| Course Information |
| Teacher Information |
| * Teacher information is included, specifically a biographical sketch, contact information, résumé, and current teaching certificate |
| Course Description |
| * The "hook" entices the target audience by providing the value, relevance, and importance of the course |
| * The course description includes an overall picture of what the class is going to be like |
| Goals |
| * Goals are clearly stated in terms of what students know, understand, and are able to do as the result of instruction and learning |
| Goals are appropriate for the intended audience and related to students' needs |
| Audience/Level |
| * Audience is clearly identified by grade level; any prerequisite skills and knowledge needed are identified |
| Standards & Benchmarks |
| * Goals are aligned with applicable state content and performance standards and benchmarks |
| Required Materials |
| * Any required materials that are separate from COOLSchool-required software/hardware are stated |
| Policies and Procedures |
| Class policies are stated including but not limited to grading policy, student performance outcomes and assessments practices, participation, and late assignments |
| * Class procedures that provide additional directions needed for materials/technology use that is not covered in the COOLSchool orientation material are defined and explain how to handle a course crisis, including technology issues |
| Outline |
| A course outline suggests a general schedule for students to follow, but remains flexible for students' individual needs |
| Instructional Materials |
| Content represents declarative and procedural knowledge essential to the discipline |
| A variety of materials are used to enhance student learning |
| When appropriate, the same ideas have been explained in a variety of forms (graphics, text, audio, charts, graphs) to meet a variety of learning styles |
| Materials are appropriate and engaging for the intended audience |
| Materials are usable on all platforms and are freely available |
| All copyright course content (including graphics) is documented in a completed copyright packet with received permission. Any permission that you have granted for use of your original course content is also documented. |
| Instructional Strategies |
| The Learning Community |
| * Opportunities are provided for student/teacher to introduce themselves and connect with other learners |
| * Information is presented and further gathered regarding your students' levels of sophistication to make instruction effective. |
| * Strategies exploit tools allowing for appropriate teacher:student(s), student:content, and student:student interaction |
| Strategies encourage high expectation for student involvement, participation, and exchange of ideas |
| Activities |
| Strategies systematically move all learners at their own pace toward clearly defined learning goals and standards |
| A variety
of strategies are employed including focusing activities, presentation
of information, practice and feedback, assessments, and follow-through
activities |
| * Strategies reflect stated goals and performance outcomes as well as current learning research, knowledge of the learning process, content to be taught, and the characteristics of target audience |
| Course is designed to allow students to apply prior knowledge to new learning to create personal meaning |
| Instruction incorporates critical thinking and problem-solving strategies |
| Assessment |
| Assessment is both formative and summative |
| Assessment practices correlate with the identified outcomes |
| Assessment of student performance is balanced between teacher-generated assignments, standardized measures (when appropriate), and student-developed artifacts |
| Assessments require reflection and authentic applications of knowledge and understanding |
| Course Layout |
| * The course allows students to easily navigate through the instruction |
| Content is delivered via appropriate medium and tools |
| Content is accurate, current, relevant, and clear |
| Scaffolding of course components is appropriate for achieving course goals and performance outcomes |
| * Page layout is logical, visually clean, and text is appropriately "written for the Web" |
| Standard COOLSchool footers and logo are in appropriate locations |
| Graphics/pictures are appropriate for the target audience and load in a reasonable amount of time |
| Spelling and grammar are correct |
| Successful completion of the course by the intended audience equals approximately 90 hours |
