Detailed Course Outline


Canvas Course

The year long course will contain 5 modules. Modules 1 through 4 will each last 1 month in duration and will close upon conclusion of that respective month. Module 5 will open during January and remain open through the end of the school year, as this will be the time period when students are developing and adding to their ePortfolios. 

Note: There is no pre existing curriculum for the Senior Seminar course due to all of the students’ individualized needs. Students within this course are also NOT present in class on a daily basis. Attendance in class varies from student to student and is based on their individual needs (i.e. per their IEP). Due to the varying needs and attendance of the students, each module will be open for at least 1 month of the school year to allow time for successful instruction, understanding of information, and completion of activities. 

**All linked documents below are information that will be placed into the LMS during week 3. 


Module 1: What are ePortfolios? (September)

Module Objectives: Weeks 1-4 – Learners will discover what ePortfolios are and what they are not. They will understand the purposes for maintaining an ePortfolio and be able to identify elements and artifacts that might be included in an ePortfolio.

  • Introduction: Teacher will introduce what ePortfolios are. This will be lecture based, but key information will also be posted within the course for students to follow along with, and/or to reference at any time. 
  • Students will view an ePortfolio video and then participate in an online whiteboard to share what they learned. 

Everything in Between: Weeks 2-3 

  • After the initial lecture, students will demonstrate their understanding of ePortfolios by completing an online, short answer response prompt. Responses will be posted anonymously within the Canvas LMS for the class to review and discuss together. 
  • Exploration: Teacher will provide examples of ePortfolios. Students will have time to view and explore examples. Teacher will explain that students should pay attention to the layout, creativity, and individualization of the examples, as well as to view the work that the author chose to share and to review the authors’ reflections of their work. 
  • Discussion: After viewing examples, and to introduce students to the online discussion platform, students will complete a discussion post to share their likes/dislikes of the sample ePortfolios viewed, they will ask and respond to questions, and they will share ideas they have obtained for their individual ePortfolios. 

Demonstrating Achievement: Week 4


Module 2: Netiquette (October)

Module Objectives: Weeks 1-4 – Learners will explore how to participate in digital spaces and collaborate with one another through online discussions. Learners will demonstrate control and tact when giving and receiving digital feedback. 

  • Introduction: Teacher and students will review article  about how to participate in online discussions. Teacher and students will then create their “class netiquette rules” in their own words, which will be adhered to by all members of the class. These will be posted within the LMS course for students to review and reflect upon throughout the course of the year. 

Everything in Between: Weeks 2-3

  • Exploration: Students will view video about how to participate in online discussions. 
  • Students will review their initial discussion post from the previous month. They will evaluate their personal interactions with their peers by completing a rating scale.
  • Students will then screenshot their initial post, revise it, and then repost their new discussion following the class netiquette rules, as well as the screenshot of their initial post to show their progress. 

Demonstrating Achievement: Week 4

  • Students will participate in a new discussion forum, adhering to the class netiquette rules, and will have their responses graded. 


Module 3: Creating your ePortfolio (November)

Module Objective: Weeks 1-4 – Learners will design an ePortfolio that showcases their personal style and design, as well as their content and learning.

  • Introduction: Teacher will present and review their personal ePortfolio with students. Teacher will point out categories, pages, Widgets, etc so that students have an idea of what these will look like on their webpages. The teacher will then have students link their Google accounts to Mindmup (my example) in order for them to begin formulating ideas as to what they wish to share on their personal sites. 

Everything in between: Weeks 2-3

  • Students will begin building their sites. They will have online access to instructions, as well as time within the classroom and assistance from the teacher to create and begin developing their ePortfolios. 
  • Students will complete a daily/weekly log (dependent upon their individual class time) to share what work they completed on their sites. They will have access to a checklist of required items to add to their sites during the remainder of this month. 

Demonstrating Achievement: Week 4

  • By the end of the month, students will have the following completed:
    • Chosen their ePortfolio platform and created their site
    • Within their site they will have created 
      • Home page
        • Stating the purpose of their ePortfolio, their goals (both personal and academic)
      • About me page
        • Information about who they are, their interests, any achievements they have earned, volunteer opportunities, clubs/organizations they are a part of
      • Post-Secondary Goals page (to be discussed in a future module)
      • Have embedded at least 2 Widgets of their choosing
    • Have at least 5 images on their site
    • Shared their site with their teacher
  • Students will be required to screenshot the above requirements and submit them through Canvas for grading. 


Module 4: Reflection (December)

Module 4 Objectives: Weeks 1-4 – Learners will learn what reflection is and is not. Learners will evaluate their post-secondary interests and gain insight into developing plans that support their interests

  • Introduction: Teacher will introduce what reflection is. This will be lecture based, but key information will also be posted within the course for students to follow along with, and/or to reference at any time. 
  • Students will view a video discussing reflection within ePortfolios. Students will then participate in an in-class discussion of what reflection is. The class will complete an online whiteboard web of what reflection is, with that link/activity then being posted within the module for students to access at any point. 

