Content-Based Instruction Syllabus

[Semester and Year] [Course Dates]

INSTRUCTOR INFORMATION
Instructor Email
[Instructor Name] [Email address]

COURSE OVERVIEW
Description
This course is designed for teachers who are already teaching – or are preparing soon to teach – content-based
instruction (CBI) courses in English. CBI courses present teachers with the challenge of balancing the teaching of both
language and content. The ideal way to strike this balance will differ, depending on the teaching context. This course is
intended to help its participants meet those challenges by guiding participants through a series of practical, hands-on
activities, which are supported by the necessary background and theoretical information, to prepare participants for
future decision-making and problem-solving in the area of CBI.

For technical support related to the course, please submit a request using the form on the course homepage. If you
cannot access the course homepage, please submit a request to opensupport@fhi360.org.

Learning Objectives and Learner Outcomes

By the end of this course, participants will
• Be able to identify the characteristics of successful CBI programs
• Be able to explain major methodologies and techniques of CBI teaching
• Formulate clear learning objectives for CBI lessons and courses
• Plan CBI lessons that both
o help maximize students’ content learning and
o promote English language learning
• Know ways of analyzing and adjusting task difficulty so as to make lessons that are at an appropriate level for
students who are learning content taught in their second language (L2)
• Be able to analyze the usability of teaching resources and adapt them for use in their own CBI courses
• Be familiar with techniques that help language teachers learn and teach content competently
By the end of this course, participants will
• Be able to identify the characteristics of successful CBI programs
• Be able to explain major methodologies and techniques of CBI teaching
• Formulate clear learning objectives for CBI lessons and courses
• Plan CBI lessons that both
o help maximize students’ content learning and
o promote English language learning

© 2020 by World Learning. Content-Based Instruction Syllabus for the Online Professional English
Network (OPEN), sponsored by the U.S. Department of State with funding provided by the U.S. 1
government and administered by FHI 360. This work is licensed under the Creative Commons Attribution
4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
 • Know ways of analyzing and adjusting task difficulty so as to make lessons that are at an appropriate level for
students who are learning content taught in their second language (L2)
• Be able to analyze the usability of teaching resources and adapt them for use in their own CBI courses
• Be familiar with techniques that help language teachers learn and teach content competently
• Be equipped to make in-the-moment decisions about when and how to provide explicit language instruction in
CBI classes
• Have strategies for collaborating with colleagues for professional development and to make their CBI courses a
success

Expectations and Grading

The activities you will do for this course are aimed at making you an excellent decision maker in the CBI context. You
will read up on best CBI practices, reflect on these ideas, and discuss them with your instructor and classmates, and
develop activities that could be used immediately in a CBI course.
Much of your exploration will be done through reading and writing, and you will share your ideas online with your
classmates. We expect you to be respectful and polite to your classmates at all moments. Be careful not to make
assumptions, as it could lead to accidentally offending a classmate. We also hope you will help your classmates further
their own professional development by giving your classmates thoughtful, constructive feedback. Because you are an
essential part of your classmates’ experience in this class, responding to online discussions on time is especially
important.

Netiquette

In the virtual classroom, learning is generated from active participation in discussion forums and free exchange of ideas
and experiences. Therefore, when communicating on the discussion board it is important to adhere to a set of core
principles which will help us increase the quality of online discussions, achieve group cohesion and maintain the
community of practice, the key components of teacher professional growth:

1. Try to be clear and direct

Make sure that your content title reflects the content of your post and that your post is succinct and direct.

2. Make it easier for colleagues to read your comments

- Put a blank space at the beginning of a message and between paragraphs.
- Be lean of expression. Remember, it takes considerable time and effort to read long messages.
3. Be constructive
Respond to colleagues’ postings or comments in an encouraging and supportive tone. Think before you write
or respond. Any criticism should be constructive—if in doubt, think about how you would feel reading a
posting.

4. Be open to differences in opinion

Be open to other people’s opinions and try not to get emotional if someone disagrees with you. Make your
learning experience a constructive and positive one by avoiding ‘flaming’. For example, capitals can be
interpreted as shouting. Think before you push the ‘send’ button. Words are powerful and can hurt; avoid
anything which could be misinterpreted in any way.

5. Accept others
Accept your peers’ differences, e.g., cultural and language differences. You are part of a community which
means caring about your own progress and that of your colleagues’.
 6. Cite other people’s work
If you use a quote or reference in your post; make sure that you cite it or provide a link to it.

