Mythology and Folklore: Legendary Tales
Course Description:
Mighty heroes. Angry gods and goddesses. Cunning animals. Mythology and folklore have been used since the first people gathered around the fire as a way to make sense of humankind and our world. This course focuses on the many myths and legends woven into cultures around the world. Starting with an overview of mythology and the many kinds of folklore, the student will journey with ancient heroes as they slay dragons and outwit the gods, follow fearless warrior women into battle and watch as clever animals outwit those stronger than themselves. They will explore the universality and social significance of myths and folklore, and see how they are still used to shape society today.
Course Details:
| Course Title (District): |
Mythology and Folklore: Legendary Tales |
| Course Title (NCES SCED) : |
Literature of a Theme |
| Course Provider : |
Whitehall District Schools |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Whitehall District Schools |
| Standards Addressed : |
Common Core State Standards, National Collegiate Athletic Association |
| Alignment Document : |
https://drive.google.com/file/d/0B_Gjw0XEmCNFbGxPNXZKd2cyYmM/view?usp=sharing |
| Academic Terms : |
Accelerated, Semester, Trimester |
| NCES SCED Code : |
| Subject Area : |
English Language and Literature |
| Course Identifier : |
Literature of a Theme |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description: None
Upon completion of this course, students will be able to:
- Describe characteristics of myths, the purposes of myths, and describe the different types of myths
- Analyze the cultural, historical, and literary significance of women, animals, and the hero figure in a variety of myths from around the world
- Evaluate the role and purpose of myths in a society and its culture
- Compare and contrast myths and religious stories
- Evaluate the functions of modern myths.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
|
Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
|
Course goals and objectives are present. Syllabus, objectives. The student’s level of mastery is measured in THREE or more ways against the goals and objectives. Text/Lab Questions, Discussion and quizzes |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
|
The skills and content align with Michigan benchmarks and standards. State standards can be found here: http://www.michigan.gov/documents/mde/K-12_MI_ELA_StandardsREV_470029_7.pdf |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Partially Met
|
There is a lot of content in the course, but the assessments rely heavily on memorization rather than application and synthesis of the information and literacy skills. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Partially Met
|
The reading sections are present, but students are not made aware of the particular reading skills they are using for each reading selection. It is an expectation that students can just read the material and retain information/knowledge. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
|
There is a pacing guide, supplemental resources, expectations, and communication methods. In Blackboard course a detailed timeframe for participation, specific expectations for communications (and all are consistent with course goals and standards). |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
Both of these are available in the Blackboard version of the course (and is also linked to information within CEMS). |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Partially Met
|
Most course requirements (timeframe for participation, approximate time required for individual activities and expectations for communications) are consistent with course goals, representative of the scope of the course and clearly stated. Missing approximate time required for individual activites. |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
|
Provided in the Michigan Virtual School (MVS) Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies |
Rating
|
Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
|
This course presents multiple, up-to-date cultural views and explanations without bias, and with no advertising. |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
|
Provided in the MVS Blackboard LMS. |
| Privacy policies are clearly stated. |
Fully Met
|
Provided in the MVS Blackboard LMS. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Partially Met
|
Located in Blackboard within the Instructors Only content area > Answer Keys. Some answers, explanations, and rubrics are provided; no examples are included or explanations are limited. |
| Assessment and assignment answers and explanations are included. |
Partially Met
|
Some answer keys are housed within the Instructor Only area within the course. The answer keys have limited answers with some explanation and rubrics, but there are no examples of responses to gauge level of completeness or comprehension. |
| Instructional and Audience Analysis |
Rating
|
Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Partially Met
|
This course offers a somewhat limited variety of instructional and assessment methods (it is set up as reading, discussing, and then completing a comprehension quiz. Additional instructional methods, materials and assessments (particularly for those with reading difficulties and for scaffolded projects) would help to build the course into something more robust. |
| Course, Unit and Lesson Design |
Rating
|
Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
|
Course is clearly well-organized by units and lessons. At the start of each unit, an overview is posted describing the objectives, activities, assignments,assessments, and resources to be used and completed. |
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Partially Met
|
The course has unit and lab questions, reviews, games, quizzes and discussions in every unit. While this does offer some variety, it is not necessarily engaging for all, and it offers nothing in the way of creation that would indicate deep, layered understanding of the content. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Partially Met
|
Does not provide a wide variety of learning activities that address different learning styles and preferences (auditory, visual,tactile/kinesthetic). |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Partially Met
|
Some movement toward complexity is present, but only through rote and subjective opinion. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Partially Met
|
The course provides limited options for the instructor to adapt the course to meet the students’ needs by providing additional assignments, resources, and activities for remediation or enrichments for the course but MVS instructors can add their own content to course. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Partially Met
|
Generally, readability level is appropriate to grade level, although not explained or supported by Lexile findings. |
| Communication and Interaction |
Rating
|
Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
|
