1. Essentials Online Course
Intel® Teach Program
Essentials Online Course

2. Welcome and Introductions
LEA Coordinator introduction and welcome
Facilitator introduction and welcome
Master Teacher candidate introductions will take place in Module 1
Housekeeping and logistics <add any information about credits, snacks/lunch, and so forth localized for your area>

3. Agenda Review Orientation Module Complete Module 1 Complete Module 2
Begin Module 3
Prepare for Online
For Master Teacher Candidates
Preview Facilitation Guide
Complete Learning to Facilitate
Prepare and Manage Your Course
Introduce Customer Support Process
Add daily agenda according to your schedule.

5. Course Focus The themes of the Essentials Course include:
Using technology effectively in the classroom to promote 21st century skills
Creating curricular units and assessments, which address state and national academic and technology standards
Facilitating student-centered classrooms that encourage student self-direction and higher-order thinking
Collaborating with colleagues to improve instruction by problem solving and participating in peer reviews of units

6. Outcomes Unit Portfolio
Teachers create a complete unit portfolio composed of the following:
Publication on PBL
Gauging Student Needs Assessment
Unit Portfolio Presentation
Student Sample
Assessment Plan
Student Sample Assessment
Assessments to Foster Self-Direction
Unit Support Documents
Unit Plan
Teachers give and receive feedback on the Unit Portfolio components.
Aligns to standards
Focuses student work through the use of Curriculum-Framing Questions
Includes Assessment Timeline to note ongoing assessment
Provides differentiation strategies to support all learners

7. Master Teacher Expectations
Attend all 14 hours of the face-to-face portion of the training
Complete 46 hours of activities and discussions in the online portion of the training
Follow the published schedule for completing milestones in each module  
Complete Master Teacher Milestones
Complete Master Teacher Self-Reflection survey
Participate actively in discussions and online group work with multiple online sessions each week
Complete an online evaluation of the course

8. Facilitator Role
Complete the same activities required of a Participant Teacher
Learn how to facilitate the course
Recruit Participant Teachers
Send registration information, order, and distribute curricular materials
Set up training logistics – ensure lab is prepped and ready
Train at least 10 Participant Teachers
Begin Participant Teacher training no more than twelve months after completing Master Teacher training
Follow one of the sample schedules
Spend six to eight hours facilitating the online portion of the course
Assist in evaluation and follow-up reports

9. LEA/ITA Roles
Provide a central contact to administer and maintain the program
Provide training labs that meet minimum specs
Provide release time and substitute costs for MT training(s)
Help recruit Participant Teachers and student assistants
Provide Participant Teachers with access to prerequisite basic computer skills training (if needed)
Ensure each teacher has one networked PC or Apple Macintosh* in their classroom with software and Internet access
Register participants online and send message with log in information to Master Teacher

10. Orientation Module Enter the online course: <insert URL>
Select the course: <insert name>
Review Orientation work and feedback
How are you feeling at this point in the training?
Reflect on experiences with online learning
Initial thoughts on facilitating an online course
Online netiquette

11. Review of the Online Course Page
Review Home Page Features:
Chat Rooms
Messaging (will experience in the first activity in Module 1)
Profiles
Announcements and Activity Schedule
My Links
FAQ
My Courses
Review of Tab Structure
Lounge Tab--Teacher’s Lounge
Sharing tab
Resources Tab
My Work Tab
Essentials Tab
Course Wiki Tab
Facilitation Tab
Make sure participants know how to use the messaging and how to access the profiles as they need this in the first activity of Module 1. They will need to know how to use it independently.

12. Module Structure Overview
Facilitator Corner
Facilitation Tips
Module Objectives and Questions
Pair and Share
Pedagogical Practice Discussions
Activities
Wrap Up
Planning Ahead
Show these features from within the course.

13. Experiencing the Content Think about the following:
Module 1: Teaching with Projects Activity 1, Step 2 Prompts for Face-to-Face Discussion
Experiencing the Content
Think about the following:
Which topics interest you the most?
Which topics will be the most challenging for you?
Participate in a discussion with the whole group.

