Module 5: Learning Outcomes
This module assumes you know and can do the following: (click to open drop-down)
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)
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.
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 (slides are also linked directly in the 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 5 Pre Assessment's.pdfLAUNCH
TALK ABOUT
Reacquaint yourself with the problem of practice you identified in Module 2 on Slide 3 (head to this slide quickly if you did not complete Module 2); use this as a learning intention for this module
Choose an upcoming learning experience for one of your classes (or for a professional learning session if you are an instructional leader); consider choosing a common learning experience if you are working with a PLC/CTT
LEARN
FIGURE OUT
Review Slides 5-7 for an overview of the designer's role in a module or playlist
Starting on Slide 8, Ground this module with a series of learning targets (use the 2nd column of this template) you plan to use in an upcoming unit or professional learning sequence (consider mapping backwards from your unit assessment); these will be to use throughout the remaining modules
MAY DO: Add 2-3 learning targets from the Productivity & Accountability Universal Construct learning progressions on Slide 9
Use the interactive flowchart on Slide 10 (be sure to watch in present mode; this covers slides 13 and 18-20 if you exit present mode) to explore the design process from learning targets to determining what "done" looks like (use your learning targets to provide context to for understanding each step)
LEARN ABOUT
Watch this less than 2-minute video on questions to consider when making choices about time and space; this connects to the Slide 19 on synchronous and asynchronous learning (there will be more on this aspect of virtual and blended learning in subsequent modules in this playlist)
MAY DO: Review the sample playlists on Slides 11-12 and add to the t-chart from Module 2 to capture what a playlist IS and IS NOT
Wait...this is starting to feel like a lot. How do I make a plan or use a checklist for this? I want to see those productivity tools again.
THINK ABOUT
Which building blocks (see the template you started in "Figure Out" or the ADDITIONAL VIRTUAL OR BLENDED CONSIDERATIONS below) align best with your learning objectives for each module in your playlist?
Why is it important to use a variety of building blocks?
DO: Add building blocks to column 1 of your Building Blocks of a Virtual Lesson (Slide 15)
Which aspects of learner agency do you most want to impact with modules/playlists in your context (see the link to the The Center's website in the Module Resources below if needed)?
Equity Focus: How are all students being served within each building block? Are clear, high expectations stated for all, using student-friendly language that guides the students to equitable outcomes?
You are HERE in the module or playlist design process:
REFLECT
TALK ABOUT and/or COLLABORATE
Collaborate with a PLC/CTT member to co-create this modularized unit
Compare: are any blended learning models (from Module 1 or Module 2 and in the Module Resources below) standing out to explore further as ways to organize learning? What features are most appealing and why?
MAY DO: Explain to a peer--how might modules and playlists support learners playing an active role in construction of knowledge, disciplined inquiry, and value beyond school?
MAY DO: Connect to Module 2--In what way(s) is it important to your students in your context to have options in their modules to practice skills that are beginning and developing rather than just at "meets" for a grade-level standard or learning objective?
MAY DO: Connect to Module 2--What tools and/or supports do you now think (MAY DO: see Module 4) students will most need to be successful with learning in modules, particularly when they are in virtual or blended (some virtual + some face-to-face) environments?
MAY DO: Review the UDL Design Cycle
MODULE RESOURCES
Building Blocks of a Virtual Lesson
UDLDesignCycle_Handout.pdf
EXEMPLAR RESOURCE: Click on this image to visit the Clayton Christensen Institute.
Click on "Blended Learning Universe" above to see detailed descriptions of each model. As you explore, you will see they are interconnected and can all be used for different purposes in the same course --> you do not have to select just one.
The site also includes videos and examples from the field, as well as the "Choose the Model" guide below.
Choose-the-model-worksheet-8.pdfADDITIONAL VIRTUAL OR BLENDED CONSIDERATIONS
Building Blocks
Catlin Tucker, May 2020. The Building Blocks of an Online Lesson.
On the left are the basic building blocks of virtual learning experiences. These will be designed into playlists in single modules or across modules, depending on how a learning sequence is structured. These are broad categories into which specific teacher and learner moves are embedded both synchronously and asynchronously.
Click image to access and make a copy in your own Google Drive for this module if you have not yet made a copy from your district's professional learning unit/modules.
Lesson Outline
Exemplar by Catlin Tucker, May 2020. The Building Blocks of an Online Lesson.
Template modified from Tucker 2020.
You should make progress in columns 1 and 2 on the template during this module.
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.
Quick Check:
Return to the Module 5 pre-assessment (above) or check out another Module's pre-assessment to see possible next steps for learning
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
Tweet one way modules and/or playlists will improve teaching and learning for all students to @MBAEA, @TheCenter_Iowa, #IAR2L and #IACompEd.
