Embedded Files
CHECK OUT NEW MODULES FOR THE SECONDARY LITERACY PLAYLIST!
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)
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
Competency
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
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:
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.
LEARNING PATHWAY
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 9 Pre Assessment's.pdfLAUNCH
LAUNCH
REFLECT
REFLECT
Reacquaint yourself with the problem of practice you identified in Module 5 and the learning objectives you chose in that module (head to this slide deck if you didn't complete Module 2 or 5)
Review the flowchart on Slide 10 from Module 5 (the image is also below); focus on “representation” and where planning for it occurs in the process)
You are HERE in the module or playlist design process:
LEARN
LEARN
LEARN ABOUT
LEARN ABOUT
Explore these UDL-aligned strategies to see additional methods for representation (perception; language, mathematical expressions, and symbols; comprehension); these are also linked on Slide 6
MAY DO: Explore the 3 videos for representation (these are in the PURPLE section only; they range in minutes from 2:45-3:30 each)
MAY DO: Review these UDL Initial Steps for Diverse Learners
Synthesize what you are learning about UDL-aligned strategies with the content curation and delivery ideas on Slides 7-13
TALK ABOUT
TALK ABOUT
Describe your observations and connections with a peer or with your PLC/CTT: Which resources are new to you that are worth exploring more? What claims can you make based on what you know so far? What generalizations can you draw about curating content? (Slide 15)
Equity Focus: How are all students being served with these representations? Are clear, high expectations stated for all, using student-friendly language that guides the students to equitable outcomes?

COLLABORATE
COLLABORATE
If you completed Module 6, return to this flowchart resource: Think Abouts for Developing “Must Do” and “May Do” learning experiences (also click here if you did NOT complete Module 6!); locate the think-abouts that relate to representation and determine how you will answer these with a peer or your PLC/CTT
Evaluate: Identify when when technology used in representation and instruction will improve engagement, collaboration, and learning, and when it will not
FIGURE OUT
FIGURE OUT
Begin to add ideas to column 3 (Digital/Analog Tools and Resources) on your Building Blocks of a Virtual Lesson; use the pre-populated exemplar on page one to spark your thinking
Include more than one way to represent the asynchronous and synchronous learning experiences you are designing (within or across learning platforms)
Want to learn more? See the ADDITIONAL CONSIDERATIONS section below for more resources on synchronicity
DO
DO
In the platform you chose for your playlist (or series of modules), add your learning objectives for the first module
Organize a series of learning experiences in the order that you think they will occur and label each with one of the Building Blocks and/or one of the verbs from the protocol in the Checkpoint below
Begin to populate those learning experiences with digital and analog tools for various modes of engagement, representation, and expression
REFLECT
REFLECT
COLLABORATE & REFLECT
COLLABORATE & REFLECT
What language scaffolds might be necessary for EL students who may not be familiar with new terminology within materials and/or learning experiences (especially with regard to new virtual/blended learning language)? Can an ESL teacher be a partner in this thinking?
Find a peer to review the rough draft of your Building Blocks of a Virtual Lesson (consider peers within and beyond your discipline or grade level to get fresh eyes on what you've created so far)
Get feedback on your lesson design from peers using this protocol
MODULE RESOURCES
MODULE RESOURCES
UDL-Aligned Strategies. (2020). Enome, INC. Retrieved from https://goalbookapp.com/toolkit/v/ strategies
UDL overview video--utilize for a quick review of the "why" and "how" of UDL.
Universal Design for Learning: UDL (2019). Teachings in Education. Retrieved from https://www.youtube.com/watch?v=gmGgplQkrVw
ADDITIONAL VIRTUAL OR BLENDED CONSIDERATIONS
ADDITIONAL VIRTUAL OR BLENDED CONSIDERATIONS
Synchronous vs. asynchronous? How best to determine how to leverage time and space?
Synchronous vs. asynchronous? How best to determine how to leverage time and space?
Slide 8 in the Module Slide Deck introduces the terms "synchronous" and "asynchronous" (Module 7 and Module 8 go more deeply into these terms as well). It is important to remember that these terms are NOT interchangeable with "interactive" and "independent" because time is the primary variable, not the degree of interactivity (within the activity or between learners).
MAY DO
MAY DO
Here are some additional resources to explore synchronicity in the blended learning environment:
Blended classroom design (videos and strategies from master blended teachers with tutorials and integrated resources)
Think UDL podcast (podcast interview about a Hybrid/Flex or Hy-FLex model using UDL strategies)
UDL Connections:
UDL Connections:
UDL and Remote Learning (video)
Engaging Learners Remotely; 2) Sharing Content with Learners Remotely; and 3) Showing Understanding Remotely (a range of resources including webinars, videos, a website and strategies)
UDL Guidelines (interactive website that summarizes each category of strategies)
Building Blocks
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 Google Drive for this module or use the copy you made in Module 5.
Lesson Outline
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 column 3 on the template during this module.
You should make progress in column 3 on the template during this module.
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.
Quick Check
Quick Check
Go to goformative.com/join and enter this code: J75DTF to answer a few quick questions about UDL and the Building Blocks
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
Tweet one way multiple representations within learning experiences will improve teaching and learning for all students to @MBAEA, @TheCenter_Iowa, #IAR2L and #IACompEd.
RETURN TO
RETURN TO
Accolades!
Almost there!
Accolades!
Almost there!
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.
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