Embedded Files
CHECK OUT NEW MODULES FOR THE SECONDARY LITERACY PLAYLIST!
Module 6:
This module assumes you know and can do the following: (click to open drop-down)
This module assumes you know and can do the following: (click to open drop-down)
The role of different types of learning targets in a playlist
The basic steps in designing a playlist
The learning targets for an upcoming unit
Competency
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
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:
What I will DO in this module:
Determine “must do” and “may do” learning experiences for an upcoming unit.
Learning Pathway
Learning Pathway
Start with the pre-assessment (below) to determine your path.
New Virtual _ Blended Learning Module 6 Pre Assessment's.pdfLAUNCH
LAUNCH
You are HERE in the module or playlist design process:
FIGURE OUT
FIGURE OUT
Select one of the scenarios and work through the challenge
Discuss or journal how this analogy compares to designing learning tasks for students
How did you go about selecting your menu or music?
How do you go about selecting your learning experiences?
How do you determine what learning experiences are necessary for all and what learning experiences are for some?
Look at the Find your Flow chart to see where we are at in the design process, then set a learning intention for yourself: What do you hope to gain as a result of engaging in the various learning experiences?
LEARN
LEARN
COLLABORATE
COLLABORATE
Select one of the following learning resources to explore think abouts for “must do” and “may do” learning experiences
Watch: TNTP: Essential Content videos
Read: KQED: How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable article
Listen: Cult of Learning: Self-Paced Learning: How One Teacher Does It podcast (9:30-14:00)
MAY DO: Check out the two other resources you didn’t previously select
What are you starting to understand about developing “Must Do” and “May Do” learning experiences? Create a list wherever you take notes or add your ideas to this collaborative think-tank.
THINK ABOUT
THINK ABOUT
Take some private reasoning time:
How do learning targets influence “must do” and “may do” learning experiences?
How do curricular materials influence “must do” and “may do” learning experiences?
What language scaffolds might be necessary for EL students who may not be familiar with new terminology within those materials and/or learning experiences (especially with regard to new virtual/blended learning language)? Can an ESL teacher be a partner in this thinking?
Check out this flowchart resource: Think-Abouts for Developing “Must Do” and “May Do” learning experiences
MAY DO: Watch this video for a think-aloud on determining “must do” and “may do” learning experiences from standards-based rubrics
Add your new ideas to your notes or the collaborative think-tank
DO
DO
Use these sample rubrics or your own learning targets and rubrics to brainstorm a range of learning experiences students must engage in and which ones they may engage in to reach the grade-level standard
Capture your brainstorm wherever you plan or in column three of this tool (NOTE: If you engaged in Module 5, you may already have it in your google drive)
Check out this reading on “Deciding to Teach Them All”
What three key take-aways do you have from the readings?
How do they connect to your [my] current setting?
How might they impact your “must do” and “may do” learning experiences?
REFLECT
REFLECT
SHARE
SHARE
Go back to the collaborative think-tank or where you have been taking notes; how has your thinking changed? What questions might you be able to answer now?
What might you share with your colleagues about developing “must do” and “may do” learning experiences? How will you share it?
MODULE RESOURCES
MODULE RESOURCES
MustMayDoThinkAbouts (2).pdfMod 6 Think Aloud.mp4
Must Do- May Do ScenariosBuilding Blocks of an Online Lesson
CHECKPOINT
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.
MODULE SELF-ASSESSMENT
MODULE SELF-ASSESSMENT
Return to the Module 6 pre-assessment (above) or check out another Module's pre-assessment to see possible next steps for learning
PLAYLIST SELF-ASSESSMENT
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
CELEBRATION OF LEARNING
As you create “must do” and “may do” lists of learning experiences, share them with others in our learning community! Use this folder to share your lists and share with others! Please make sure your name and contact information is visible too for collaboration opportunities!
If this is your last module you will complete in this playlist, please take a few minutes to provide feedback for us to improve your experience.
If this is your last module you will complete in this playlist, please take a few minutes to provide feedback for us to improve your experience.
Page updated
Report abuse