7. No spamming
Please don’t send advertisements to your peers or use your peers’ emails in any way other than how they
intend it to be used.

Time commitment
During these eight weeks, you will need to spend between 6 and 10 hours every week in order to complete the
modules. To accommodate for differences in internet connections, previous knowledge, and language ability, many
resources are available in multiple formats (video, web page, pdf).
The course is designed so that, as necessary, you can do the majority of the coursework offline, working with materials
you get from the course site. You will find links to these pdf files on the module overview pages.
You are expected to complete each module’s tasks during the week assigned. Turning in an assignment late will impact
your grade. If you have a special situation come up which will affect your ability to turn work in on time for a while, you
should notify your instructor.

Grading
This is a pass/fail course. Participants who receive at least a 70% overall score on all coursework within the time
frame of the course will receive a certificate of achievement.
Quizzes 25%
Most of the readings and videos are followed by a comprehension quiz. 25% of your final grade is based on your score
on these quizzes. You can take the quizzes as many times as you wish.
Participation in Online Discussions 30%
Every week you will participate in online discussions. You are expected to provide responses that are thoughtful,
constructive, and polite.
Other Writing Assignments 30%
There will be other writing activities, such as lesson planning. Some will be public for your classmates to view, while
others, including periodic reflections, will be seen only by your instructor. These activities should demonstrate quality
in analysis and reflection.
Cascading New Knowledge 15%
We explore ways to share what you are learning in this course with other professionals. Your responses to these
assignments should show creativity and active participation.

Course Policies
Communicating with the Program
It is your responsibility to communicate with your instructor and the OPEN Program about questions or issues that
prevent you from participating in the course.
• If you have questions about completing assignments, you must contact your instructor through Canvas.
• If you have technical issues with the course, submit your question using the form on the course Home
page.
• If you cannot participate in the course due to extenuating circumstances such as a health problem, heavy
workload, or any other reason you must contact opensupport@fhi360.org, AND your instructor,
AND your U.S. Embassy nominating point-of-contact as soon as the situation occurs. Do not wait until after
 the situation is over.

Inactive Participants Forced Audit Policy

Participants who have been inactive as of the end of the fourth week of the course and who have not communicated
with the program will be placed in “Audit” status. In “Audit” status, you can still interact with the course, but you will
not receive instructor support or feedback, and you will not be eligible for a certificate.

Withdrawal Policy
If you feel that you cannot complete a course for any reason, at any time, you must notify FHI 360 and the U.S. Embassy
as soon as possible, explaining why you cannot complete the course. Withdrawal requests will be considered on a case
by case basis, and participants may still be eligible for participation in future courses if extenuating circumstances exist.

Participants whose withdrawal requests do not meet the criteria of extenuating circumstances may not be eligible to
participate in the program in the future. Future eligibility is determined by the nominating U.S. Embassy.

Plagiarism
Plagiarism is using someone else’s words instead of your own. In this course, you are expected to use your own words
and ideas, and to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in OPEN courses.

OPEN instructors are required to report incidents of plagiarism to FHI 360. FHI 360 will notify U.S. Embassy nominators
when reports are received.

First Report: FHI 360 will contact the participant with resources about plagiarism and how to avoid it.
Second Report: FHI 360 will notify the nominating U.S. Embassy and will warn the participant that they will
automatically be withdrawn from the course if a third report is received.
Third Report: The participant will be removed from the course. The participant may not be eligible to
participate in the program in the future.
COURSE SCHEDULE
Week Topic Learning Objectives Resources Activity and Assignments Time needed
to complete
1 Intro-ductions: CBI Module overview Read module overview Reading: 10
& Us minutes

