online course. Whenever students will have the
opportunity to utilize the Internet on or off campus for any required assignment, schools need to make
sure that students are aware of positives and negatives of internet use. Acceptable use policies are made to
protect our students against inappropriate content on the internet, such as, language, pornography, and
questionable websites. It is the responsibility of traditional and online schools to create an Acceptable Use
Policy and make sure that all students and parents are aware of the policy.

Artifact 24 Course/Teacher Evaluation

Candidates will provide opportunities for evaluating teaching effectiveness within the online environment
(i.e., classroom assessment techniques, teacher evaluations, teacher peer reviews). (III.iii.IV)


I wanted to obtain feedback from my classes, since this was my first time utilizing an online format. I
really liked the organization and access for students and myself. Students at my school have at least half
of their classes in some online format. All of my students have a way to access the internet outside of
school, which is extremely helpful. Most of the students checked Edmodo at least every other day. Once I
begin to utilize the online format on a more regular basis, students will learn to check it daily. The best
part of my experience is that all of the students see the benefit to having access to an online learning tool.

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