14. Creating a Portfolio Folder
Module 1: Teaching with Projects Activity 1, Step 3 Help Guide and CD Resources
Creating a Portfolio Folder
Introducing the Intel® Education Help Guide
Resource includes step-by-step directions for how to complete technical skills
Provides technical instructions for
Microsoft Office 2000*, XP*, and 2003*
Microsoft Office 2004 for Macintosh*
Provides support for various operating systems
Microsoft Windows 2000* and XP*
Macintosh OS X 10.4.X*
Locate other resources on CD and Resource Tab

15. Unit Plan Template Discussion
Module 1: Teaching with Projects Activity 1, Step 4 Prompts for Face-to-Face Discussion
Unit Plan Template Discussion
What questions do you have about the structure or contents of the template?
What are the advantages and challenges of using the template?

16. Facilitation tab Facilitation Review
Go to My Courses
Sign in to the Essentials Online with Facilitation course
Review tab Structure
Learning to Facilitate
Section 1: Considering My Roles
Section 2: Exploring Communication

17. Module 1: Teaching with Projects Activity 3, Step 2 Multiple Windows Demonstration
How can you open, resize, and view multiple windows in the online environment?
Make sure you click the Submit button any time you are finished entering information.

18. Researching Project-Based Learning
Module 1: Teaching with Projects Activity 4, Step 2 Tagging and Social Bookmarking
Researching Project-Based Learning
Register for an online tagging/bookmarking site
Register for an account at: [enter URL, such as
Example instructions:
Go to My Tools.
Right-click on the Diigolet icon for your browser type.
For Internet Explorer*: Add to favorites… Put in Links folder.
For Mozilla Firefox*: Bookmark This Link… Put in Bookmarks Folder.
Use diigolet bookmarklet to highlight, bookmark, add sticky notes, and forward your favorite Web sites.
Although diigo is a recommended site, you can edit this page to provide instructions to use another bookmarking/tagging Web site. A list of sites is available in the Resources tab > Collaboration link. You also may need to edit these instructions if your teachers are using a different browser than the ones listed.

19. Feedback on Module 1
What questions do you have about our class or your individual blog?
What do you think of your hybrid online learning experience so far?
Positive Comments
Concerns
Questions
Your comfort level with the course so far

20. Course design and structure
Where We Were
Orientation Module
Topics:
Course design and structure
Key Activities:
Explore the course schedule and course features
Check available software applications
Complete an online profile and learn about the course community
Review a sample unit plan and develop topic ideas for own unit plan
Participate in a discussion using the Course Blog
Complete the Orientation Survey

21. Module 1: Teaching with Projects
Where We Were
Module 1: Teaching with Projects
Topics:
Project-based learning and unit design
Key Activities:
Review portfolio components
Create a publication on projects
Identify 21st century skills for your unit
Develop initial unit ideas
Reflect on learning in your blog
Do not read everything on slide. Highlight a few from each module. Participants can read in more detail on their own.

22. Module 2: Planning My Unit
Where We Are
Key Activities:
Identify standards for your unit
Create learning objectives
Create Curriculum-Framing Questions
Research effective assessment strategies
Draft Assessment Timeline
Create assessment to gauge student needs
Create Unit Portfolio Presentation
Reflect on learning in your blog
Topics:
Curriculum-Framing Questions
and student-centered assessment
Module 2: Planning My Unit

23. Where We Are Going Face-to-Face Module 3: Making Connections
Two activities during face-to-face
Facilitation tab
Online
Complete remaining activities online
Module 4: Creating Samples of Learning
Project outcomes from a student perspective
Module 5: Assessing Student Projects
Formative and summative assessment
Module 6: Planning for Student Success
Student support and self-direction
Module 7: Facilitating with Technology
Teacher as facilitator
Module 8: Showcasing Unit Portfolios
Sharing learning

24. Module 2: Planning My Unit Activity 1 Addressing Standards
What does backwards design mean to you?
How is your district addressing 21st century learning?

25. Register for the online collaborative Web site
Module 2: Planning My Unit Activity 2 Step 1: Curriculum-Framing Questions
Register for the online collaborative Web site
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What new insights do you have after working with Curriculum-Framing Questions?
What were the benefits and challenges of using the online collaborative Web site?

