CHECK OUT NEW MODULES FOR THE SECONDARY LITERACY PLAYLIST!

Teaching in a Virtual/Blended Learning Environment

Personalized, Modularized, and/or Competency-based Learning

Playlist Self-assessment

Complete this (pre)self-assessment based on what you currently know, understand, and can do today. You will receive a copy of your answers in your email --> hang on to these for the Module 11 self-assessment, so you can compare! You can also take the self-assessment in the Checkpoint at the end of any module to reflect on your growth.

Thinking Ahead...

Review this infographic from Education Elements for the First 20 Days of Virtual Learning to see how you might prioritize your learning and design.

As you review "Week 0" through "Week 3," you will notice many of the topics that are in the 11 modules of this playlist. The focus begins with preparing teachers, moves to preparing the social-emotional environment, and then to deep learning and meaningful assessment opportunities. This document is another tool that might help you make a plan for moving forward.

The first 20 days of virtual learning 3.18.20.pdf

PLAYLIST NAVIGATION PANEL

Module 1: Virtual/Blended Learning Structures

This module assumes you know and can do the following:

You and/or your district has selected an online platform

WATCH ME FIRST

Module 1: Virtual/Blended LearningStructures

Competency

Use a learning management system and/or other online collaborative tools to organize and manage the blended learning environment. (Aurora Institute)

Learning Outcomes

Describe the structural components of blended learning.
Incorporate the structural components of blended learning in your online platform.

What I will DO in this module:

Learn the different types of blended learning models.
Learn the components that make up each model.
Plan for the implementation of the components of blended learning into your LMS.
Add the components of blended learning into your LMS.

Module 2: Modules & Playlists

This module assumes you know and can do the following:

You and/or your district has selected an online platform (also known as a learning management system or LMS)
You are using an existing curriculum and/or you are willing to create new learning opportunities or modify existing ones

WATCH ME FIRST

Module 2: Modules & Playlists

Competencies

Adapt to the uncertainty and ambiguity that is part of improving teaching and learning practices. (Aurora Institute)

Apply lessons and takeaways about their own experiences as learners, both online and offline, to their work with students. (Aurora Institute)

Use technology appropriately, innovatively, creatively, and purposefully to work effectively and efficiently.
(Aurora Institute)

Learning Outcomes

Identify a problem of practice (or learning intention) for which you hope playlists (or modularized learning) might provide a solution.
Describe the key features of modularized learning in a playlist (what it IS and what it IS NOT).
Describe the strengths and potential considerations in playlist/module design.

What I will DO in this module:

Set a learning intention for how to use a module or playlist in virtual/blended learning.
Create a t-chart to define what a playlist IS and IS NOT.
Review a model infographic on playlists and create a chart to identify strengths and considerations for modularized, playlist-based learning.

Module 3: Managing Virtual/Blended

This module assumes you know and can do the following:

Understand your current work practices and habits
Growth mindset to adapt/modify current practices and habits

WATCH ME FIRST

Module 3: Managing Virtual/Blended

Competency

Understand and manage the face-to-face and online components of lesson planning and organization within a blended course. (Aurora Institute)

Learning Outcomes

Describe ways self-direction and other aspects of learner agency must be built as skills before it can then be utilized in modularized or playlist-based learning.
Model and encourage others to be independent and self-directed learners.
Plan for the unique roles of the student and the teacher in virtual/blended environments.

What I will DO in this module:

Reflect on how the role of "student" will shift when learning in hybrid and online environments.
Experiment with five skills to develop prior to academic learning.

Module 4: Productivity and Accountability

This module assumes you know and can do the following:

You and/or your district has selected an online platform to be used with students
You have a basic understanding of virtual and blended learning models, frameworks, and components

WATCH ME FIRST

Module 4: Productivity and Accountability

Competency

Understand and manage the face-to-face and online components of lesson planning and organization within a blended course. (Aurora Institute)

Learning Outcomes

Identify the characteristics and components of several project management tools.
Consider how they might utilize one or more project management tools in their context.