1 Background diagnostic Background diagnostic Take initial survey Diagnostic: 25

minutes
1 Build community among Forum space Discussion: Nice to meet you! Tell us a little about Posting: 15
participants yourself. Please include the following: your name, minutes;
your professional background (including, have you Reading other
ever taught a CBI course before?), something posts: 30
personal too -- maybe about your family, your minutes
hobbies, whatever you would like to share.
1 Orientation to the course Welcome video* (available as text); Read/watch welcome text/video; read syllabus 30 minutes for
syllabus syllabus; 25
minutes for
text/video
1 Explain fundamental concepts Video: “CBI: Basic Concepts”* Read “CBI: Basic Concepts” and then take the Viewing/readin
connected to CBI: schemata, (available as text) comprehension quiz. g: 30 minutes
BICS/CALP, cognitive load,
CBI/EMI/CLIL
1 Take a comprehension quiz for "CBI: Basic Quiz: 15
Concepts." minutes
1 Identify factors that contribute Video: “Successful CBI Programs”* Watch the video “Successful CBI Programs” (or read Viewing/readin
to success in CBI programs (available as text) transcript) g: 15 minutes
1 Follow-on quiz Take a comprehension quiz for "Successful CBI Quiz: 15
Programs." minutes
1 Forum Discuss "Successful CBI Programs" and write about Posting,
the CBI context you (expect to) teach in: student reading, and
demographics, program objectives responding: 40
minutes

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1 Develop sympathy for struggling Quiz format for receiving answers Part I: Write about what you hope to get out of this First writing:
language learners who must course. You have two restrictions: you cannot use 15 minutes
learn and communicate content any words that contain the letter “r,” and you only
knowledge. have 10 minutes.
1 Share thoughts about this Forum space Part II: Now you are free of restrictions! You can use Second writing:
course your full English vocabulary, and you have no time 30 minutes;
restrictions. Describe here your hopes for this class, reading others'
any concerns you have about this class, and and
questions that you hope to answer by participating responding: 25
in this class. minutes
1 Select a subject you will focus on when completing 15 minutes
assignments
2 How Does Identify conditions that promote Quiz about second language First, take an ungraded, T/F quiz about second First quiz: 15
Language second language acquisition acquisition (SLA), to tap into your language acquisition. minutes
Instruction Fit into beliefs about SLA
CBI?
2 Video: “Second Language Next, watch/read “Second Language Acquisition Viewing/readin
Acquisition Principles in Content Principles in Content Based Instruction.” This text is g: 30 minutes
Based Instruction”* (available as structured around the same questions in the quiz.
text)
2 Follow-on quiz Take a comprehension quiz on “Second Language Quiz: 15
Acquisition Principles in Content Based Instruction.” minutes
2 Forum space Finally, participate in our forum. Comment on A) Posting: 35
any doubts or questions you have about the minutes
reading, and B) something that you think more
teachers need to be more aware of.
2 Text "Focus on Form vs. Focus on Read "Focus on Form vs. Focus on FormS" Reading: 20
FormS"* minutes
2 Forum space Small group discussion. Using ideas from the 40 minutes
previous reading, discuss: When is it appropriate to
include language lessons in a CBI class? Give a
concrete example with details. Describe the
characteristics of a good mini-language lesson in the
context you describe (how long would it last, what
would the teacher do and say, and what would the
students be required to do?).

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2 Analyze instructional resources Text: “Readability”* Read “Readability” Reading: 30
in terms of readability minutes
2 Follow-on quiz Take a quiz that involves analyzing factors that Activities: 25
affect readability and rewriting a short passage to minutes
make it less difficult
2 Recognize the importance of Texts “Vocabulary Instruction in Read “Vocabulary Instruction in CBI” and Reading: 50
vocabulary in content CBI”* (also available as a video) and “Vocabulary-building Activity Examples” minutes
instruction and its role in CBI. “Vocabulary-building Activity
Examples”*

2 Create a vocabulary activity for
a CBI lesson
2 Become familiar with the
concept of "Cascading New
Knowledge."
Canvas page describing options,
providing links
Text "Introduction to Cascading
New Knowledge"*
Create an activity to promote CBI students’ Creating
vocabulary development. Write a 2-paragraph activity: 60
description of the activity and how it will fit into the minutes
class, and also turn in one of the materials needed
for the activity (a Quizlet deck, PowerPoint,
handout, etc.)
Read "Introduction to Cascading New Knowledge" Reading: 25
minutes

