What is the compelling INQUIRY question that guides the design of your lesson/project?
How do we provide professional development that empowers teachers in underprivilided school systems to provide virtual blended learning that supports their students, who are also enrolled in o ASU- Prep Digital?
LESSON/PROJECT SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience(s), including both anytime and real-time elements.
In four weeks of a 10 week virtual blended learning course, we will provide training and support to participants in implementing blended learning in public schools in Cambodia. Participants in real-time will collaboratively apply, analyze, and create in activities that model best practices of real-time student engagement using higher-order thinking skills i Bloom's Taxonomy. Iin anytime they will complete activities in the real-time presentations and colllaborate to create multimodal blended learning artifacts for 7th grade physics.
TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/product?
Topic: Professional Development for Cambodia Educators on Blended Learning with Arizona State University Prep Digital Platform
Participants: 145 Educators. Principles, Administrators: 43 Mentors from New Generation Pedagogical Research Center, NIE; 45 NGS Teachers; 43 Public Teachers; 10 Private Teachers
Course Design: Four Instructors, with help from 43 PD Mentors, will provide real-time learning for 2 hours per week for 4 weeks.
The 43 Mentors will support 20 Groups, each with 2 PD Mentors and 4-5 Teachers. They mentor this mini-PLC in both real-time and anytime activities, leading to their final product.
Real-time app:Zoom with 20 Breakout rooms that have the same preassigned Group for the full course; Google Suite (Docs, Slides, Forms, uncluding ones designed to replace popular apps, ex JamBoard Slides)
Anytime apps: Canvas Studio, Google Suite, Pear Deck, Kami, Screencastif, Moti Chrome Extension, Immersive Reader Chrome Extension (PC), Text-to-SPeech Instructions (ipad)
Teaching Goals for Four Sessions
Session 1: Blended Learning for Grade 7 Physics
Participants will learn about the leading standards and best practices for online teaching. In addition, participants will understand the why of blended learning and how it can be used to manage student learning. Finally they will see these concepts applied in grade 7 physics in the ASU-PD Online School, and will better appreciate that blended learning is engaging and rigorous, and will inspire their students to seek STEM careers. Through the leadership of educators in the classroom and in blended learning, the students will receive a personalized pathway to success.
Optional:
- Post-Session Activities: Revisit the Presentation, and complete suggested activities
-Exemplar for Virtual Blended Learning for Physics: Patterns High School Physics Distance Learning Course
-Suggested Project: Explore anyASU-PD modelue and summarize its design using either the ANYTIME/REALTIME LEARNING FRAMEWORK
(Hybrid or Remote Teaching and Learning) by Julie Coiro, 2021, or any planning tool at the site Explore the Blended Learning Toolkit Site.
Session 2: Playlists and Choice Boards, for Grade 7 Physics
Participants will learn about the benefits and best practices of using Playlists and Choice Boards as a way to personalize learning for students, whether online or in blended learning environments. Participants will explore and experience the Pattern Physics playlist designed by Portland Metro STEM Partnership. Finally, in the ASU-PD physics, course they will understand their unique leadership role in facilitating student success, and in shaping ASu-PD’s advanced formative and summative assessment strategies and adaptive learning.
Optional:
-Exemplar for Virtual Blended Learning for Physics: Patterns High School Physics Distance Learning Course
-Suggested Projecte: Create a playlist for your subject area.
Session 3: Flipped Classroom, applied to Grade 7 Computer Science
Participants will learn about the benefits and best practices of using the Flipped Classroom as a way to manage student learning whether online or in blended learning environments. Next they will see these concepts applied in grade 7 computer science in the ASU-PD Online School, and will better appreciate that ASU-PDs engaging and rigorous program will inspire their students to seek STEM careers. Through their leadership in the classroom and in the ASU-PD software, the ASU-PD students will receive a personalized pathway to success.
Optional:
-Post-Session Activities: Revisit the Presentation, and complete suggested activities
-Exemplar for Flipped Clasroom: A Coaching Toolkit for Supporting K-12 Computer Science Teaching from Cornell University Tech
-Suggested Project: Create interactive learning content using one of the tools described in the real-time course.
Session 4: Station Rotation, applied to Grade 7 Computer Science
Participants will learn about the benefits and best practices of using the Station Rotation model as a way to manage student learning whether online or in blended learning environments. Participants will explore and experience examples with a computer science focus. Finally they will better understand their unique leadership role in facilitating student success, and in shaping ASU-PD’s advanced formative and summative assessment strategies and adaptive learning.
Optional:
-Post-Session Activities: Revisit the Presentation, and complete suggested activities
-Exemplar for Virtual Blended Learning: A Coaching Toolkit for Supporting K-12 Computer Science Teaching from Cornell University Tech
-Suggested Project: Use this template to create a Cirtual STation Rotation Lesson Plan: Virtual Station Rotation Lesson Template
LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project?
By the end of this lesson, students will be able to create a portfolio of artifactes that display best practices in digital literacy, for each of theese areas: blended learning, playlists, flipped learning, and virtual station rotations. Although teachers shouled be very familiar with the NCTE's Definition of Literacy in a Digital Age, the standards selected for the UBD process were the ISTE Standards for Educators. Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators:
6a Foster a culture with student voice and choice in the demonstrationa and evaluation of competency, where students take ownership of their learning goals and outcomes in collaborative group work, conducted online, face-to-face, or hybrid.
6b Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. Keep students supported, on task and learning in a variety of face-to-face, digital or hybrid environments.
6c Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
The design process is a methodology for problem-solving: a series of steps used to solve a problem and designa solution. For example, a human-centered design process, project based learning, engineering design process and scientific method.
Computational thinking is a problem-solving process that includes, but is not limited to, the following characteristics: formulating problems in a way that enables us to use a computer and other tools to solve them; logically organizing and analyzing data; representing data through abstraction, such as models and simulations; automating solutions through algorithmic thinking (a series of ordered steps); identifying, analyzing, and implementing possible solutions with a goal of achieving the most efficient and effective combination of steps and resources; and generalizing in transferring this problem solving process to a wide variety of problems.
6d Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this work.
The following tools and technologies are specified:
Real-time apps:Zoom with 20 Breakout rooms that have the same preassigned Group for the full course; Google Suite (Docs, Slides, Forms, uncluding ones designed to replace popular apps, ex JamBoard Slides)
Anytime apps: Canvas Studio, Google Suite, Pear Deck, Kami, Screencastif, Moti Chrome Extension, Immersive Reader Chrome Extension (PC), Text-to-Speech Instructions (ipad)
A small set of apps was selected since the educator participants, and the sudents in their classrooms have little experience with blended or online learning. These same apps could be used for activies for blended learning, flipped classes, virtual statio rotations. and playlists, and they meet a broard range of functions, whicg are descibed in the real -time presentations.
Notes/Further inquiries:
Use playlist? Station rotations? Vertical/Horizontal?
Each Choice Board will be based in inquiry (not discrete or task oriented)
Where are students a part of the co-design process of this choice board - have them create their own choiceboards? Or, have different levels of inquiry represented (Top level (completely filled in), Mid level (partially filled in, Open (they fill it in/create the board)
Use this specific framework for a task of your own
Assessment?
Katherine, I know you didn't have work time yesterday so you're just getting going on this document, but I like how you are emphasizing student voice and choice and encouraging students to decide how they want to represent their own learning.