NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
The pandemic has altered how we practice and think about education at all levels. In this course for educators K-12, participants will attend the live, virtual sessions from the class Teaching Tips: Virtual Class (Summer 2020) or view the recorded sessions and, along with the assignments in this course, will:
All reading will be done online.
IMPORTANT: Registrants for this course cannot also be awarded hours for the Teaching Tips: Virtual class, due to the overlap in content between both offerings.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
None. All reading is online.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Tell Us About Yourself & Get Instructions for Zoom Sessions
IMPORTANT: Virtual presentation sessions and zoom links. Save this document on your devices.
Click Here for resource documentation, PowerPoint presentation, and Zoom video recordings for each of the course sessions.
For this assignment, share about yourself using this Flipgrid, which is a virtual learning tool allowing students to respond to prompts via video. You’ll have 90 seconds. Please complete this before the end of the virtual sessions.
Review the descriptions of the virtual sessions and the assignments for this course.
Assignment #2: Main Take-Aways from the Virtual Presenations
IMPORTANT: This document has the schedule, zoom links and instructions for participating in the live zoom meetings. Save this to your device. If you miss a presentation, the recorded version will be available to view via this Padlet.
Assignment #3: Distance Teaching is Here to Stay
Distance teaching and learning is here to stay in one form or another. Health measures to protect teachers and students or an uptick in virus infections will require continued distance teaching. Teachers may experiment with blended learning approaches, mixing live and online instruction, and/or experiment with flipping lessons. In any case, many of the tools teachers learned since the start of this outbreak will not go to waste.
Read these articles.
In 250+mwords share what you know about how your school will operate in the coming school year, and explain what your recommendations would be. Either via links to lessons you have created or by taking screenshots in a text doc and uploading, detail the digital tools you have and will continue to use for distance teaching.
Assignment #4: Dealing with Emotional Trauma
The current pandemic ranks as the most traumatic global event in the last 100 years. Infection and death statistics and tragic stories hint at the profound psychological effects on people all over the world. Many of us may "go on with living" unaware of having some measure of PTSD. Hanging over us is our vulnerability to infection until a vaccine is available, and even after large percentages of the population develop what is called and knows as "herd immunity."
Assignment #5: The Teachable Moment
COVID-19 is the ultimate teachable moment. The pandemic and its effects on all aspects of life need to be discussed, understood, and digested by teachers and students. There are things to learn in all subject areas: the math and science of the pandemic, social and economic impacts, journalism and media literacy, ethical issues, as well as the making of history and how we got to this present moment.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #6: Students who do Better in Remote Learning
Certain students who do not do well in a regular classroom seem to do better in remote learning—those that are shy, hyper, or have a singular creative focus, among others.
Assignment #7: Create Lesson or Activity
Complete one (1) of the following options:
Use this option if you do not have a classroom or students available.
Indicate whether or not you are OK with having your article considered for publishing on our website.
Submit your article to your instructor via the Response field and the modified lesson via Submit Lesson.
As you submit your lesson, consider sharing it with other teachers taking our courses by checking the lesson library box.
Assignment #8: (500 Level ONLY) Best Practices for Distance Teaching
Please complete option A plus one additional option:
Teachers, administrators, staff development, and CE organizations are all trying to figure out the best ways to optimize distance learning for K-12 students.
Research a minimum of two (2) schools or districts that are experimenting with ways to close the equity gap for students without adequate internet access or computing devices, and write a 500+ word report on your findings, noting as well if/how these strategies might be adopted in your school or district.
Many teachers find it difficult or impossible in distance teaching to achieve meaningful coverage of the subject(s) required by their districts and state standards. Even before the pandemic, the argument that curriculum is "a mile wide and an inch deep" was a common refrain among progressive educators. Explain in 500+ words how would you address that issue? Research a minimum of two articles on competency-based education for some possible answers. Start with the sites on this padlet, and specifically Jefferson County Open School. Frame your response either as a written recommendation or PowerPoint to your school board.
Another assignment of your own choice with instructors’ prior approval.
C. INTEGRATION PAPER
Assignment #9: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 350-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
EDUCATION in the AGE of PANDEMIC
Teaching During A Pandemic: A Mindset For This Moment
How The Coronavirus Pandemic Will Transform Teaching
How To Fix American Education With Race-For-Space Resolve
The Coronavirus Pandemic Is Reshaping Education