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University of St. Francis logo · College of Education · Regional Educational Academy for Leadership

Strategies to Support Blended Learning

  • Template 2020
  • Section TMPL
  • 3 Credits
  • 11/30/2020 to 07/29/2100
  • Modified 01/20/2021

Mission Statement

As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Contact Information

Instructor: Add First Name Add Last Name

  • Email: Add email address
  • Phone: Add phone number
Please note that time references reflected in the syllabus and course are based upon Central Time.

Office Hours

  • Monday, 6:00 PM to 8:00 PM

Virtual via Canvas

  • Wednesday, 12:00 PM to 1:00 PM

Add Room Here if Applicable

  • Monday, Wednesday, Friday, 7:00 AM to 7:00 PM

By Request/Appointment


Emphasizes the fundamental strategies of implementing successful blended learning environments. Candidates will explore research-based pedagogy to establish classroom strategies, policies, and procedures to enrich the learning experiences of students with a blended format of instruction.


College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.


Candidates will analyze and evaluate a variety of instructional strategies to enhance student achievement.


Candidates will become advocates for quality instruction in order to support colleagues, parents, and students.


Candidates will collaborate with colleagues to enhance student mastery of course content/skills.


Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  1. Describe the theory and research-based rationale for incorporating blended learning. (InTASC 2, 3, 7, 8) (ISTE 1, 5, 6)
  2. Compare the impact that instructional activities, materials, and learning environments have on student achievement. (InTASC 3, 4, 5, 6, 7, 8) (ISTE 1, 5, 6, 7)
  3. Identify strategies to personalize learning experiences and accommodate learner differences and needs. (InTASC 1, 2, 3, 5, 8) (ISTE 1, 5, 6, 7)
  4. Identify blending learning design strategies that support student agency. (InTASC 1, 3, 6, 7, 8, 9) (ISTE 1, 5, 6, 7)
  5. Identify the guidelines and expectations that reflect best practices for classroom management. (InTASC 1, 2, 3, 7, 8) (ISTE 5, 6, 7)
  6. Explain the importance of designing digital content to support blended learning. (InTASC 4, 5, 7, 8) (ISTE 1, 2, 4, 5)
  7. Modify and adapt materials and activities to meet the social emotional needs of learners. (InTASC 1, 2, 3, 5, 8) (ISTE 2, 3, 5, 6)
  8. Create teacher practitioner reflections that highlight professional responsibilities and considerations in blended learning environments. (InTASC  9, 10) (ISTE 1, 2, 4)


REQUIRED - Eaton, M. The Perfect Blend: A Practical Guide to Designing Student-Centered Learning Experiences (2020). International Society for Technology in Education


This course is an eight-week on-line course.  The candidates are required to post responses to discussion questions each week, as well as complete other assigned readings, activities, writing assignments, and projects.  It is important for the candidates to log on the first day of each week to ensure a better understanding of what will be required for completion during each week of the course.

Content Discussions

Candidates will respond to weekly discussions and reflection prompts based upon course content.

  • Course Outcomes: 1, 2, 3, 4, 5, 6, 7, 8
  • Standards: InTASC 1 – 10; ISTE 1-7

Lesson Plan

Candidates will create a content lesson plan implementing new instructional strategies.

  • Outcomes: 1, 2, 3, 4, 6
  • Standards: InTASC 2, 3, 4, 5, 6, 7, 8, 9; ISTE 1, 2, 3, 4, 5

Classroom Management Plan

Candidates will identify components that encompass effective classroom management, the importance of a safe, organized classroom environment, and policies, procedures, and instructional strategies to enhance student growth.

  • Outcomes:  1, 2, 3, 4, 5, 7, 8
  • Standards: InTASC 3, 4, 8, 9, 10; ISTE 1, 2, 3, 4, 5, 6

Digitizing Learning Objectives

Candidates will consider creative digital methods for introducing a lesson and create digital learning objectives for a chosen lesson.

  • Outcomes: 1, 2, 3, 4, 6, 7
  • Standards: InTASC 1, 2, 3, 4, 5, 7, 8, 9

Blended Learning Resource Guide

Candidates will create an annotated bibliography with research-based sources and include examples of blended learning activities to enhance student growth.

  • Outcomes: 1, 2, 3, 7, 8
  • Standards: InTASC 4, 5, 6, 7, 8, 9, 10


The percentages noted in the Grading Scale will be used and equated to a final grade. Scoring rubrics for discussions, assignments, and final project (if applicable) will be provided in Canvas or on limited occasions, by the instructor as a handout.



Resulting grade and related performance levels
Grade Range Notes
A 100–93%

200–185 points

B 92–85%

184–170 points

C 84–77%

169–154 points

F 76–0%

153–0 points


Types of evaluations and related weights
Type Weight Topic Notes
Introduction 5 points
Discussions 40 points

Eight (8) x five (5) points = 40

Assignment #1: Lesson Plan 30 points
Assignment #2: Classroom Management Plan 30 points
Assignment #3: Digitizing Learning Objectives 30 points
Final Assessment: Blended Learning Resource Guide 65 points

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:


The syllabus for this course is an outline of the requirements for this course. 

