Delivery, Enrollment, and Facilitation
This is a mastery-based learning module with no discussion forums. The learning module 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 a full-time online facilitator.
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 create and promote an appropriate, instructional setting using problem solving. The Problem-Solving module is designed to provide supplemental reading and research to clarify appropriate practices that meet the expectations for the 4.0 rubric. This exploration of the rubric is focused on the teachers planning, presentation, and development of problem-solving strategies. Through the learning module, you will have the opportunity to collect evidence, and see observational evidence that supports the “Problem Solving” indicator of the South Carolina Teaching Standards (SCTS) 4.0 Rubric. The purpose of this learning module is to provide further background into the concept of problem-solving and to provide a possible resource for a teacher who might be looking to refine/extend/support his or her own professional growth in problem solving. This learning module is not designed to enhance or replicate evaluator training.
Major Assessment Artifact
In the Major Assessment Artifact for this learning module, you will write a 400 – 500 word reflection summary of your own current and future problem solving activities. In your reflection, answer the questions:
- Do you consistently create lesson plans with a clear focus on student problem-solving? If not, how can you do that?
- Do you plan for higher-order thinking when planning instruction?
- Did you see any ideas in either the articles or video that you could include in future instructional planning or pacing?
- Do you have structures in place that support student independence for using instructional materials and supplies?
- How can student independence enhance their problem-solving abilities?
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.
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.