What I will DO in this module:

Select a productivity tool to utilize.
Create a calendar/schedule for a class or project using the selected productivity tool.
Determine how the use of the productivity tool will be taught and modeled for students

Module 5: Learning Outcomes

This module assumes you know and can do the following:

You are using an existing curriculum and/or you are willing to create new learning opportunities or modify existing ones.
Your curriculum has learning outcomes (competencies, standards, objectives, SEL competencies, Universal Constructs, etc.), or you/your team can create them.
You have some familiarity with modularized and synchronous (at the same time) / asynchronous (at different times) learning within lesson design (Modules 1-4 serve as an introduction and there will be more learning on synchronous/asynchronous learning in subsequent modules within this playlist).

WATCH ME FIRST

Module 5: Learning Outcomes

Competency

Continually assess student progress against clearly defined standards, goals, and outcomes to identify specific topics in which each student needs additional support to achieve mastery of a concept or skill. (Aurora Institute)

Learning Outcomes

Identify a problem of practice for which playlists (or modularized learning) might provide a solution within a unit or lesson.
Identify key learning targets for a virtual/blended lesson sequence.
Align the building blocks of a virtual learning experience to key learning targets.

What I will DO in this module:

Identify a series of learning outcomes (based on standards, content, and/or behaviors) for an upcoming unit.
Add to the t-chart in Module 2 (if completed) to further define what a playlist IS and IS NOT.
Complete the 1st and 2nd columns of the template: Building Blocks of a Virtual Lesson.
Collaborate with one or more peers to explain your thinking.

Module 6: “Must do” and “May do” Learning Experiences

This module assumes you know and can do the following:

You know the role of different types of learning targets in a playlist
You know the basic steps in designing a playlist
You know the learning targets for an upcoming unit

WATCH ME FIRST

Module 6: Determining “Must do” and “May do” Learning Outcomes

How do I curate valuable content?

Competency

Create customized learning pathways with students, where learning goals and objectives are linked to explicit and diverse learning experiences, matched to the individual student’s learning performance level and preferences. (Aurora Institute)

Learning Outcomes

Differentiate between planning for "must do" and "may do" learning experiences.
Understand the alignment between content curation and learning targets.

What I will DO in this module:

Determine “must do” and “may do” learning experiences for an upcoming unit.

Module 7: Content and Strategies: Intro to UDL for Learner Variability

This module assumes you know and can do the following:

The difference between “Must Do” and “May Do” learning experiences
How to align “Must Do” and ”May Do” learning experiences to learning targets
You have a set of “Must Do” and “May Do” learning experiences for an upcoming unit

WATCH ME FIRST

Module 7: Refining for Learner Variability

Competencies

Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)

Learning Outcomes

Differentiate between planning for "must do" and "may do" modes of engagement, representation, and expression.
Identify UDL-aligned strategies that will enhance content curation and delivery.

What I will DO in this module:

Determine “must do” and “may do” learning experiences for an upcoming unit (you may have done this in Module 6) OR revise previously determined “must do” and “may do” learning experiences for an upcoming unit.
Brainstorm a variety of possible resources and strategies needed for content curation and delivery of an upcoming unit.

Module 8: Learner Variability: Digital vs. Analog & Synchronous vs. Asynchronous

This module assumes you know and can do the following:

You know what modularized learning IS and what it IS NOT
You know the basic steps in designing a playlist
You have learning targets for an upcoming unit

WATCH ME FIRST

Module 8: Content and Strategies: Refining for Learner Variability

Competencies

Provide opportunities for all students to learn in a digital setting (synchronous and asynchronous). (CCSSO Educator Competencies)

Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)

Learning Outcomes

Differentiate between synchronous and asynchronous delivery in order to determine when to utilize them in “Must Do” and “May Do” learning experiences.
Differentiate between digital and analog learning delivery mechanisms in order to determine when to utilize them in “Must Do” and “May Do” learning experiences.
Understand the relationship between content curation, virtual and analog delivery mechanisms and instructional and learning strategies.

What I will DO in this module:

Brainstorm a variety of possible analog and digital resources and strategies needed to support “Must Do” and “May Do learning experiences for an upcoming unit.
Incorporate the use of synchronous and asynchronous delivery into “Must Do” and “May Do” learning experiences for an upcoming unit.

