Module 11: Expression & Learner Agency
This module assumes you know and can do the following: (click to open drop-down)
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)
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)
Provide resources for students to create evidence of their knowledge in a variety of formats to demonstrate mastery. (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.
LEARNING PATHWAY
Start with the pre-assessment (below) to determine your path.
Use the Module Slide Deck in the Module Resources below to begin your learning pathway.
The learning tasks below are in a similar order to the order of the Module Slide Deck, and slide numbers are often referenced for your convenience.
New Virtual _ Blended Learning Module 11 Pre Assessment's.pdfLAUNCH
TALK ABOUT
With a peer, discuss the aspects of learner agency you most wanted to impact with playlists in your context (from Module 1 of this playlist if you completed it) (Slide 3)
THINK ABOUT
(Slide 4)
(Slide 4)
Review the learner agency continuums (Voice, Self-efficacy, Ownership, etc.) found on this site. What supports or scaffolds will students need to move from the left side of the continuums to the right side?
What role might disciplined inquiry and value beyond school play in developing self-direction and learner agency?
THINK ABOUT
(Slide 5)
(Slide 5)
Select one or more of the videos and articles from this site, http://udlforteachers.com/
Consider and discuss with a partner or small group:
How you might incorporate what you learned into the modularized learning and/or playlists you are developing for your students?
How would ALL students benefit from increased options for action and expression?
What support might you and/or your students need to implement these ideas?
You are HERE in the module or playlist design process:
LEARN
COLLECT & RECORD
MAY DO: Watch and review some of the videos or the case studies on Blended Learning Universe to see various blended learning models in action; consider how they might be applied to your context (Slide 7)
THINK ABOUT & COMPARE
Go to the Module 11 slide deck. Click on the images on Slide 8 to visit Education Elements' site to download the infographic for either the Personalized Learning Instructional Models for Secondary Schools or for Elementary Schools; add to the table from Module 2 where you determined both strengths and considerations for playlists (Slide 9)
How might these instructional models be used in
Face-to-face instruction?
Blended format?
Virtual format?
Synchronous and asynchronous learning?
What have you learned about these models (Slide 8) since being introduced to them in Module 1? How has your thinking changed?
Share with a peer or in your PLC/CTT: What claims might you be able to make about how these instructional models could be used to implement playlists?
FIGURE OUT
Review Slides 10-12 which describes what learner co-design is/isn’t; reflect on the questions.
Review Slide 14 that lists the digital tools students could use as modes of expression
What are the advantages of using the suggested digital tools on Slide 8 to increase the ways students may express what they know, understand, and can do, particularly in light of blended and virtual learning?
What are the challenges?
How might you integrate the use of one or more of these digital tools into your first unit?
REFLECT
REFLECT & DO
Within the module(s) you designed during this playlist, how might you use or modify the tools on Slide 5 to increase learners’ self-direction while supporting them with learning how to be effective and efficient with their time and efforts?
How might you solve some of the challenges you listed in the Figure Out section above? Who can you enlist as a collaborative partner in this work? What role can students plan in helping to solve this problem?
MAY DO: Use the learning progressions for Productivity & Accountability in Module 4 to add one or more learning targets to your module(s)
MODULE RESOURCES
Copy of Playlists: Module 4Student-Metacognition-Reflection-Prompts.pdfPowerMyLearning licenses this document under Creative Commons license CC BY-NC-ND 4.0 (Attribution, Non-Commercial, No Derivatives).
Student Expression.pdf
PLAYLIST CHECKLIST (Summit Learning Example)Click on the image above to see a sample playlist checklist from Summit Learning. Make a copy to modify for your context.
Personalized Learning Models.pdfChoose-the-model-worksheet-8.pdf
ADDITIONAL VIRTUAL OR BLENDED CONSIDERATIONS
Personalized and blended learning models are made for day-to-day classroom dynamics as much as they are made for exceptional learning situations such as required continuous learning in the time of the COVID-19 pandemic. Choosing the model that fits your context is based on multiple factors (some of which are part of the Choose the Model tool on the right).
How might the instructional models in the Education Elements infographic (Slide 3) be used in:
face-to-face instruction?
a blended format? (synchronous and asynchronous)
a virtual environment? (synchronous and asynchronous)
Choose-the-model-worksheet-8.pdfFINAL 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.
PLAYLIST SELF-ASSESSMENT
If this is your final module, complete this self-assessment based on the learning you've engaged in throughout the playlist; compare your responses to your (pre)self-assessment from the "Start Here" section of this playlist (your responses were sent to your email).
CELEBRATION OF LEARNING
COLLABORATE
Share and get feedback from a peer (or another PLC within or beyond your discipline and/or grade level) on ways you have incorporated:
Supports for learners to build and demonstrate self-direction (protocols or tools for increasing responsibility, persistence and self-direction, and quality results)
Explicit learning outcomes/targets for executive functioning skills such as productivity and accountability
Opportunities for student choice and co-design
Tweet out (#mbaeaR2L, @MBAEA, @TheCenter_Iowa, #IACompEd) to share the new digital tools you learned and how students might use them to express their learning.
RETURN TO
Congratulations! Continue your learning by choosing another playlist!
