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EDI Course SyllabusAbout EdvativeEdvative is a 501(3)(c) educational non profit that works with educators to providecoaching support and professional development to effectively design theirinstruction. Educators that work with Edvative receive a personalized partnership,customized to their unique needs and desired outcomes. We also believe whatseparates Edvative from other potential partners is that everyone on the Edvativeteam actually does the job at hand. Edvative’s team includes current districtadministrators, instructional coaches, IT professionals, and classroom teachers.Having those who are actively working with students and teachers on a daily basiskeeps our team focused on current research and teaching practices. Members of the Edvative team all have advanced degrees in the field of education,have presented at many national and international conferences, and have scores ofpublished articles in educational journals. About the Course: Effectively Designed Instruction (EDI) - 20 credit hoursThe goal of this professional learning course is to provide educators with provenstrategies to effectively design and deliver their instruction in today's increasinglydigital learning environment. This course also aims to provide educational leaderswith an outline on how to support their faculty members as they work to maximizethe benefits of a learning management system (LMS). It is important to note that thestrategies highlighted in this course span all grade levels, content areas, andlearning management systems. These strategies also span multiple coursemodalities. By the time you finish this course, you will have the skills to effectively design anddeliver your instruction and/or help support others as they work to meet thechallenges of today's digital classroom.

Samuel Mormandomormans@garnetvalley.orgSamuel Mormando is the Director of Technology,Innovation, and Online Learning for the GarnetValley School District in Glen Mills, Pennsylvania.Sam was recently honored by the United StatesDistance Learning Association (USDLA) as the K-12Innovation Award Winner. He has also consulted forvarious school districts and Intermediate Units inthe area of instructional design and technology andhas been a featured presenter at ISTE, TCEA, FETC,and PETE&C. Sam recently earned his Doctorate inEducational Leadership from Widener University. Julie Devinedevinej@garnetvalley.orgJulie Devine is the Supervisor of Digital and OnlineLearning for the Garnet Valley School District. Priorto taking this position in 2019, Julie was anInstructional Technology Specialist and elementaryteacher. She has over 18 years of experience as aneducator and holds degrees and certifications fromEastern University and Immaculata University. Juliehas worked as a cohort leader for the InnovationTeaching Academy. She holds industry certificationsfrom Common Sense Media, Seesaw, Nearpod, andis a Certified Apple Educator.Course Facilitators Mike Simonesimonem@garnetvalley.orgMike Simone is entering his 21st year in the GarnetValley School District. He taught 12 years in 1stgrade and is entering his 9th year as anInstructional Design Coach. Mike is a graduate ofPenn State and West Chester Universities withdegrees and certifications in Human Development& Family Studies and Elementary Education. He isa Certified Digital Citizenship Educator throughCommon Sense Media, an Ambassador forSeesaw.me, and a Certified Apple Educator.Christine Gumpertgumperc@garnetvalley.orgChristine graduated magna cum laude from VillanovaUniversity with a Bachelor of Science in SecondaryEducation and a minor in history. She continued herstudies at Villanova as a graduate assistant to theDepartment of Education & Counseling chairwomanwhile earning a Master of Arts in Education. Christinehas been a part of the Garnet Valley community for19 years. For most of that time, she was a secondaryeducator in the social studies department at the highschool. In addition to her teaching responsibilities,she served as the 6-12 SS Curriculum Coordinator,Model UN advisor, and National Honor Societyadvisor. In partnership with leaders in the curriculumoffice, Christine played a key role in adopting the useof Open Education Resources at Garnet Valley andhelped to shape the district’s multistage curriculumprocess. Meg Hayeshayesm@garnetvalley.orgMeg graduated from Boston College with a degree inElementary Education and a Masters in SpecialEducation. She is a certified Reading Specialist aswell. She taught at an independent school, TheEpiscopal Academy, for three years prior tocontinuing her career in the Garnet Valley SchoolDistrict. During her nineteen-year tenure as afourth-grade teacher in the district, Meg was part ofthe school leadership team, facilitated regularprofessional development, and wrote curriculumusing OER. Outside of Garnet Valley, she is a facultymember of the Penn Literacy Network and adjunctprofessor of Special Education at Saint Joseph’sUniversity. Meg has presented at recentconferences including the PA Department ofEducation SAS Conference (Building Culture,Growing Mindsets, Enhancing instruction to PrepareStudents with Skills for a Global Society) and ThePLN Summer Leadership Workshop (BuildingLiteracy in the Math Workshop). Nikki Trofatrofan@garnetvalley.orgNikki graduated from Penn State University with aBachelor of Science in Early Childhood Education anda minor in Special Education in 2015. She conductedresearch as a student-teacher on the use oftechnology in the literacy classroom and presentedher findings during Penn State's Annual TeacherInquiry Conference run by their ProfessionalDevelopment Schools (PDS) Program. She pursuedher education further and graduated from WestChester University with her Masters in Education andher K-12 Educational Technology Certification in2021. Nikki has six years of classroom teachingexperience across two school districts at theelementary level. She is a Certified Digital CitizenshipEducator through Common Sense Media, CertifiedApple Educator, Seesaw Pioneer, and working toobtain her Nearpod Educator certification.

