Look at your class from a variety of angles and with a variety of lenses. Want to teach a blended course? Let's assess your face-to-face course and make a great blended one!

1. The Big Picture!! ! ! ! ! ! http://creativecommons.org/licenses/by/3.0
Course title: Start date: # weeks: Class
length?
End date: # credits:
“Big ideas” or course goals: Required materials: Major projects/grading:
(No more than 3, please. One is sufficient.)
Textbooks Group projects/presentations
Print packets/articles Portfolios
Online articles Research papers
Case studies Individual projects
Textbook publisher’s materials Case studies
Library e-reserves & databases Reflective journals
Media (DVDs, CDs, etc.) Exams; (number ______ )
Specialized software Service or outreach activities
Other ______________________ Other ______________________
What are the problem areas for students? What is difficult to teach? Student feedback:
When and how do students get feedback?
Learning objectives (LOs): My course content: Student engagement:
Check all that apply. Where does your content reside when you’re How will students work? Check all that apply.
not teaching?
Individually
I have specific LOs for each unit In my brain. I’ve taught this forever.
In a team
My LOs link to big ideas above In my (analog) lecture notes
In more than one team
I plan to change/streamline my LOs Digitally, in slides or docs
In whole class projects
I could use some help with these Digitally, online (LMS, blog, etc.)
In fieldwork/internships
I could simplify these Other ______________________
Other _______________________
© The University of North Carolina @ Chapel Hill

2. The Big Picture!! ! ! ! ! ! http://creativecommons.org/licenses/by/3.0
Preferred teaching strategies: Your physical classroom: Your time spent on assessment:
Check all that apply. Check all that apply if known... Rank order f2f course assessments that
require the majority of your time to grade:
Movable desks 1. _______________________
Group work
Whiteboard & markers
Lecture 2. _______________________
Projector
Socratic questioning; discussions
Internet access (wired or wireless) 3. _______________________
Student presentations
Computer (or laptop accessible)
Problem-based learning 4. _______________________
Audio system
Role-playing/simulations 5. _______________________
Windows with shades
Other ______________________
Other ______________________ 6. _______________________
Online enhancements: What is your greatest strength As an educator, if you had to reach
Check all that apply to your class web site use. as an educator? out of your comfort zone, what one
new thing would you try and why?
Lecture notes
Slides
Auto-graded quizzes
Gradebook
Assignment submission &
directions
URLs & online resources
Announcements
Course calendar
Virtual office hours
Other ______________________
© The University of North Carolina @ Chapel Hill

3. The Big Picture!! ! ! ! ! ! http://creativecommons.org/licenses/by/3.0
stdt
2
stdt
stdt
goals interactions 2
prof
course
content activities graded
un-
graded
© The University of North Carolina @ Chapel Hill

4. The Big Picture!! ! ! ! ! ! http://creativecommons.org/licenses/by/3.0
Lessons at-a-Glance
In an ideal world, all of your efforts toward improving learning align so that students gain a deeper appreciation and
understanding for the topics you have studied together. Ultimately, this helps to prepare students to contribute to a
community of practice within their field or discipline.
Let’s take a 30,000-foot view to see if your instructional goals, specific learning objectives (observable outcomes), and
assessments are aligned. Consider the following format to capture your ideas and notes.
Example from an Introductory Environmental Studies course:
Week/topic: Big idea/course goal: Learning objective: Assessment:
Overarching concept(s) essential This is something you can observe to This provides students the opportunity
to the course and discipline see that students “get” the big idea. to demonstrate they “get” the big idea.
1 Systems-thinking and By the end of the course, students Portfolio assignments: Use
Living and understanding natural should be able to diagram the water diagramming or mind-mapping
Non-living systems holistically is cycle, carbon cycle, and nitrogen software to illustrate water, carbon,
Systems key to this field cycle and nitrogen cycles
1 Students should be able to identify and This is an essay question on Exam
discuss the significance of energy flow 1
(cont’d) (cont’d) through at least 2 different systems.
© The University of North Carolina @ Chapel Hill

5. The Big Picture!! ! ! ! ! ! http://creativecommons.org/licenses/by/3.0
Week/topic: Big idea/course goal: Learning objective: Assessment:
Overarching concept(s) essential This is something you can observe to This provides students the opportunity
to the course and discipline see that students “get” the big idea. to demonstrate they “get” the big idea.
© The University of North Carolina @ Chapel Hill

6. The Big Picture!! ! ! ! ! ! http://creativecommons.org/licenses/by/3.0
© The University of North Carolina @ Chapel Hill