Overview/Introduction /Start Here 

The Overview/Introduction/Start Here module is positioned at the start of the course, right after the Homepage. It acts as the entry point for students, offering vital information about the course syllabus, resources, course calendar, and initial activities such as the welcome discussion.

 

Instructional Design Approach 

The instructional design approach incorporates elements from both constructivist and experiential learning theories. Each module is structured consistently, featuring the following key components:

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• Clear Learning Objectives: Clearly defined goals to guide the learning process.

• Diverse Learning Activities: A combination of individual and group read-aloud sessions, along with practical activities such as labs and demonstrations.

• Opportunities for Application: Engaging project work that allows learners to apply what they have learned.

• Reflection and Self-Assessment: Encouraging learners to reflect on their experiences and assess their understanding.

• Peer Collaboration and Feedback: Promoting peer interaction for collaborative learning and constructive feedback.

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This well-rounded approach facilitates scaffolded learning, enabling students to progress from foundational knowledge to practical application and integration in the blended classroom environment.

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Main Course Goals and Outcomes

The main course goal and outcomes are shared in multiple places:​

• The "Start Here" module

• The course syllabus 

• Each weekly module's unit overview

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Modules Aligning with Outcomes and Assessment​

Each module aligns outcomes, activities, and assessments by:

• Stating clear objectives at the beginning of each module

• Providing activities (readings, videos, lab experiments) that directly support these objectives

• Including "Exit Ticket" self-assessments with questions that require participants to engage with the material at a deeper level

• District CBAs and lab assessments conclude the learning process and showcase the achievement of the established objectives.

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Learning Environment​

 The learning environment will prioritize a student-centered approach, actively engaging students as key participants in their educational journey while enhancing their English language acquisition. This method empowers learners to take charge of their education by allowing them to choose what they learn and how they approach their studies. Such independence fosters a sense of ownership, significantly boosting their motivation to succeed.

Moreover, collaborative efforts are a key component of this student-centered approach. Students will often work in groups, harnessing diverse perspectives and encouraging teamwork. This not only enriches their learning experience but also helps to build essential social and communication skills.

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My Role 

In this setting, I will adopt a dual role as a presenter who shares valuable information but mainly acts as a facilitator. My primary responsibility is to support students in their learning journey, listening attentively to their thoughts and insights and helping guide discussions that enhance understanding. Being that some of my students come from different educational backgrounds with little to no schooling or an advanced academic background, I will need to model and ensure this collaborative environment nurtures critical thinking and promotes the development of independent learning skills, equipping students with the tools they need to thrive in the future. I will also serve as a coach and mentor in my role. As a coach, I will provide project feedback and assist with personal learning plans. As a mentor, I will offer ongoing support and guidance throughout the course,e adapting to American school culture and ensuring a comprehensive learning experience.

 

Instructional Formats

One main instructional format that will benefit my students is blended learning. Blended learning is any formal education program in which a student learns at least part through online learning with some element of student control over time, place path, or pace (Horn et al., 2017). Combining in-class interactions with online educational experiences creates a dynamic and flexible learning environment. Knowledge management is essential as it involves using and applying knowledge to solve problems and make informed decisions (Bates, 2022). I focus on organizing, sharing, and applying knowledge in my daily life, and I encourage learners to collaborate and share insights to foster innovation. In blended learning, students engage in various activities, such as quizzes and guided readings, both in the classroom and online, allowing them to absorb information through multiple avenues with the available resources of translators, dictionaries, and speech-to-text software.

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Building the Learning Community

The course and instructor are introduced through:

• The in-person meet the teacher

• The Welcome Message in the "Start Here" module

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The learning community is built through the following:

• The Welcome and Introductions Discussion

• Ongoing peer review and feedback sessions

• Collaborative group projects

• Discussion forums

• In-class activities and labs

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​ Collaboration Approach

The course is designed to incorporate a balance of synchronous and asynchronous collaboration. It features an equal distribution of both, with approximately 50% asynchronous activities and 50% synchronous elements. This includes interactive notebooks, hands-on lab experiments, and project-based learning assignments. The specific mix may adjust based on the diverse needs of the class.

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System Support Needs

To address system support needs effectively, we have implemented the following resources and services:

• Resource Page: The "Start Here" section contains a dedicated course apps resource page for easy reference.

• Video Accessibility: YouTube videos, which are currently blocked, have been converted to MP4 format for convenient access by all students.

• Tech Support: A computer tech helpdesk is available during the Advisory and fourth periods to assist with any technical issues.

• Guidelines for Participation: The "Start Here" folder contains clear guidelines for participating in online Padlet discussions and Schoology discussion posts, which ensure productive and respectful interactions.

• Dedicated Hotline: Students can contact the Alief Technology Services hotline at 281-885-2230 for further assistance.

 

 

References

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Bates, A. W. (2022). Teaching in a Digital Age: Guidelines for designing teaching and learning (3rd ed.).            Tony Bates Associates LTD.

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Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Jossey-Bass.

       www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf

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Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high               stakes accountability. Center for Public Education. https://Teaching_Effective_

       Professional_Developmt.pdf (dropbox.com)

 

Horn, M. B., Staker, H., & Christensen, C. M. (2017). Blended: Using Disruptive Innovation to Improve                    Schools. Jossey-Bass.

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