Multiple learning activities and other opportunities are created to foster instructor/student interaction. Students receive timely and frequent feedback on their progress that emphasizes the intended learner outcomes.The feedback is individualized and detailed. |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
|
Michigan Virtual School (MVS) instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
|
There are multiple opportunities for instructor-student and student-student interaction within discussion boards. Course content encourage exchanges amongst the instructor and students through email, discussions, and students share their own perspectives on the content. |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Partially Met
|
Some supplemental tools and resources are provided within the course, but the instructor has the ability to add more resources to add to the content. |
| Evaluation Strategies |
Rating
|
Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Partially Met
|
Some assessments are not consistent or aligned with the course goals and objectives but could be improved by adding specific embedded rubrics into the assessments. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Partially Met
|
Multiple types of assessments allow students to demonstrate their understanding, and assessment types are matched to the level of knowledge being tested. Formative and summative assessments are a part of the structure of the course. Student-selected assessment do not have options, enabling learners to demonstrate mastery in different ways, are available. |
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Partially Met
|
Pre-assessments are not provided to determine student readiness but does provides ongoing, varied, and frequent formative assessments to check for student understanding |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
|
There are numerous feedback tools and procedures built into the course for continuous student self-monitoring. |
| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
|
The course offers a wide variety of assessment techniques to measure ongoing student progress on clearly identified learner outcomes. Alternative evaluation methods are used to gauge student progress, and authentic assessments are provided to demonstrate mastery. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Not Met
|
Stated rubrics are tables. Rubrics could be created and embedded into course then shared with the student. Work samples are not in course. |
| The grading policy and practices are easy to understand. |
Fully Met
|
|
| Course Architecture |
Rating
|
Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Partially Met
|
Instructors cannot alter content provided by the course vendor, but MVS instructors are permitted to add supplemental materials as needed via the Blackboard LMS. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
|
The calendar within the learning management system permits adjustments to the pacing guides, though MVS has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface |
Rating
|
Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
|
The course has a consistent navigation method. Students can move logically and easily between areas of the course (everything is in the same order for each unit); colors and graphics/images are used to guide the student. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
|
This course is completely within an online format that can be accessed using any internet-connected device. It could easily have more media, including video and projects for students to meet learning needs. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
|
This is is listed in the course syllabus, policies and info, and course info area. |
| The course uses content-specific tools and software appropriately. |
Fully Met
|
A variety of software/online applications are used appropriately (as needed) within the course itself. |
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
|
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
|
Communicated within the MVU Acceptable Use Policy (AUP) through the website and the LMS. |
| Accessibility |
Rating
|
Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
|
The reading selections come with a screenreader application and Blackboard can be navigated without a mouse, etc. |
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
| Accessing Course Effectiveness |
Rating
|
Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
|
Students have the ability to rate the lesson as completed, student evaluation at end of course. MVU also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Partially Met
|
The vendor (content provider) states that all courses are updated annually, however, no record of course version dates or statements of updated revisions could be located within course information. |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Partially Met
|
The vendor (content provider) states that all courses are updated annually, however, no record of course version dates or statements of updated revisions could be located within course information. |
| Certification |
Rating
|
Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
|
All MVS instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support |
Rating
|
Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
|
MVS instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
|
MVS instructors have access to a knowledge base with tutorials to assist them. Students also have a customer care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
|
Online instructors have been provided ample professional development in behavioral, social, and emotional aspects of the learning environment to identify and address the ways in which the online environment can enhance and hinder the learning experience and have sensitivity to the perception of written online language. This is accomplished with the onboarding course, professional development sessions and monthly department meetings. |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
|
Professional development fully prepares the instructor to use multiple, varied means of communication with and stimulating engagement of online students via synchronous and asynchronous communication. |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
|
Ongoing curricular support, contact numbers, guidelines, mentor assistance, best instructional practices, accessibility and participation in professional networks are available. |
| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
|
Students are offered an orientation, i.e., the Online Learning Orientation Tool (OLOT), for taking an online course before starting the coursework in the learning management system. |
Review Conducted By: Michigan Virtual
Date of Review:
06/30/2016
Unit 1: Introduction to Mythology & Folklore
Unit 2: Warrior Women
Unit 3: The Heroic Monomyth in Mythology and Folklore
Unit 4: The Roles of Animals
Unit 5: The Social Significance
Unit 6: Myths of the World
Unit 7: Comparative Mythology
Unit 8: Modern Myths and Legends
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Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
