2
Teacher’s name: ____________________________________________
Work place: ____________________________________________
Office phone: ____________________________________________
e-mail: ____________________________________________
(Note: the given part is filled by each teacher separately when creating a personal syllabus
on the basis of a typical syllabus).
Prerequisites:
To master the given subject, knowledge, abilities and skills acquired while learning the
following subjects are needed:
Computer 1, 2
Postrequisites:
Knowledge, abilities and skills acquired while learning the given subject are needed for
acquisition of the following subjects:
CLIL, Assessment, Modern Teaching Methods
Course description:
The course lasts 17 weeks including a midterm and final week. The course consists of 30
practical classes. The main focus of the course is to prepare students to use IT in their
future work.
Course aim and objectives:
The course aims at developing students’ competence and skills of using various IT tools
to create materials, assess students and make their classes more interactive. It also aims
at preparing students to conduct their classes in implementing blended, flipped and online
modes of teaching.
Requirements for knowledge, abilities, skills, and competences. Students must:
have an understanding of:
the importance of using IT tools to create an engaging lesson; the peculiarities of creating
a course with the help of IT tools.
know:
how to implement features of digital classroom to their course; how to balance between
the use of digital tools to make the learners equally motivated to the lessons.
be able to:
create online courses using learning management systems such as Moodle or Google
Classroom by using the features of the given tools.
acquire practical skills of:
adapting, creating, integrating worksheets, video materials; conducting online lessons
using relevant software (e.g. Zoom).
be competent:
in identifying and selecting appropriate IT tools for their lessons depending on the lesson
aims.
THEMATIC PLAN OF THE SUBJECT
Week Hour Indicative content
Type of lesson: practical
Topic: Blended Learning
Plan of the topic: 1. Differences face to face, online and blended
1
2. Features of a Blended course
Source: https://www.coursera.org/learn/blended-language-
1 learning-design-practice-for-teachers
Type of lesson: practical
Topic: Blended Learning
1 Plan of the topic: 1. Adapting face to face course to blended
mode
Source:
Type of lesson: practical
Topic: How to teach online
1 Plan of the topic: 1. Zoom
Source: https://zoom.us/
2 Type of lesson: practical
Topic: How to teach online
1 Plan of the topic: 1. Making the lesson more interactive using
Zoom
Source: https://zoom.us/
Type of lesson: practical
Topic: Videos
1 Plan of the topic: 1. Using YouTube
2. Tubequizard
3 Source: https://www.youtube.com/
Type of lesson: practical
Topic: Videos
1 Plan of the topic: 1. TED Ed
Source: https://www.ted.com
Type of lesson: practical
Topic: Useful websites- materials
1 Plan of the topic: 1. Websites for materials
Source: https://elllo.org/english/1501/1526-RachelTodd-PastNow-
Teens.htm
4 Type of lesson: practical
Topic: Useful websites- materials
Plan of the topic: 1. How to adapt the materials
1 Source: https://breakingnewsenglish.com/2107/210723-
woodland.html
2
Type of lesson: practical
Topic: Useful websites- tools
Plan of the topic: 1. Flipgrid
1 2. Padlet
3. Kahoot
4. Quizlet
5 Source: https://flipgrid.com/
Type of lesson: practical
Topic: Useful websites- tools
Plan of the topic: 1. Toontastic
1
2. Voki
3. Pedagogically sound use
Source: https://toontastic.withgoogle.com/
Type of lesson: practical
Topic: Creating materials - interactive worksheets:
1 Plan of the topic: 1. Google
2. Canva
6 Source: https://www.canva.com/
Type of lesson: practical
Topic: Creating materials - interactive worksheets:
1 Plan of the topic: 1. Wizer
Source: https://wizer.me/
Type of lesson: practical
Topic: Flipped classroom
Plan of the topic: 1. What it is
1
2. How flipped classroom works
Source: https://www.panopto.com/blog/what-is-a-flipped-
7 classroom/
Type of lesson: practical
Topic: Flipped classroom
1 Plan of the topic: 1. Activities for flipped classroom
Source:
Type of lesson: practical
Topic: Creating video materials