Units of StudyLearners will be able to reflect on their own practice to identify areas in whichthe Building Student Interactions cards could be used, and identify strategiesalready being used that can be built upon. Learners will be able to examine the critical role community plays in building apositive and productive classroom. Learners will be able to create more student-centered discussions threads.Discover more about the concept of Building Student Interactions by diving into2-3 of the resources provided. As you explore these resources, consider takingnotes, creating a Wakelet to save your favorite resources that you want toregularly refer back to, share your favorite article with a colleague and make atime to talk about what you learned, and/or keep a lesson plan or meetingagenda by your side and think about when you are focusing on Building StudentInteractions.Professional Practice Share OutCollaborative Learning ObservationUnit 1: Building Student InteractionsLearning Activities1.2.3.Learners will be able to create lessons that are more experiential andpersonalized than a standard one-size-fits-all approach.Learners will be able to apply both formative and summative assessmentstrategies to monitor student growth.Learners will be able to build opportunities for reflection into current classroomactivities.Discover more about the concept of Designing Learning Experiences by divinginto 2-3 of the resources provided. As you explore these resources, considertaking notes, creating a Wakelet to save your favorite resources that you want toregularly refer back to, share your favorite article with a colleague and make atime to talk about what you learned, and/or keep a lesson plan or meetingagenda by your side and think about when you are focusing on Building StudentInteractions.Check for Understanding Share OutDeveloping Asycnrhous Learning Opportunities Unit 2: Designing Learning ExperiencesLearning Activities1.2.3.

Units of Study (con't)Learners will be able to design activities in their school’s LMS that follow aconsistent folder structure and use common nomenclature. Learners will be able to empathize with parents as they try to navigate theirchild’s LMS. Learners will be able to design content in new and engaging ways (visual arts,iframe, video).Discover more about the concept of Presenting Content by diving into 2-3 of theresources provided. As you explore these resources, consider taking notes,creating a Wakelet to save your favorite resources that you want to regularlyrefer back to, share your favorite article with a colleague and make a time to talkabout what you learned, and/or keep a lesson plan or meeting agenda by yourside and think about when you are focusing on Building Student Interactions.Using the LMS Course Design RubricCreating an Empathy Map for Parent LMS ExperiencesTools, Tips, and Tricks for Presenting ContentUnit 3: Presenting ContentLearning Activities1.2.3.4.Learners will be able to implement strategies to present content in ways thatsupport students’ success.Learners will be able to create activities that activate prior knowledge by usingmedia, graphic organizers, analogies, and cross-content connections. Learners will be able to identify predictable barriers in their classrooms anddesign around them. Discover more about the concepts of Accessibility and Inclusion by diving into 2-3 of the resources provided. As you explore these resources, consider takingnotes, creating a Wakelet to save your favorite resources that you want toregularly refer back to, share your favorite article with a colleague and make atime to talk about what you learned, and/or keep a lesson plan or meetingagenda by your side and think about when you are focusing on Building StudentInteractions.Designing Choice Boards Addressing Predictable Barriers in the Classroom Using Accessibility Tools with Students Unit 4: Accessibility and InclusionLearning Activities1.2.3.4.

Research-Based Principles Utilized In This Course this course was designed following the K12 Course Design Rubric from QualityMatters and provides clear learning goals for all learners. throughout this course learners are provided opportunities to learn fromexperts in the field through lectures, brainstorming activities, and discussions. learners have opportunities to be self-directed through independent work.participants draw on and apply new learning by having conversations withother learners who have diverse experiences and knowledge.learners are involved in their own learning and goal setting by havingopportunities to construct their own understanding of topics throughproblem-solving activities and by collaborating with other learners. This professional learning course was developed with adult learners in mind anduses the research by Malcolm Knowles and others to provide participants withopportunities to be self-directed, call on background knowledge, and apply newlearning in their current role. Some of the ways these principles were applied inthe design and delivery of this course are: Armstrong, A. M. (2002). Applying instructional design principles and adult learning theory in the development of training for business and industry. In Designing instruction for technology-enhanced learning (pp. 184-208). IGI Global.Curran, D. T. (2022). Andragogy and the Socratic Method of Instruction. In Enhancing Teaching and Learning With Socratic Educational Strategies: Emerging Research and Opportunities (pp. 56-73). IGI Global.Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.Quality Matters. (2019). K12 Course Design Rubric. Retrieved from https://www.qualitymatters.org/qa-resources/rubric-standards/k-12- secondary-rubricRomiszowski, A. J. (2016). Designing instructional systems: Decision making in course planning and curriculum design. Routledge.

This course is aligned to the ISTE Standards for Educators but reach other local,state, and national standards as well. The following ISTE standards can be seenthroughout this professional learning course. 2.1 LearnerParticipants will improve their practice by learning from and with others andexploring proven and promising practices that leverage technology to improvestudent learning.2.2 LeaderParticipants will model for colleagues the identification, experimentation,evaluation, curation and adoption of new digital resources and tools for learning.2.3 CitizenParticipants will establish a learning culture that promotes curiosity and criticalexamination of online resources and fosters digital literacy and media fluency.2.4 CollaboratorParticipants will dedicate time to collaborate with both colleagues and students toimprove practice, discover and share resources and ideas, and solve problems.2.5 Designer Participants will design authentic, learner-driven activities and environments thatrecognize and accommodate learner variability.2.6 FacilitatorParticipants will create learning opportunities that challenge students to use adesign process and computational thinking to innovate or solve problems.2.7 Analyst Participants will understand and use data to drive their instruction and supportstudents in achieving their learning goals. Alignment to Professional Learning Standards