Everything in Between: Weeks 2-3

  • After the initial lecture, students will demonstrate their understanding of reflection by completing an online discussion post. Responses will be posted anonymously within the Canvas LMS for the class to review and discuss together. 
  • Exploration: Students will access examples of reflection posts through LMS. 
  • Discussion: Over the course of the two weeks, students will record their reactions to the reflective posts through the discussion boards in the LMS. Their responses will be in double-entry format. Students will describe their personal thoughts and reactions to the reflections in the left column, and write about key information/descriptors of reflections (discussed during class), in the right column. Students then draw arrows indicating relationships between their personal experiences and course content. 

Demonstrating Achievement: Week 5

  • After reviewing examples of reflective posts, students will complete a reflection post on ONE of their previously posted artifacts in their ePortfolios. They will post their reflection within their ePortfolio pages and then share/submit the link with their teacher for grading. 


Module 5: Post-Secondary Transition (January – June)

Module 5 Objectives: Weeks 1-4 – Learners will analyze/relate academic content and technological skills to their personal interests and post-secondary goals. Learners will discover personal interests and passions through their delivery of content. Learners will explore post-secondary learning opportunities and become accountable for their self-directed learning. 

  • Introduction: Teacher and class will discuss what post-secondary transition planning is, specifically that it is different for each individual based on their interests and passions. Key information regarding post-secondary transition planning will be discussed and posted within the LMS for future access. 
  • Students and teacher will view post-secondary video (chapter 7 only). Specific sections listed below: 
    • Individualized Education Plan: Function, Purpose, and Guidelines
    • What are section 504 Regulations & Accommodations in Public Schools? 

Everything in Between: Week 2 – through the end of the school year

  • Exploration: Students will view Chapter 1 from the post-secondary video (above), specifically: 
    • What is Post-Secondary Education?
  • After viewing the video, students will create a blog post for their ePortfolios with the following criteria
  • For the remainder of the school year, students will complete specific post-secondary transition planning activities per the IEP’s. The students will have ownership over how they present these tasks/information within their ePortfolios. Those activities include the following: 
  • Students will also complete a monthly reflection of at least one of their submitted activities/blog posts. 
  • Teacher and students will have check-ins at least one time per month. Teacher will use a checklist to conference with students. Checklist will be posted within the LMS for students to access at any time. 

Demonstrating Achievement: End of the course/school year

  • Students will present their ePortfolios with completed tasks, blog posts, and reflections included. Teacher checklist will be used for grading purposes.



Planning Questions

6. If you have been working as a collaborative team, how do you feel about teaching an online or blended course independently? I have not been working as a collaborative team with any other colleagues in my building.
7. How will you ensure the success of your learners in this course? I will ensure the success of the learners in my course by ensuring they receive the necessary instruction, training, guidance, and skills necessary to create and develop their individual ePortfolios. Also, I believe that seeking assistance from the members of this course, and troubleshooting with them, will help to ensure that any problems which do arise can be solved.
8. What do you want learners to know and be able to do when they have completed your course? I want the students within my classroom to learn how to create their own ePortfolios, and to continue to develop them as they move through the school year and their future years, including those after graduation. I want for my students to not only learn the ins and outs of the technology that they will be working with, but that they will also learn to collaborate together with their peers and be able to use each other to help better develop their individual content.
9. How will you determine that they have reached the goal and objectives you have set? Ultimately, the students producing their ePortfolios and being able to continually develop and add to them will determine if they have truly learned and met the goals and objectives of the course.
10. What resources will your learners need for your course? The learners for this course will need their chromebooks and access to the internet. The students will also need to be able to create WordPress or Google sites accounts, as well as to make use of GoogleDrive. They will also need to have access to YouTube for videos.
11. Where will you put them? These resources will be available from our school district, online, and in the classroom (when applicable).
12. How will learners access the resources? Learners will be able to access the resources using their district issued laptops and Canvas LMS, GoogleDrive, Google Sites, WordPress, and YouTube.
13. How will you divide or “chunk” the learning activities into meaningful increments to help learners build or scaffold their learning? The learning activities will be grouped by module and based on the topics of those modules. Each module is based on a skill or information that is required to create and develop an ePortfolio.
14. How will you integrate readings, videos, discussions, and activities for meaningful learning? At this point, no readings will be incorporated. Discussions will happen in person as a class. All course activities will be posted within the LMS.
15. What active learning experiences will you provide for your learners? Students will collaborate to share their knowledge of ePortfolios and reflection in order to create content for their individual ePortfolios.
16. What will your assessment (both formative and summative) look like? Formative assessments will be at the end of the modules and vary module by module. Summative assessments will take place at the end of the course after the learners have taken on leadership roles to develop their individual ePortfolios.