1 Plan of the topic: 1. Typito
2. Inshot
Source: https://typito.com/
8
Type of lesson: practical
Topic: Creating video materials
1 Plan of the topic: 1. Tips how to shoot a good video
2. Youtube scripts
Source: https://www.youtube.com/watch?v=SbjBgqzbA3w
Type of lesson: practical
Topic: Google Classroom
9 1 Plan of the topic: 1. Creating a classroom
2. Adding materials tasks links
Source: https://edu.google.com/intl/en/products/classroom/
3
Type of lesson: practical
Topic: Google Classroom
1 Plan of the topic: 1. Creating assessment criteria
2. Google extensions
Source: https://edu.google.com/intl/en/products/classroom/
Type of lesson: practical
Topic: LMS: Moodle
Plan of the topic: 1. Creating and editing a course
1 2. Adding topics
3. Grading
4. Forum & Announcements
10 Source: https://moodle.org/
Type of lesson: practical
Topic: LMS: Moodle
Plan of the topic: 1. File
1
2. Link
3. Embedding
Source: https://moodle.org/
Type of lesson: practical
Topic: Using Moodle
Plan of the topic: 1. Assignment
1 2. Quiz
3 Importing questions
Source: https://moodle.org/
11
Type of lesson: practical
Topic: Using Moodle
Plan of the topic: 1. Page
1
2. Book
3. Embedding
Source: https://moodle.org/
Type of lesson: practical
Topic: Assessment using IT
1 Plan of the topic: 1. Use of apps
Source: https://classkick.com/
12
Type of lesson: practical
Topic: Assessment using IT
1 Plan of the topic: 1. Use of websites
Source: https://quizizz.com/
Type of lesson: practical
Topic: Assessment using IT
13 1 Plan of the topic: 1. Portfolio
Source: https://www.wix.com/
4
Type of lesson: practical
Topic: Assessment using IT
1 Plan of the topic: 1. Digital Storytelling
Source: https://bookcreator.com/
Type of lesson: practical
Topic: Interactive whiteboards
1 Plan of the topic: 1. What it is
2. How to use interactive whiteboards
Source:
14
Type of lesson: practical
Topic: Interactive whiteboards
1 Plan of the topic: 1. Using interactive whiteboards
Source:
Type of lesson: practical
Topic: Interactive whiteboards
1 Plan of the topic: 1. Genially
2. Nearpod
Source: https://genial.ly/
15
Type of lesson: practical
Topic: Interactive whiteboards
1 Plan of the topic: 1. Practical Use
Source:
16-17 Final
MATERIALS & RESOURCES
Core sources
1. https://www.coursera.org/learn/blended-language-learning-design-practice-for-
teachers
2. https://edu.google.com/intl/en/products/classroom/
3. https://moodle.org/
4. https://www.youtube.com/
5. https://www.ted.com
6. https://elllo.org/english/1501/1526-RachelTodd-PastNow-Teens.htm
7. https://breakingnewsenglish.com/2107/210723-woodland.html
8. https://flipgrid.com/
9. https://toontastic.withgoogle.com/
10. https://www.canva.com/
11. https://wizer.me/
12. https://www.panopto.com/blog/what-is-a-flipped-classroom/
13. https://typito.com/
14. https://www.youtube.com/watch?v=SbjBgqzbA3w
15. https://zoom.us/
5
16. https://classkick.com/
17. https://quizizz.com/
18. https://www.wix.com/
19. https://bookcreator.com/
20. https://genial.ly/
21. https://www.elt-training.com/course/lesson-plans
Additional sources
1. https://www.liveworksheets.com/
2. https://www.topworksheets.com/en/home
3. https://www.coursera.org/learn/getinmooc/home/welcome
4. https://www.coursera.org/learn/classroom-flipgrid/home/welcome
5. https://www.coursera.org/learn/student-books/home/welcome
6. https://www.coursera.org/learn/teaching-learning-tools/home/welcome
7.https://www.coursera.org/learn/create-online-classes-with-google-
classroom/home/welcome
8.https://www.coursera.org/learn/teaching-with-peer-review-using-
eduflow/home/welcome
9.https://www.coursera.org/learn/create-sell-digital-teaching-printables-
canva/home/welcome
10. https://www.coursera.org/learn/lessons-google-slides/home/welcome
11. https://www.coursera.org/learn/advanced-google-classroom/home/welcome
STUDENT ASSESSMENT PROFILE
Assessment profile consists of continuous assessment, midterm and final exam
during a semester. Student knowledge is evaluated in the following way:
Degree Point Rating
A+ 95 - 100 points 4.5
OUTSTANDING
А 90 - 94 points 4.0
B+ 85 - 89 points 3.5
VERY GOOD
B 80 - 84 points 3.0
C+ 75 - 79 points 2.5
GOOD
C 70 - 74 points 2.0
D+ 65 - 69 points 1.5
CONDITIONAL PASS
D 60 - 64 points 1.0
FAIL 59 and below 0.0 FAIL
DIVISION OF POINTS
Continuous assessment - 30 p.
