4. Reflection Paper: 20 points Students will complete a short reflection demonstrating knowledge gain and plan for implementation of new knowledge.
5. Module Reflections: (10 points each) 30 points total Students will complete a short summary of their learning from each module.
There are 120 points total for this course. 108-120 points A
96-107 points B
84-96 points C
Below 84 points would require resubmission of assignments that did not meet criteria.
All assignments are completed asynchronously. If you have any questions or need clarification, please text or email one of the instructors. Their contact information is listed at the beginning of the syllabus.
Module One: ODE
In this module the participant will explore the standards for Social -Emotional Learning presented in the Ohio Department of Education’s website. The participant will focus or zoom in on the standards for the grade band he or she teaches. In this exploration the student will examine the following competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Assignment SEL Zoom In: Participant will create a slideshow that incorporates knowledge gained from a thorough examination of one of the five competency areas for his or her grade band. This slide show should be informative, concise, and demonstrate a thorough understanding of the chosen competency. The slide show could then be shared with a PLC or TBT.
Assignment Module Reflection: Participants will complete a one-page summary in reflection of new knowledge gained from completing this module. Choose two of the following to include in your reflection: how your thinking has changed, new insights, how you will change your
practice based on this learning, reflections on your current practice.
Module Two: Why is teacher language important?
In this module the participant will explore the purpose of intentional teacher language and its role in the classroom. The participant will consider general guidelines for teacher language and the effective use of questioning in the classroom. Open ended questioning strategies will be