2 Begin considering ways of Forum space Discuss Posting and

integrating CNK into your reading: 30
professional life minutes
3 Learning Articulate general teaching Video: “General Teaching Watch or read “General Teaching Principles” Viewing/readin
Objectives & principles and how these can be Principles”* (available as text) g: 30 minutes
Teaching Content employed in CBI
3 Follow-on quiz Take a comprehension quiz on “General Teaching Quiz: 15
Principles.” minutes
3 Write clear learning objectives Reading, divided into three Read on the topics (“How to Create Language and Reading and
for a lesson sections: 1. “Language Learning Content Objectives”) and take a follow-on quiz after comprehension
Objectives”; 2. “Writing Learning each text quizzes: 60
Objectives: Overview” by OPEN; and minutes
3. “Getting Our Students to Higher
Level Thinking – Bloom’s
Taxonomy”, “Bloom’s Taxonomy”
by Armstrong, P.
* comprehension quiz after each
reading

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3 Clarify learning objectives for
the course you are teaching or
planning
3 Understand sources of task
difficulty
Discussion forum
Text: "Sources of Task Difficulty*"
Discussion: Name 3 language learning objectives for Posting: 30
your course (these can be specific to only one minutes;
lesson, or from more than one point in the course). Reading and
Name 3 content learning objectives from your responding: 20
course. What standards or curriculum guide the minutes
learning objectives for your course?
Read "Sources of Task Difficulty" Reading: 25
minutes

3 Forum space Discuss concepts from "Sources of Task Difficulty" Posting: 25

3 Identify strategies that promote
content learning in classes
taught in L2
3 Forum space
3 Explore ways you can work with
your colleagues to support each
other’s professional
development
minutes
Video “Scaffolding”* (available as Watch or read “Scaffolding” which discusses Reading: 30
text) scaffolding, enriching lectures, and alternative ways minutes
of giving instructions and modeling.
Discuss how you can use the ideas presented in Posting: 45
"Scaffolding" in your class minutes
Forum space where participants Report on the conversation you had with a local Posting and
share their experiences colleague about themes from this course reading: 30
minutes

3 Find English-language resources
that can be used in participants’
CBI classes
3 Forum space where participants
4 Lesson Planning Review ways in which
vocabulary can be integrated
into CBI classes
“Don’t Reinvent the Wheel! – Read “Don’t Reinvent the Wheel!” which introduces Reading: 25
Introduction to OER”* readers to the idea of finding other educators’ minutes
materials and adapting them for one’s own class.
Many links and follow-on activities provided.
Find one OER materials you could use in your class. Exploring sites
share the materials they have Post a brief description of one of them and provide and identifying
identified information about where you found it. materials of
interest: 60
minutes
Collection of 3 selected vocabulary Look at the selected vocabulary activities created by Reviewing: 30
activities created by participants participants last week. Vote: Which one are you minutes;
most likely to adapt for your classes? Which one Voting: 5
would you most enjoy as a student? Which is the minutes
most original?