26. Module 2: Planning My Unit Activity 4 Step 2: Planning My Assessment
Discuss initial plans and purposes for your assessments
What kind of information do you need to gather from your students to better understand their learning needs? How will you collect it?
How can your Essential and Unit Questions be used for gauging student needs?
In what ways can you gather information about your students’ higher-order thinking and 21st1 century skills related to this unit?
How will you use the information you collect?

27. Module 2: Planning My Unit Activity 6 Pedagogical Practice
Get into your assigned groups. Note the question assigned to your group:
How do I ensure that students meet standards—and meet enough of them to make the effort worthwhile—in open-ended activities and projects?
If students are in charge of their own learning, how will we be sure they learn what is important?
How do I ensure accountability when students are working in groups?

28. Feedback on Module 2
What questions do you have about our class or your individual blog?
What do you think of your hybrid online learning experience so far?
Positive Comments
Concerns
Questions
Your comfort level with the course so far

29. Course design and structure
Where We Were
Orientation Module
Topics:
Course design and structure
Key Activities:
Explore the course schedule and course features
Check available software applications
Complete an online profile and learn about the course community
Review a sample unit plan and develop topic ideas for own unit plan
Participate in a discussion using the Course Blog
Complete the Orientation Survey

30. Module 1: Teaching with Projects
Where We Were
Module 1: Teaching with Projects
Topics:
Project-based learning and unit design
Key Activities:
Review portfolio components
Create a publication on projects
Identify 21st century skills for your unit
Develop initial unit ideas
Reflect on learning in your blog
Do not read everything on slide. Highlight a few from each module. Participants can read in more detail on their own.

31. Module 2: Planning My Unit
Where We Were
Key Activities:
Identify standards for your unit
Create learning objectives
Create Curriculum-Framing Questions
Research effective assessment strategies
Draft Assessment Timeline
Create assessment to gauge student needs
Create Unit Portfolio Presentation
Reflect on learning in your blog
Topics:
Curriculum-Framing Questions
and student-centered assessment
Module 2: Planning My Unit

32. Module 3: Making Connection
Where We Are
Key Activities:
Pair and Share
Prepare for Online
The rest are completed after the face-to-face
Topics:
The Internet to support teaching and learning
Module 3: Making Connection

33. Where We Are Going—Online
Module 3: Making Connections
Finish online
Module 4: Creating Samples of Learning
Project outcomes from a student perspective
Module 5: Assessing Student Projects
Formative and summative assessment
Module 6: Planning for Student Success
Student support and self-direction
Module 7: Facilitating with Technology
Teacher as facilitator
Module 8: Showcasing Unit Portfolios
Sharing learning

34. Read the Announcements for important information
Module 3: Making Connections Activity 1 Transitioning to Complete Online
Read the Announcements for important information
Read the Facilitator Corner for the activities first
Check the course schedule
Schedule Chat Room discussions if desired
Use the Discussion Checklist to assess your discussions
Complete End of Module Surveys and Course Progress
Register for Assessing Projects:
Plan a schedule

35. Facilitation tab Facilitation Review
Sign in to Essentials Online with Facilitation course
Review Facilitation Guide
Explore Sections 1-6
Review Section 7
Practice with Features in the Manage Training Task Lists

36. End of Face-to-Face Training Feedback
Positive comments
Concerns
Questions
Your comfort level with the course so far
Participant Teacher training information
Customer support
Co-facilitator model

37. Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.  Copyright © 2007 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

38. Back UP

39. Introducing the Intel® Teach Essentials Online Course
The Goal of Our Course
To help teachers use the power of computer technology to spark student imagination and ultimately move students toward greater learning
Throughout the course, you encounter questions asking how your students can best use computers to enhance learning. The guiding question for the entire course is:
How can technology be used most effectively
to support and assess student learning?
Our Goal for You
The creation of a Unit Portfolio that you can implement in your classroom—a unit that allows you to raise the level of excellence in your classroom and meet important learning objectives and 21st century skills

40. Considering My Role as Curriculum Designer
During this course, you design and develop resources for a unit of study that you teach.
The unit may range in length from a couple weeks to several months, but it should encompass a key area of study in your curriculum.
Your Unit Portfolio is developed throughout the course's eight modules.