Stephanie Vogel!

Blended Learning Course Design Outline May 2016

Course name:

Strategies for Enhancing Instruction for ELLs

Course audience:

Educators K-12, Higher Ed

Measurable
outcomes

1. Students will demonstrate the ability to develop teaching strategies to enhance learning within culturally and
linguistically diverse classrooms.

Course length

10 weeks

Recommended # of inservice hrs

3 credits- 45 hours

2. Students will be able to articulate perspectives and critically reflect on issues in K-12 instruction in ESL classrooms,
including:
State and Federal policies related to the education of English language learners
cognitive and language development of immigrant children including differences between First and Second
language acquisition
varying models for instruction
assessment practices for ELL students
How will you
specifically
measure the
achievement of
those outcomes

1. Assignments: Reflective Writing, In-class participation in activities and discussions

2. Discussion Board: Participation- reading and written discussions; weekly reading assignments will be posted and
students will actively participate in discussions
3. Lesson Plan: Students will complete and present a developmentally appropriate lesson plan that will include
strategies for culturally and linguistically diverse students
4. Culture Research Project & Presentation: Students will complete and present to their peers a research project on a
culture/country of one of their culturally and linguistically diverse students

Stephanie Vogel!
The CCLS that are
addressed
(content and
process)

Blended Learning Course Design Outline May 2016

Since my course is for educators, I chose to look at the Standards for Professional Learning
( http://learningforward.org/docs/pdf/standardsreferenceguide.pdf)
1. Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs
within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
3. Resources: Professional learning that increases educator effectiveness and results for all students requires
prioritizing, monitoring, and coordinating resources for educator learning.
5. Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates
theories, research, and models of human learning to achieve its intended outcomes.

A description of
the weekly
activities including
the technologies
that you will use.
Do NOT provide
the detailed
activities. We
need to protect
your intellectual
property rights.

Module 1: Introduction & Course Expectations (face to face), The trouble with English (reading, discussion), What is
culture? (online brainstorm, discussion)
Module 2: Understanding Cultural Diversity & Schools Responses (slide-cast), Online reading/research (discussion
board)
Module 3: Ourselves as Cultural Beings Projects Due (with followup online discussion of presentations, q/a), Students
and Families Cultural Influences (Online reading and discussion board)
Module 4: Structure of English Language and Writing Objectives (Slide-cast, discussion board), Lesson Planning
Strategies (Zoom meeting)
Module 5: Language Acquisition 1st v. 2nd Language Acquisition (online reading & Discussion board)

Stephanie Vogel!

Blended Learning Course Design Outline May 2016

Module 6: Adapting Instruction: Oral Language Fluency & Literacy(Zoom Presentation), Strategies and tools that
work (slide cast and interactive links)
Module 7: Content-Area Instruction Strategies (Discussion board), Laws, Policies & Roles of Educators (Online
Reading & Discussion)
Module 8: Testing: theory and practice, alternate assessments, adapting (discussion board), Lesson plans due- (to be
shared in breakout groups on Zoom)
Module 9: Research Project Presentations (Face to Face)
Module 10: Final Reflections; Self-Evaluation( discussion board)
Associated seat
time equivalent

45 hours- 4.5 hrs/week

delivered as an Instructed course with a hybrid delivery