Module Learning Target:

• Understand how educators can increase student learning by becoming facilitators and expressing and demonstrating their learning in creative, meaningful ways

• Become familiar with the uses of district-approved technology tools and strategies to use these tools in the classroom to increase student mastery

Module Success Criteria:

• Create and implement a lesson that includes a content creation component that demonstrates an understanding of the desired learning

Traditionally, a teacher presents information orally while students listen, take notes and occasionally ask questions. This method of teaching often times does not leave much room for class discussion or hands-on work. This type of learning is considered a teacher-centered approach. Grades are usually based on assessments, student work is created independently, or sometimes collaboratively, and handed into the teacher. The teacher then grades the assignment and hands it back to the student. This work is rarely shared with classmates, so there is little room for reflection.

A facilitator, on the other hand, is an instructor who leads the class in discussions based on the material covered. These discussions can occur verbally, using technology tools, or a combination of both. The teacher facilitator guides students through learning experiences based on a specific learning target, and students demonstrated their understanding by creating learning artifacts through individual or collaborative activities. Additionally, these learning artifacts can be shared via technology platforms so that all students in the classroom can see each other's work. To take it a step further, students can use the success criteria to offer peer feedback, an instructional strategy with one of the highest effect sizes, to the published work. This is a student-centered approach. The teacher is no longer the sole holder of the information. Now students can learn and grow from each other by viewing each other's work and providing feedback to peers based on the success criteria. Students can then reflect on their own work and improve it based on the structure of this learning environment. 

Let's look at an example. Students in a 2nd grade classroom are learning the standard OA 2.3: determine if a group of objects up to 20 is an odd or even number of members. The teacher can provide vocabulary and direct instruction so students have time to learn what it means to have an odd or even number of items, and have time to learn different strategies that will help them identify groups that are odd or even. Next, the teacher can provide time for students to work collaboratively to practice these strategies. Once students begin feeling comfortable with these strategies the groups can work together to create a script that demonstrates a strategy from start to finish on how to determine if an assigned group of numbers is odd or even. Students can record this script using a tool like Padlet, or Screencastify, and post it so everyone in the class can see their example. Students can then agree or disagree with an assigned group's final answer and explain their reasoning. Even though this example is an elementary example, this structure of learning can apply to all grade levels and content areas.  For example, a teacher can provide the following learning structure: build background knowledge, provide direct instruction, allow students to practice the skill taught, allow students to create a learning artifact that demonstrates their learning using a technology tool, and support students by providing peer feedback to further develop their understanding. Let's take a look at a classroom example that uses this structure. Below you will see two videos from a 2nd grade classroom. Prior to students creating these videos, the teacher gave direct instruction on two strategies for solving single-digit multiplication problems. Her students had time to practice these strategies prior to creating the videos. Next, she assigned students to collaborative groups and asked them to first solve a multiplication problem using one of the two strategies. Finally, students were asked to create a think-aloud script solving the problem with the strategy their group chose. The below videos are examples of two groups' final products. While you watch the videos, think about how incorporating video tools into this activity created a learning opportunity that could not exist without technology, and how this content creation tool was strategically used to support all learners. Additionally, think about how these examples can be used in a secondary classroom. It's not what the student videos are about, it is about the learning structure the teacher created that can be applied in all grade levels. 

As you can see from these videos, by using video tools the teacher allows the students to be the experts of the class. It is no longer the teacher that holds all of the knowledge.  Prior to watching the videos, you were asked to think about how the use of video created a learning opportunity that could not exist without this type of technology.  Did you find any examples where this proves to be true? By using video, the students in this class now have access to this learning at any time, any place, and at any pace.  For example, they can watch one of these videos if they are struggling with a homework problem as many times as needed. They can pause the video at each step of the strategy to help guide them through the problem. This would not be possible in a traditional classroom without the use of technology. Students would only receive support if the teacher provided it.

Additionally, when students use technology to demonstrate and share their learning, they move beyond rote answers and into meaningful expression. Whether it’s a podcast, infographic, digital portfolio, or video demonstration, these products show both what students understand and how they think, while sharing their understanding with their classmates. Demonstrating mastery with technology allows students to take ownership, practice communication skills, and create artifacts they’re proud to share. 

An AI Side Note

With the rise of AI tools, students may be tempted to use generative AI tools to “do the work for them.” Instead of banning these tools outright, educators can teach students to use AI to support their learning process, by brainstorming, organizing, or receiving feedback, while still requiring personal reflection, decision-making, and original thinking. Clear expectations help students learn how to use AI ethically and thoughtfully to enhance, not bypass, learning.

You’ll explore AI integration strategies, ethical guidelines, and classroom applications in more depth during the AI Literacy module.

After watching the above videos and reading the article, it's time to share your understanding.  Answer the following question prompts by clicking on the linked Kami page below. Each question can be added in the same response.  Add a text box or comment and add in your response. Respond to three other teachers.

Question 1: Why are teachers becoming facilitators and students becoming more responsible for their learning an important shift for teachers to make?

Question 2: Why should students become content creators?

While watching the videos and reading the articles in the module, I hope you have come to realize incorporating content creation into instruction can be quite powerful. After reading the below article it is time to put your learning into practice. 

After learning about the importance of content creation in the classroom, it is time to create a lesson that incorporates this skill. 

• Create a lesson using this lesson plan template that includes a content creation component. Make sure to use one of the district-approved content creation tools found on the Edtech Tools and Best Practices Tab on our Technology Resources Website.

• Teach the lesson in your Classroom

• Reflect on the outcome by completing and submitting the below Google form

Please note, you do not need to create a lesson that is at the transformation technology integration level.  With your developing understanding of technology integration, decide your current technology integration comfort level, and design a lesson with that technology integration level in mind.  Once you have created the lesson plan and taught the lesson, please submit your evidence and reflection with the Google Form below.