  • Dates, projects, and activities may be changed or altered as needed. 
  • Due dates will be reflected in Canvas (with limited exception in instances where Canvas may not be used for a specific course section). 
  • The purpose of projects and assignments are 1) to allow candidates the opportunity to apply theory and synthesize course material, 2) to facilitate the assessment of individual student progress towards desired outcomes, and 3) to help the instructor determine whether adjustments are needed to ensure that course outcomes are met.
Course calendar and related activities
When Topic Notes
Module 1
Introduction to Blended Learning
  • Read Introduction and Information in Getting Started Module
  • Complete Candidate Introduction
  • Read Module 1 Overview
  • Review Module 1 Resources
  • Complete Module 1 Discussion
Module 2
Blended Learning Models
  • Read Module 2 Overview
  • Review Module 2 Resources
  • Complete Module 2 Discussion
  • Submit Module 2 Assignment: Lesson Plan
Module 3
Personalized Learning
  • Read Module 3 Overview
  • Review Module 3 Resources
  • Complete Module 3 Discussion
Module 4
  • Read Module 4 Overview
  • Review Module 4 Resources
  • Complete Module 4 Discussion
Module 5
Classroom Management
  • Read Module 5 Overview
  • Review Module 5 Resources
  • Complete Module 5 Discussion
  • Submit Module 5 Assignment: Classroom Management Plan
Module 6
Digital Content Design
  • Read Module 6 Overview
  • Review Module 6 Resources
  • Complete Module 6 Discussion
  • Submit Module 6 Assignment: Digitizing Learning Objectives
Module 7
Humanizing Digital Content
  • Read Module 7 Overview
  • Review Module 7 Resources
  • Complete Module 7 Discussion
Module 8
Social Emotional Learning | Final Assessment
  • Read Module 8 Overview
  • Review Module 8 Resources
  • Complete Module 8 Discussion
  • Submit Final Assessment: Blended Learning Resource Guide
  • Complete Course Evaluation

Additional Items

Course References

10 Ways To Teach Online Effectively: #7 - Online ... (n.d.). Retrieved January 20, 2021, from

Berger, T. (2020, September 23). How to Maslow Before Bloom, All Day Long. Retrieved January 20, 2021, from

Blended Learning Models and Choosing The Best One - YouTube. (n.d.). Retrieved January 20, 2021, from

Boatman, C. (2020, August 11). Lessons From a Summer of Teaching in a Hybrid Classroom. Retrieved January 20, 2021, from

COVID-19 virtual learning and education: Behavior management. (n.d.). Retrieved January 20, 2021, from

COVID-19 Youth Mental Health Resource Hub. (n.d.). Retrieved January 20, 2021, from

Davis, T. (2015, February 19). Classroom Management Tips for the Technology Rich Classroom. Retrieved January 20, 2021, from

Distance Learning with Carol Ann Tomlinson - YouTube. (n.d.). Retrieved January 20, 2021, from

Eaton, M. (2020). The perfect blend: A practical guide to designing student-centered learning experiences. Portland, OR: International Society for Technology in Education.

Educatorstechnology. (2020, February 14). Blended Learning in A Nutshell. Retrieved January 20, 2021, from

Erika Romero, & *, N. (2021, January 17). 7 Classroom Management Ideas for a Synchronous Hybrid Class. Retrieved January 20, 2021, from

Farah, K. (2019, August 20). A 5-Step Guide to Making Your Own Instructional Videos. Retrieved January 20, 2021, from

France, P. (2020, April 01). 3 Tips for Humanizing Digital Pedagogy. Retrieved January 20, 2021, from

Herold, B. (2021, January 15). What Is Personalized Learning? Retrieved January 20, 2021, from

Howton, R. (2019, September 28). Turn your classroom into a personalized learning environment. Retrieved January 20, 2021, from

Jorgensen, R. (2020, June 09). A Focus on Empathy in Distance Learning. Retrieved January 20, 2021, from

Learner Choice of Learning Resources. (n.d.). Retrieved January 20, 2021, from

Models - Blended Learning UniverseBlended Learning Universe. (n.d.). Retrieved January 20, 2021, from

Numb - a short film // liv mcneil - YouTube. (n.d.). Retrieved January 20, 2021, from

Online Classroom Management: Five Tips for Making the Shift. (2021, January 16). Retrieved January 20, 2021, from

Person. (2017, October 03). Station Rotation: Differentiating Instruction to Reach All Students. Retrieved January 20, 2021, from

Person. (2020, April 08). Keeping Students Engaged in Digital Learning. Retrieved January 20, 2021, from

Scaling Student-Centered Instruction: The Power of Blended ... (n.d.). Retrieved January 20, 2021, from

Tavangar, H. (2017, November 08). Creating an Inclusive Classroom. Retrieved January 20, 2021, from

Today's One Thing for Teachers: Differentiating Instruction in a Virtual Setting. (n.d.). Retrieved January 20, 2021, from

Whole Child Connection. (n.d.). Retrieved January 20, 2021, from

Wolpert-Gawron, H. (2017, September 27). Extending Classroom Management Online. Retrieved January 20, 2021, from

Zenkov, K. (2020, September 11). Nurturing a Classroom Community During Distance Learning. Retrieved January 20, 2021, from

Zook, C. (n.d.). What Is Blended Learning? Retrieved January 20, 2021, from