Final assessment - 70 p.
Total: 100 points
6
Assessment details
№ Type Points Description Due Date
1 Attendance
During the
and 10 Students should come to all lessons.
semester
participation
1 Continuous
During the
assessment 10 Presentation of a website/app for activities
semester
Task 1
2 Continuous According
Creating a video of an activity. (Connected
assessment 10 to MTM
with Modern teaching methods)
Task 2 deadline
3 Final
30 Google classroom Week 11
Task 1
4 Final
10 Assessment using IT Week 14
Task 2
5 Creating a course in Moodle
(Students create a course in Moodle
adding/using the materials/topics covered
Final
30 during the course. The task is given at the Week 15
Task 3
beginning of the semester- Week 2- till the
end of the semester. One course is given to 5
students.)
Continuous assessment
Task 1
Students work individually. Students need to make a presentation of a website/app for activities via Zoom.
Both the presentation skills and ability to use Zoom are assessed. Students need to find an educational
app/software or website and present how to use it. (Students will be provided with the list of apps/software
or websites beforehand. They can also choose their own app/software but inform the instructor beforehand).
Length of the presentation- 10 minutes. The presentations are made after the classes once a week during
the semester. 2 presentations per week. Students create a Zoom meeting, send the link, record the
presentation, upload it to Youtube and embed the link to their Moodle course. They should also show their
ability to use Zoom during the presentation by doing the following: share screen; use whiteboard and
annotation, chatbox, saving video.
N.b. All students must have their cameras on. Turned off cameras lead to point subtraction.
7
Assessment Criteria
4 3 2 1 0,5
Zoom Can Can perform Can perform 3 Can perform 2 Cannot use
confidently 4-5 items from items from the items from the Zoom functions
1 Share link the list list with some list with a
2 Share difficulty considerable
screen difficulty
3 Use
whiteboard
and
annotation
4 Use chatbox
5 Save video
6 Upload
video
Clarity Coherent Coherent The No clear Visible lack of
presentation; presentation; presentation organization preparation; the
all main points almost all lacks patterns; ideas presenter is not
are included; main points organization; are messy; aware of the tool
the presenter are included; in some points Use of the tool is and its features.
is able to the presenter it is difficult to barely
show how to is able to follow the presented.
use the tool show how to presenter;
use the tool the use of the
with some tool is not fully
difficulty presented
Language - - Fluent speech; Has some Frequent
almost no difficulties with pauses,
language presenting the language
mistakes; information; mistakes impede
range of frequent understanding;
grammar and language basic grammar
vocabulary mistakes that do and vocabulary.
relevant to the not impede
presentation. understanding.
List of apps/soft/websites for presentations
1 PearDeck
2 Padlet
3 Kaizena
4 Classroomscreen
5 Wordwall
6 Miro
7 Doodle
8 Storyboard
9 Concept Board
8
10 Mindomo
11 Symbaloo
12 Wikidot
13 Todoist
14 Meetupwords
15 Creately
16 Podomatic
17 Vaguely
18 Voicethread
19 Remind101
20 Penzu
21 Wordle
22 Visuwords
23 Tagxedo
24 Bookr
25 Scetchpad
26 WeVideo
27 Storyjumper
28 Thinglink
29 Edmodo
30 Eduflow
№ Student App/soft/website
1 Week 2*
2 Week 2*
3 Week 3*
4 Week 3*
5 Week 4
6 Week 4
7 Week 5
8 Week 5
9 Week 6
10 Week 6
11 Week 7
12 Week 7
13 Week 8
14 Week 8
15 Week 9
9
16 Week 9
17 Week 10
18 Week 10
19 Week 11
20 Week 11
21 Week 12
22 Week 12
23 Week 13
24 Week 13
25 Week 14
26 Week 14
27 Week 15
28 Week 15
* bonus points for the first presenters
Continuous assessment
Task 2- Creating a video
Students work individually or in pairs. They need to create a video of an activity (Connected to MTM) The
video must not contain only speech, but visual information too (text, pictures etc.). Length of the video- up
to 5 minutes. Ready-made video should be uploaded to YouTube and then embedded to the Module
course. The video should be made using the tools covered during the course or by the one’s students find
useful.
