Delivery, Enrollment, and Facilitation
This is a mastery-based course with no discussion forums. The course will be delivered in a fully online format. This course is non-facilitated, and is designed to be completed independently. It is self-paced, with an enrollment period of 60 days, which begins immediately upon confirmation of registration. A Help Forum is included in the course that will be carefully monitored by an online facilitator.
Description
This self-paced learning module is an eLearning experience that offers an in-depth look at South Carolina Teaching Standards (SCTS) 4.0 indicators that ask educators to plan for instructional grouping strategies to regularly maximize student understanding and learning competency. In this learning module, participants will explore a variety of instructional grouping arrangements, examine how to help students in groups understand their roles, responsibilities, and group work expectations, investigate how to hold students accountable for group and individual work, look at how to vary instructional grouping to best accomplish lesson goals, and explore ways to provide opportunities for students to set goals and reflect on and evaluate their learning. Participants will be given an opportunity to reflect on ideas and practices concerning instructional grouping of students. This module is not designed to enhance or replicate evaluator training, but rather to refine and extend an educator’s growth and development.
Major Assessment Artifact
For this Major Assessment Artifact for this learning module, you will be writing a self-reflective essay that explains why you should flexibly group students. Describe some of the grouping models and discuss how these models can effectively serve students. Discuss various methods and strategies for forming groups and how you can create effective classroom instructional groups. Discuss how you can successfully manage student groups and the importance of designing differentiated lessons that hold all students accountable for group and individual work. Include ways to facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
Prerequisites
This is an intermediate level course for teachers, literacy coaches, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers with Internet access. In addition, participants should be proficient with browsing the Internet, uploading and downloading content, navigating to computer files, and with using word processing software, email, and attachments.
Required Materials
All materials in this course are the property of the South Carolina Department of Education Office of VirtualSC PD. All course materials needed/required for the workshop are available online.