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4 Think through the ways in which
borrowed materials need to be
adapted
4 Create a CBI lesson plan that
adheres to best practices
4 Lesson Plan Template; space for
4 Cascading New Knowledge:
reaching out to other teachers
4 Reflection
5 Culture, Identity, Identify multiple ways in which
and Emotion in CBI culture factors into CBI learning
experiences
5 Explore further the role that
culture can play in CBI learning
experiences
5 Positive learning environment &
affective filter
5 Analyze one lesson plan
Writing prompt (guiding questions) Choose an OER that you or a classmate identified Posting: 40
and forum space last week. Write about the ways in which it would minutes
need to be adapted so that it could be used in your
class. Include description and URL. If you don't think
it needs to be adapted, you must address why.
Text “Sequencing CBI Lessons”* Read “Sequencing CBI Lessons,” which summarizes Reading: 30
factors that affect CBI lesson effectiveness. minutes
Next, create a lesson plan, using the Lesson Plan Writing lesson
turning in lesson plan Template. plan: 150
minutes
Forum space where participants can If you had three hours of time to talk to another 30 minutes
share ideas about how to teacher who has many years of experience teaching
collaborate with other teachers the same topic and grade level that you have to
teach as a CBI class, what would you ask that
teacher? What would you want to talk to him or her
about?
Reflect on your personal learning objectives for this Writing 30
course (refer back to Module 1). Are you meeting minutes
them? What change in tactic do you think you
should take?
“It’s Not Just Academic? Culture in Read “It’s Not Just Academic? Culture in the CBI Reading: 30
the CBI Classroom”* Classroom” minutes
Forum space Keeping in mind ideas from “It’s Not Just Academic? Posting: 25
Culture in the CBI Classroom,” share an anecdote minutes
about how you have seen culture play a role in a CBI
(or, if not, a second language learning) context
Video "Positive Learning Read “Positive Learning Environments.” Reading: 25
Environments"* (available as text) minutes
Follow-on quiz Take a comprehension quiz on “Positive Learning Quiz: 15
Environments.” minutes
Forum space Go back to the lesson plans submitted by your Reading and
colleagues last week. Give constructive feedback on responding: 40
at least one lesson plan, based on concepts we have minutes
studied in this course
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5 Evaluate arguments for and
against using students’ first
language (L1) in the classroom
5 Become familiar with a variety
of techniques for keeping
students in the target language
5 Forum space
5 A) Learn techniques for teaching
pronunciation, B) Define
realistic objectives
5 Follow-on quiz
5 Cascading New Knowledge:
Review a range of professional
development activities that you
could start
5 Forum space
6 Adapting Explore ways CBI instructors can
help students develop their
academic English writing skills
6 Share ideas on how to develop
CBI students’ writing skills
6 Explore how rubrics can be used
for defining expectations and
assessing
Video: “English Only? Should Watch this short video (or read transcript) where Video: 10
Students’ L1 Be Allowed in the Marbella and Luis discuss using students’ first minutes
Classroom?”* (transcript also language (L1) in the classroom. Marbella is against
available) it, and Luis thinks it sometimes is a good practice.
Text “Techniques for Keeping Your Read this collection of various teachers’ techniques Reading: 20
Students in the Target Language”* for keeping their students in the target language in minutes
class.
Discuss your thoughts on the use of L1 and L2 in Posting: 45
your CBI classes. Which of the techniques for minutes
keeping students in the target language do you
think would be most effective with your learners?
Video "Teaching Pronunciation in Video/reading: Tips for teaching but also: Don't Reading: 25
CBI"* (available as text) expect monolingual target language speakers; the minutes
question is, Is it comprehensible?
Take a comprehension quiz on “Teaching Quiz: 15
Pronunciation.” minutes
Text "Cascading New Knowledge Read a text that describes a wide range of activities Reading: 25
Activities"* you could engage in to pursue professional minutes
development and share what you're learning in this
class
Post about what the text "Cascading New Posting,
Knowledge Activities" inspired in you. reading, and
responding: 40
minutes
Video: “Developing Students’ Watch the video (or read the text) “Developing Reading: 30
Academic Writing Skills in English”* Students’ Academic Writing Skills in English.” minutes
(available as text)
Writing prompt and forum space Describe a writing activity that you plan to use in Writing: 40
your CBI course. Describe the instructions your minutes
students receive and the writing support that you
will provide.
Video: “Rubrics”* (available as text) Watch/read “Rubrics” Reading: 20
minutes
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 6 Follow-on quiz Take a comprehension quiz on “Rubrics.” Quiz: 15
minutes
6 Video: “Tips for Creating Rubrics”* Watch or read “Tips for Creating Rubrics” Reading: 15
(available as text) minutes

6 Follow-on quiz Take quiz on “Tips for Creating Rubrics,” which will Quiz: 20
guide you through the application of some of these minutes
ideas.
6 Assignment description Create a rubric for a CBI activity or assignment Optional
activity: 40
minutes
6 Practice ways to support Text "Listening and Reading Read "Listening and Reading Comprehension: Reading: 40
students' comprehension of Comprehension: Complementary Complementary Skills" minutes
spoken and written texts Skills"*
6 Writing prompt and forum space Find a listening passage that your CBI students Posting: 40
should be able to comprehend. In paragraph 1 of minutes
your post, describe the recording and what about it
will be challenging for your students. In paragraph
2, describe 3 techniques you can implement to aid
your students in understanding the recording.
6 Writing prompt and forum space Find a written text that you will require your CBI Posting: 40
students to read. Describe the text and what about minutes
it will be challenging for your students. Next,
describe 3 techniques you can implement to aid
your students in understanding the text; at least
one of these should use visual aids.
6 Collect techniques that can help Video: “Staying One Step Ahead of Watch/read “Staying One Step Ahead of Your Video: 20
instructors be prepared for Your Students”* (available as text) Students.” This presents techniques for A) staying minutes
teaching new content on top of content when you are teaching a course
outside of your area of expertise, and B) turning
tough student questions into positive learning
opportunities.
6 Follow-on quiz Take a comprehension quiz on “Staying One Step Quiz: 15
Ahead of Your Students.” minutes
6 Consider the details that go into Text “Guidelines on Organizing Read “Guidelines on Organizing Professional Reading: 25
planning professional Professional Development Events”* Development Events” minutes
development activities

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6 Follow-on quiz Take the follow-on quiz for “Guidelines on Quiz: 15
Organizing Professional Development Events” minutes
7 Assessment Identify an array of alternative Question appears as a separate Warm-up: Take 5 minutes to write a list (by hand is Brainstorming:
assessment means available to task, on its own page ok) of every type of assessment item you can think 10 minutes
CBI teachers of.