Possible tools for creating the video: Typito, Inshot, Screencast-o-matic, Powtoon
Assessment Criteria
4 3 2 1 0,5
Video Can create a Can create Can create a Can create a Can create a
high-quality quality video video using video using few of basic video not
video using all using almost all some of the the features of the using any
the features of the features of features of the chosen tool. features of the
the chosen tool the chosen tool chosen tool. chosen tool.
in a creative showing some
way creativity
10
Clarity Coherent Coherent The No clear Visible lack of
presentation; all presentation; presentation organization preparation; the
main points are almost all main lacks patterns; ideas presenter is not
included; points are organization; in are messy; aware of the
the presenter is included; some points it Use of the language point
able to explain the presenter is is difficult to language point is and ways of
the language able to explain follow the almost fully not presenting it.
point the language presenter; presented.
point with some the language
difficulty point is not fully
presented
Language - - Fluent speech; Has some Frequent pauses,
almost no difficulties with language
language presenting the mistakes impede
mistakes; information; understanding;
range of frequent language basic grammar
grammar and mistakes that do and vocabulary.
vocabulary not impede
relevant to the understanding.
presentation.
Final
Task 1. Google Classroom
Students work individually. They need to create a Google course focusing on English. Students should
also choose the age and level of the students. They should add students (at least 3), upload materials (see
the list below) and create tasks based on the focus of the course. All the tasks done during the course
must also be added to Google classroom (e.g. videos).
Students should also add their instructor to the class as a teacher (to allow the instructor to control their
progress).
Elements of the task:
1 Change the layout
2 Invite at least 4 students (2 by email, 2 by sharing the code)
3 Schedule a Google Meet video lesson (must be indicated in the calendar)
4 Create an assignment and create a rubric
5 Assign different score for different tasks
6 Create a quiz
7 Make 2 announcements (1 text, 1 text with attachment (link, file etc.), 1 of the announcements must be
scheduled to a later date.
8 Add materials (2 files, 2 links, 2 images, 2 videos)
9 Evaluate each type of assignment (at least 1 student for each type) (+comment on the written
assignment) and create a comment bank (add minimum 3 comments).
11
Final
Task 2.Assessment using IT
Students work individually.
The task consists of several subtasks:
1 Students need to show their ability to use Assessment in Moodle. They need to create an assignment
and a quiz in Moodle.
2. Students need to create a traditional test using one of the tools covered during the course. The test may
include the following types of questions:
Multiple choice; T/F/NG, matching, gap fill, sentence completion etc. (Individual or pair work depending on
the video in Task 3.)
3 Students need to create a task using one of the tools covered during the course. The task must be an
example of alternative assessment and be creative.
The following types of tasks may be used:
Project work, presentation, video recording, research work etc.
Assessment Criteria
4 3 2 1 0
Product Can create a Can create a Can create a Can create a Can create a
high-quality quality product product using product using basic product not
product using using almost some of the few of the using any
all the features all the features features of the features of the features of the
of the chosen of the chosen chosen tool. chosen tool. chosen tool.
tool. tool.
Clarity Coherent Coherent The No clear Visible lack of
presentation; presentation; presentation organization preparation; the
all main points almost all lacks patterns; ideas presenter is not
are included; main points organization; are messy; aware of the
the presenter are included; in some points Use of the language point
is able to the presenter it is difficult to language point is and ways of
explain the is able to follow the almost fully not presenting it.
language explain the presenter; presented.
point. language point the language
with some point is not
difficulty. fully
presented.
