0.1 — How this course is organized Copy

If you’ve ever taken an online course before, you know that there can be considerable differences in the design and layout from one course to another. The same can be said of teachers who teach the same lesson, right? So, whether you’ve taken an online course before, or perhaps this is your very first one—we make no assumptions about how you’ll interpret what you see and how you experience it. To ensure a common understanding of the course layout and approach, this section includes two resources to guide your initial exploration of our learning environment as we have designed it. First, we’ll explain the layout through written text and a graphic organizer in the section labeled, “A Modular Approach.” Then, in the section labeled, “Course Layout Tour”, you’ll watch a guided video tour of the layout and navigation of the course. Our video tour also includes some tips to add to your success as a participant. Let’s go!

A Modular Approach

All together, these sections are the building blocks for each module, and each module prepares you to demonstrate your ability to create and deliver meaningful online language learning experiences using Startalk principles.

This course is organized by a basic structure we call a “module.” You might think of a “module” as a “unit” of study. Most modules last for four days, meaning that from 12:00 am on the first day of the module until 11:59 pm on the fourth day of the module, you will engage in course activities that must be completed during that module.

The modules in this course build upon one another so it is important to keep to our schedule. In addition, since much of the work in each module requires you to interact with your course colleagues, it is vital that you complete all requirements for each module at the designated times.

So, 1 module = 4 days

For each module, we provide you with content and activities that help you to develop and check your understanding of the focus for that module. The content and activities are divided into “sections”. These sections are labeled using a numerical identifier that helps you keep track of where you are in the course. Take a look at the following example:

In our Orientation Module 0, section 0.3 How to Prepare For & Join the Live Session, Friday, June 7, the number “0” represents the Module and the number after the decimal, “3,” represents the third section of that Module.

Course Layout Tour

The following video is tour of the features and functions of this course, including suggestions for how to be successful in the course. Please carefully watch this video. You may wish to view it full screen by clicking on the full screen icon (It looks like four angle brackets in a frame.) that appears in the bottom right corner of the video player.

Back to Module

	How do I make language comprehensible? (June 7-11)	We will examine strategies for maintaining target language use in ways that facilitate student comprehension of the target language.
	How do I check for understanding? (June 12-16)	We will explore how, when and why teachers embed checks for understanding and you will begin to choose how you will check for understanding in the lessons you teach.
	How do I ensure students can produce language? (June 17-21)	We will review strategies for supporting learners to produce language within their proficiency range and determine how your learners will have opportunities to produce language aligned to the established learning targets. You will also work with another participant in the course to co-design performance tasks for your learners. In this module, you will also have your first opportunity to teach the learning episode you are developing to your peers in the course in a synchronous setting. You will receive feedback after your lesson that you will use to refine the learning plan.
	How do I leverage technology to support production of language? (June 22-26)	In this module, we will explore the how and why of technology integration in addition to examining some specific tools that foster student production of language.
	How do I provide feedback supported by evidence? (June 27-July 1)	How do I provide feedback supported by evidence? (June 27-July 1) In this module, we will discuss the role of feedback and you will determine which feedback strategies will be helpful in the lessons you will be teaching. You will submit an asynchronous version of the learning episode your are developing and receive feedback. Finally, based on that feedback, you will refine your learning plan and submit it for one final round of feedback, this time by the guest instructor or language specialist of your choice.
	With what I’ve learned, how can I create a meaningful learning experience? (July 2-7)	In this module, you will continue developing your lesson based on the feedback you received. And then, you will strengthen your online teaching practice by refining your 15-minute synchronous learning episode. You will also work with your group to practice how each of you will deliver your learning episode in the next module. Additional resources provided by the language specialists will help you to identify and apply enabling activities and tools to use as you develop your 60-minute, team-taught, live, online, novice-level language lesson that you will do in Module 6.
	How can I meaningfully apply what I’ve learned? Your Synchronous Online Co-teaching with Bayan Claremont Students (July 8-11)	This is your chance to experience co-teaching novice-level students and observing your colleagues teach as well! You will work with your group to finalize the design of your learning plans and deliver a 60-minute lesson (made up of each person’s learning episodes) to novice learners at Bayan Claremont.
	How can I meaningfully process my experiences and plan for my future? (July 12-15)	You will have the opportunity to reflect on your growth as an online language teacher as well as purposely plan your future online teaching and continued professional development by beginning to develop an Action Research plan.