7 Define basic principles of
assessment within the CBI
context
7 Follow-on quiz
7 Locate multiple sources of
difficulty in CBI exams; explore
ways of minimizing difficulty
extraneous to learning
objectives
Text: “Assessment in CBI”*
Video “Assessment Challenges for
English Language Learners”*
(available as text)
Read about basic assessment concepts -- Reading: 25
summative, formative, validity, reliability – minutes
described within a CBI context. Then take the
follow-on comprehension quiz.
Take a comprehension quiz on “Assessment in CBI.” Quiz: 15
minutes
Read or watch video about challenges that language Viewing/readin
learners face when tested in their non-native g: 25 minutes
language, and ways these difficulties can be
minimized through alternative means of
assessment.

7 Analyze and manipulate Series of test items and question Each of these assessment items is meant to Activity: 35
assessment items to minimize prompts to lead participants measure content knowledge but poses an extra minutes
factors that make item difficult through thinking about their challenge to English language learners (ELL) test
in ways unrelated to learning characteristics takers. How can these items be adapted so that
objectives students’ language competence will not get (as
much) in the way of correctly assessing the learner’s
content knowledge?
7 Formative assessment Text "Formative Assessment Read about ways of knowing how well students are Reading: 25
techniques Techniques"* understanding and keeping up in the class minutes
7 Follow-on quiz Take a comprehension quiz on “Formative Quiz: 15
Assessment.” minutes
7 Identify multiple ways to Text “Error Correction in CBI”* Read “Error Correction in CBI.” Reading: 25
respond to student error and minutes
when and why to use each
7 Space for turning in answers Next, read the 2 short scenarios and indicate which Posting: 40
of the error correction approaches you would use in minutes
each and why.

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7 Reflect on how you respond to Writing prompt and space for Reflect on how you respond to your students’ Writing: 40
student error. turning in answers language errors in class. Respond to the reflection minutes
questions and explain your answers.
7 Reflection on learning in this Writing prompt and space for What, how, when, and from whom have you Writing: 45
course turning in response learned in this class? minutes
7 Begin defining an action plan for Writing prompt and space for Describe steps you will take to enact some Writing: 45
cascading new knowledge turning in the action plan "cascading new knowledge" activities in your area minutes

8 Bring It Together Share ideas about developing Reading prompt and forum space Read your classmates’ posts from Week 6 about the Reading other
CBI students’ academic writing writing activities they are planning on doing in class. posts: 40
skills minutes

Forum space Respond to at least one classmate by offering a way Responding: 35

8 Share ideas about facilitating
students’ reading and listening
comprehension
Reading prompt and forum space
to extend or vary the activity that they have minutes
described. Focus on ways to facilitate students’
writing development.
Read your classmates’ posts from Week 6 about Reading other
how they will facilitate their students’ reading and posts: 60
listening comprehension. minutes

8 Forum space Respond to at least two classmates by offering a Responding: 60

way to extend or vary techniques that they have minutes
described
8 Consolidate learning from the Test Study for and take a test over Modules 1-7 Test: 60
course minutes
8 Consolidate learning from the Forum space Return to the lesson plan you turned in during Posting: 40
course by revisiting your Week 4 and the feedback you received on it. minutes
previous lesson plan and the Describe any further changes you would make to
feedback you got on it the lesson plan.

8 Cascading New Knowledge Plans Writing prompt and forum space Describe what Cascading New Knowledge activity Posting: 30
you will do. minutes
8 Goodbye Forum space Final goodbyes Posting: 20
minutes

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 8 Forum space Read and respond to others Reading and
responding: 40
minutes
8 Reflect on the course Final diagnostic Respond to final diagnostic/course evaluation Diagnostic: 30
minutes

ADDITIONAL INFORMATION AND RESOURCES

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