Language - - Highly Has some Frequent
accurate difficulties with pauses,
language; presenting the language
almost no information; mistakes impede
language frequent understanding;
mistakes; language basic grammar
range of mistakes that do and vocabulary.
grammar and
12
vocabulary not impede
relevant to the understanding.
topic,
Final
Task 3. Moodle Course
Students work individually. They need to create a Moodle course based on the subject they choose
(English). The level and topic of the course is chosen by the students. They should add students (at least
3) and materials (see the list below). All the tasks done during the course must also be added to Google
classroom (e.g. videos).
Elements of the task:
1 Change profile (add a photo)
2 Add topics to the course
3 Create a Forum and an announcement
4 Add images to the course and work with the layout and design
5 Upload files (a PDF, Word, an Audio file) and a folder
6 Embed a link to any video in Youtube and to the Youtube video created by the students (Task 2)
7 Create a worksheet in Canva (share the link) and upload it to Moodle.
8 Create a task/test in Flipgrid (1 task), Padlet (1 board), Kahoot (5 questions, different types), Quizlet (5
questions) and add links to the course.
9 Create a Quiz in Moodle
10 Import questions
11 Create an assignment to the students and check it
12 Create a Page
13 Add the link to the traditional and alternative assessment created in Task 3.
14 Add a file using one of the apps/sites presented by students during Zoom presentations (based on
students’ own presentation on the ones their peers presented.)
Assessment Criteria (Midterm & Final)
5 4 3 2 1
Product Can create high Can create Can create a Can create a Can create a
quality product quality product product using product using basic product not
using all the using almost all some of the few of the using any features
features of the the features of features of the features of the of the chosen tool
chosen tool the chosen tool chosen tool chosen tool (described in the
(described in (described in task).
13
the task) in a the task) (described in (described in the
creative way showing some the task). task).
creativity
Clarity
Coherent Coherent The No clear Visible lack of
organization of organization of organization organization organization; 1-2
the course; all the course; lacks patterns; the main points are
main points are almost all main coherence; structure is included
included; points are some main messy; few
included; points are main points are
included included
Language - - A range of A range of There are
language language frequent
structures structures occasions
and features and features when the
are used are mainly language
accurately used structures and
and in ways accurately features are
that support and in ways used
the intention that support inaccurately
of the user. the intention and in ways
of the user. that do not
support the
intention of the
user.
Task All stages Most stages Some stages Most stages Stages not
Process completed completed completed not completed on
fully and on fully and on fully and on completed time.
time time time fully or on
time
14
STUDENT KNOWLEDGE ASSESSMENT CRITERIA
“A+”, “A”, “B+” marks are put to the student who can freely operate covered
materials; does not make mistakes; actively participates in the process of communication;
gives full and detailed answers.
“B”, “C+”, “C” marks are put to the student who knows the material well, and can
express it in a clear and logical way; actively participates in the process of communication;
formulates full and detailed answers, but has minor inaccuracies and mistakes.
“D+”, “D” marks are put to the student who has knowledge of basic material but
has not obtained details, has inaccuracies; gives not enough correct formulations while
answering; breaks logical correction in presenting material; faces difficulties in the process
of communication.
“F” (FAIL) mark is put to the student who does not have an idea on the essence of
the question; does not have answers; does not participate in the process of
communication.
While assessing students’ works the following is taken into consideration:
- attendance;
- participation;
- study of core and additional materials;
- timely submission of self-study tasks;
- timely submission of all tasks.
ACADEMIC BEHAVIOUR AND ETHICS POLICY
Plagiarism and other forms of dishonest work are unacceptable.
Hints and cheating while taking tests, projects, independent work, midterm and final
examinations, copying the tasks done by other persons, taking the exam for another
student are unacceptable.
A student found to falsify any course information will receive “F” final grade.
It is not allowed to use mobile phones and/or other electronic devices during classes.
During classes, drinking, eating food, and using chewing gum is absolutely
unacceptable.
Be tolerant, respect the opinions of others, be correct in relation to others.
CONSULTING HOURS*: for consultations on the completion of self-study tasks, their
delivery and presentation, as well as for additional information on the material passed and
all other emerging questions on the course you have had, contact the teacher in the
following office hours:
№ Day Office hours Room
1.
2.
3.
* Note: This block is filled out by each teacher separately when compiling a personal
syllabus based on this typical syllabus
15
