Learning Designer
Learning Designer
Embedded Files
Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.
Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.
4A. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
4A. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
4C. Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
4C. Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
Artifact Description: This is the presentation and the student-generated responses to the lesson created to address the social-emotional learning needs of students. Miss Danielle and I partnered to bring mental health lessons to Honors Chemistry in the Fall of 2020. She joined the Zoom class meeting for an entire class period. Miss Danielle reviewed strategies for maintaining a healthy social-emotional space and allowed for the students to ask questions and interact with the discussion as needed.
Implementation: Miss Danielle and I first began talking about student mental health in the Summer of 2020. We both noticed that our students struggled significantly with the self-isolation aspects of the early stages of the pandemic. We also noticed that students were struggling with how they felt potentially returning back to school in person in the Fall of 2020. My campus was starting off in a hybrid setting, but Miss Danielle’s district had a low enough infection rate that whole classes were coming back to campus in person. As the school year started, we continued our discussions about the school stresses coupled with unprecedented health risks and watching other students going home sick with COVID. We decided to collaborate on a lesson about mental health and how to manage stress that Miss Danielle would present to my Honors Chemistry class. They were particularly stressed out and expressed a want to learn about how to better manage their stress and subsequent emotions. That October she joined our Zoom call and presented to my class. We later did a follow-up Zoom call in which Miss Danielle answered student-submitted questions that we presented asynchronously for students to watch and have an online discussion.
Impact: This work was impactful for all parties involved. This was the first time that Miss Danielle had worked with high school aged students. It was also my first time inviting a guest speaker into my classroom to better support my students and meet their needs in a way that I could not. My students benefitted from the information that they learned during this experience. It was something that they constantly referred back to throughout the rest of the school year.
Reflection: In partnering with Miss Danielle my students had an authentic learning experience surrounding their mental health. My students took charge of their social-emotional learning and asked for additional mental health resources after the lesson ended. As a result of this lesson and continued partnership with Miss Danielle I have demonstrated my competency in indicator 4A. Both the synchronous and asynchronous lessons provided opportunities for students to be active participants in the learning. They were able to deepen their understanding of social-emotional learning concepts and continue to advocate for lessons centered in mental health. Additionally, our follow up lesson that was posted asynchronously on of LMS Schoology provided accessible digital learning experiences for all students. They also had the option to participate in the online discussion by writing, using images, or videos to communicate their ideas and respond to others. Thus showing my competency in indicator 4C.
4D. Model the use of instructional design principles with educators to create effective digital learning environments.
4D. Model the use of instructional design principles with educators to create effective digital learning environments.
4B.Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
4B.Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
Artifact Description: This is an image from a Quizizz that was posted on Schoology to provide support to chemistry students learning about atomic structures. This Quizizz is self-grading and provides a space for students to see the questions that they missed in order to get another opportunity to answer the questions. Students can play live or as a homework quiz in which they can take it as many times as they want to achieve mastery.
Implementation: I frequently use Quizizz to provide effective formative assessments after learning a new skill in chemistry. The quizzes can be implemented with the whole class playing together against each other, striving for the top spot, or can be posted as asynchronous work that students can do to review for a summative assessment. Many of the teachers I work with within the science department have complained about not knowing how to provide their students with quick feedback on basic skills in class. I have worked with other teachers in the department to start to implement using Quizizz as a platform to provide feedback to their students. Using this tool for formative assessments has also given teachers the ability to differentiate and reteach based on the results of students’ progress.
Impact: Using a tool like Quizizz provides both students and teachers with meaningful feedback about their progress. Students can assess their success and continue to rework questions to ultimately reach a level of mastery. Teachers can get an accurate idea of how students are progressing and can support the students who are not showing mastery. Digital tools like Quizizz used for formative assessment also provided teachers with the opportunity to have students review concepts that they had previously mastered while they provided small group or one-on-one instruction to students who had not yet reached mastery of the standard.
Reflection: Overall, digital tools such as Quizizz can provide many layers of support to both students and teachers in creating effective digital learning environments. When working with my colleagues to integrate more technology tools into their practices, formative assessments that would have been done as a class warm-up or a paper quiz are no longer time-consuming and inefficient. This tool has allowed teachers to maximize instructional minutes in a way that makes sense for both students and teachers. I believe that by modeling how to use the tool of Quizizz I have displayed competency in indicator 4D. By using this tool to assess student progress and then plan personalized learning whether it is a small group or individualized instruction shows my competency in indicator 4B.
Overall Standard Reflection
Overall Standard Reflection
Over the last year, I have been working to establish myself as a technology role model on campus. I have had the opportunity to collaborate with other teachers in my science department specifically to provide instruction and guidance on how to design learning experiences that utilize digital tools. Since there is an overwhelming amount of digital tools available to teachers and students, there can be a bit of pressure to use them all. I appreciated that my colleagues wanted to focus on using one digital tool and mastering how to integrate it into their classroom routines to assess students, provide feedback, and support individualized learning. I was able to model how I use Quizizz with my students and shared that experience with my colleagues. Thus showing my competency in indicators 4B and 4D. I want to continue working with teachers not only in my science department but in other departments on campus to expand our school-wide implementation of digital tools for assessment and feedback.
One of my goals was to look beyond the walls of my classroom to find other resources that I could use to support not only my teachers but also my students. By partnering with Miss Danielle I was able to test drive guest speakers in a remote learning setting. She joined our class Zoom call and was able to interact with my students who were both in class and at home in real-time. We created a digital learning space within our usual class meeting that extended beyond chemistry content but was incredibly helpful in supporting my students’ growth of knowledge since it focused on giving them tools and strategies to reduce and manage their stress levels. This experience demonstrates my ability to meet indicators 4A and 4C. It also inspired me to continue to find ways to collaborate with other teachers, educators, and counselors to enhance the digital learning experiences of my students. I look forward to continuing to grow with this practice.
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