• (hidden treasure found already)

• Participate in the class discussion, either via blog comment

• (hidden treasure)

For the first few days of the week (Mon-Wed) students will work in their small groups on the questions, and by Wednesday they will post a summary to the class blog for that week of their best responses. By Friday everyone in the class should have read those summaries, and posted a substantial comment on the blog. I will comment and provide further contextualization of our work together, along with any introductions to the coming week's work that weekend.

• Take the glossary quiz successfully

• Participate in the class discussion, either via blog comment or large group discussion

• Participate in the class discussion, either via blog comment or large group discussion

• As part of your small group, answer the cluster questions each week and post a summary of your group's insights for the whole class
• Read the summaries from your classmates

• As part of your small group, answer the cluster questions each week and post a summary of your group's insights for the whole class

• Take the book quizzes successfully

• Read/view the assigned weekly readings and my presentations

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and the glossary quiz), and they will have reviewed one item from FeAutor.org that has not yet been reviewed by a Luther student, and contributed one new item to FeAutor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution)

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and the glossary quiz), and they will have reviewed one item from FeAutor.org that has not yet been reviewed by a Luther student, and contributed one new item to FeAutor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution)

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and a glossary quiz), and they will have reviewed one item from FeAutor.org that has not yet been reviewed by a Luther student, and contributed one new item to FeAutor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution)

• Review one piece on FeAutor, and contribute one piece to publish there

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and a glossary quiz), and they will have reviewed one item from FeAutor.org that has not yet been reviewed by a Luther student, and contributed one new item to FeAutor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution)

• Review one piece on FeAutor, and contribute one piece to publish there

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and a glossary quiz), and they will have reviewed one item from FeAutor.org that has not yet been reviewed by a Luther student, and contributed one new item to FeAutor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution)

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and a glossary quiz), and they will have reviewed one item from FeAutor.org that has not yet been reviewed by a Luther student, and contributed one new item to FeAutor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution)

• Read/view the assigned weekly readings and my presentations

• Review one piece on FeAutor, and contribute one piece to publish there

Important note:

If you have a condition or disability that makes any of these requirements difficult for you, or if there are specific accommodations that are appropriate, please let me know as soon as possible.

For the first few days of the week (Weds-Sat) students will work in their small groups on the questions, and by Saturday they will post a summary to the class blog for that week of their best responses. By Sunday everyone in the class should have read those summaries, and by Tuesday they should have participated in some way (either via comments on the group summary blog, or via the large group discussion). By Wednesday I will comment and provide further contextualization of our work together, along with any introductions to the coming week's work.

For the first few days of the week (Weds-Sat) students will work in their small groups on the questions, and by Saturday they will post a summary to the class blog for that week of their best responses. By Sunday everyone in the class should have read those summaries, and by Tuesday they should have participate in some way (either via comments on the group summary blog, or via the large group discussion). By Wednesday I will comment and provide further contextualization of our work together, along with any introductions to the coming week's work.

• Participate in the class discussion, either via blog comment or large group discussion

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and a glossary quiz), and they will have reviewed one item from FeAutor.org that has not yet been reviewed by a Luther student, and contributed one new item to FeAutor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution)

For the first few days of the week (Weds-Sat) students will work in their small groups on the questions, and by Saturday they will post a summary to the class blog for that week of their best responses. By Sunday everyone in the class should have read those summaries, and by Tuesday they should have noted one insight to the class final thread they have learned from that reading, and shared one further question with the class. By Wednesday I will comment and provide further contextualization of our work together, along with any introductions to the coming week's work.

• Take the glossary quiz successfully

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment and a glossary quiz), and they will have reviewed one item from Feautor that has not yet been reviewed by a Luther student, and contributed one new item to Feautor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution) [this last task should focus on each student choosing one topic they want to teach about in a parish setting, and then figuring out (based on what they’re learning in class) how best to support that kind of learning]

• Read/view the assigned weekly readings

• As part of your small group, answer the cluster questions each week and post a summary of your group's insights for the whole class
• Read the summaries from your classmates
• Participate in the class discussion

• Answer the cluster questions with your group each week, give a summary to the whole class

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun an educational leadership portfolio (which includes a thorough self-assessment), and they will have reviewed one item from Feautor that has not yet been reviewed by a Luther student, and contributed one new item to Feautor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution) [this last task should focus on each student choosing one topic they want to teach about in a parish setting, and then figuring out (based on what they’re learning in class) how best to support that kind of learning]

• Begin your portfolio (including the necessary pieces as specified)

Beginning the first week, the class will be divided into five groups. That week we will focus on orientation and introductions, but after that first week and for each week following, each group will practice posing a specific set of questions to the topic/case/film we are engaging. By the end of the course, each group will have had the chance to work through each of the five sets of questions at least once.

• Review one piece on Feautor, and contribute one piece to publish there

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun a educational leadership portfolio (which includes a thorough self-assessment), and they will have reviewed one item from Feautor that has not yet been reviewed by a Luther student, and contributed one new item to Feautor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution) [this last task should focus on each student choosing one topic they want to teach about in a parish setting, and then figuring out (based on what they’re learning in class) how best to support that kind of learning]

Beginning the first week, the class will be divided into five groups. That week we will focus on orientation and introductions, but after that first week and for each week following, one group will practice posing a specific set of questions to the topic/case/film we are engaging. By the end of the course, each group will have had the chance to work through each of the five sets of questions.

Beginning the first week, the class will be divided into five groups. That week we will focus on orientation and introductions, but after that first week and for each week following, one group will practice asking a specific set of questions to the topic/case/film we are engaging. By the end of the course, each group will have had the chance to work through each of the five sets of questions.

Group performances

Personal performances

To reiterate:

• Read/view the assigned weekly readings (case for week, bible story, prayer)
• Take the book quizzes successfully
• Practice the cluster questions with your group each week, give a summary to the whole class
• Participate in the class discussion, read the summaries from your classmates
• Review one piece on FeAutor, and contribute one piece to publish there
• Begin your portfolio (including the necessary pieces as specified)

Group performances -

Group performances --

Personal performances –

Group performance --

Personal performance –

There are two primary processes for the class, one which is focused on a student’s individual learning and portfolio development, and one focused on group engagement.

Group performance --

After the first week (which is mostly orientation and introduction), the class will be divided into five groups. Each week one group will practice asking a specific set of questions to the topic/case/film we are engaging. By the end of the course, each group will have had the chance to work through each of the five sets of questions.

For the first few days of the week (Weds-Sat) the students will work in their small groups on the questions, and by Saturday they will post a summary to the class blog for that week of their best responses. By Sunday everyone in the class should have read those summaries, and by Tuesday they should have noted one insight to the class final thread they have learned from that reading, and shared one further question with the class. By Wednesday I will comment and provide further contextualization of our work together, along with any introductions to the coming week's work.

Personal performance –

By the end of the class students need to have taken the book reading quizzes and passed them, they need to have begun a educational leadership portfolio (which includes a thorough self-assessment), and they will have reviewed one item from Feautor that has not yet been reviewed by a Luther student, and contributed one new item to Feautor (note: new items do not need to have been written by the student, but if they are encouraging someone else to share materials, then they must ALSO review that contribution) [this last task should focus on each student choosing one topic they want to teach about in a parish setting, and then figuring out (based on what they’re learning in class) how best to support that kind of learning]

(:title Requirements:) (:include EL1515:)

This course is designed to ... more verbiage about requirements.