Module 9: Representation and Time

This module assumes you know and can do the following:

You know a process for accessing and analyzing data (see the Authentic Assessment and Feedback playlist for additional learning)
You have a basic understanding of virtual and blended learning models, frameworks, and components.
You have a basic knowledge of UDL (see Module 7 and Module 8 for an overview)

WATCH ME FIRST

Module 9: Representation and Time

Competencies

Connect learners to sources of information beyond the classroom teacher and textbook. (Aurora Institute)

Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)

Learning Outcomes

Differentiate between planning for various modes of engagement, representation, and expression, with a focus on representation.
List a range of resources from which to draw to curate content in a variety of modes with a focus on equity of access for all learners.
Identify “best practice” uses of a range of representations within both synchronous and asynchronous learning experiences.
Discern when technology used in instruction improves engagement, collaboration, and learning, and when it does not. (CCSSO Educator Competencies)

What I will DO in this module:

Create claims and generalizations about effective curation of content in a variety of modes for equitable, engaging access to deep learning outcomes.
Add ideas for digital/analog tools and resources) on the Building Blocks of a Virtual Lesson.
Add learning objectives to a platform, along with a series of learning experiences that are represented in more than one way (within or across learning platforms) in a unit or lesson.
Begin to populate those learning experiences with digital and analog tools for various modes of engagement, representation, and expression.
Get feedback from a peer using a protocol.

Module 10: Engagement and Intra/Interpersonal Routines

This module assumes you know and can do the following:

You know a process for accessing and analyzing data (see the Authentic Assessment and Feedback playlist for additional learning)
You have a basic understanding of virtual and blended learning models, frameworks, and components.
You have a basic knowledge of UDL (see Module 7 and Module 8 for an overview)

WATCH ME FIRST

Module 10: Engagement/SEL

Competencies

Shift from teacher-led instruction to student-centered learning for the purposes of meeting individual needs and fostering engagement and motivation. (Aurora Institute)

Provide resources for students to learn content and enable them to work independently and/or in cooperative groups. (Aurora Institute)

Create pedagogical approaches and learning experiences that promote content-based problem solving and online collaboration. (Aurora Institute)

Learning Outcomes

Differentiate between planning for various modes of engagement, representation, and expression, with a focus on engagement.
Provide choice and autonomy in order to promote expectations and beliefs that optimize motivation.
Design for engagement in both synchronous and asynchronous learning experiences.
Design intra/interpersonal routines to foster behaviors for engagement.

What I will DO in this module:

Add ideas (for digital/analog teacher and learner strategies) on the Building Blocks of a Virtual Lesson.
Add to the series of learning experiences in your online platform (started in the previous module), including more than one way for students to engage with content and other students/adults (within or across learning platforms) in a unit or lesson.
Create claims and generalizations about effective engagement strategies in a variety of modes for equitable, engaging access to deep learning outcomes.
Get feedback from a peer using a protocol.

Module 11: How do I use playlists to increase self-direction and boost learner agency?

This module assumes you know and can do the following:

You know a process for accessing and analyzing data (see the Authentic Assessment and Feedback playlist for additional learning)
You have a basic understanding of virtual and blended learning models, frameworks, and components.
You have a basic knowledge of UDL (see Module 7 and Module 8 for an overview)

WATCH ME FIRST

Module 11: Expression and Learner Agency

Competencies

Tailor content and instructional strategies to individual learning goals, needs, and interests. (Aurora Institute)

Learning Outcomes

Describe ways self-direction and other aspects of learner agency must be built as skills before it can then be utilized in modularized or playlist-based learning.
Design for construction of knowledge, elaborated communication, and expression of what learners know, understand, and can do through the use digital tools, blended learning models, and productivity tools and processes.
Design for expression in both synchronous and asynchronous learning experiences.

What I will DO in this module:

Determine which blended learning instructional model will be incorporated into playlists for their students.
Determine how and which tools will be utilized to support students as they engage in learner agency.

COMMON STRUCTURES

Common structures include:

Learning management system (LMS)
Blended learning models (station rotation, lab rotation, flex model, etc.)
Playlists
Modules
Learning outcomes
Checkpoints
Collaborative environments
- - Discussion forums
  - Video software
  - Phone
  - Google Suite
Choice boards/menus
Processes/supports for SEL competencies

Checkpoint

Checkpoints include self-assessments, quick checks, peer feedback opportunities, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.

Page updated

Report abuse