EDLD 5318

The Future of Learning

Making Learning Visible: One Child at a Time

Explore how to create a student-centered blended learning experience in a 9th-grade biology course using Canvas! In this video, I will guide you through a thoughtfully designed digital classroom that supports emergent bilingual and transient students. Learn to build engaging modules, foster collaboration, and utilize data-driven simulations to teach cell types and virus replication. Discover strategies for outcome-based instruction, visual scaffolding, and flexible learning tools that promote deeper understanding and student voice. Perfect for educators looking to enhance online instruction with practical, inclusive, and tech-integrated approaches.

Watch video on Screencastifyapp.screencastify.com/watch/5MgfPFjSsPz1Lf0f0EvZ

Video Chapters:

0:00- Introduction to the Blended Learning Platform

0:20- Exploring Blended Learning in Canvas

1:00- Supporting Emerging Bilingual Populations

1:40- Overview of the Instructional Homepage

2:30- Implementation Guide for Digital Learning

3:00- Student Navigation and Instructional Model

3:30- Introducing the Topic: The Cell

4:00- Learning Targets: Viruses vs Cells

4:40- Addressing Misconceptions

5:20- Success Criteria and Learning Targets

6:00- Student Simulations and Peerfeedback

6:40- Verbal Expression with Sentence Stems

7:20- Analyzing Data and Providing Multi-modal Feedback

8:00- Health Awareness Campaign Project

8:40- TEKS-Based Scenario and Simulation

3-Column Descriptors

Implementation Outline

Phase 1: Foundations & Set-Up (Week 1–2)

Objective: Build tech literacy, classroom routines, and student autonomy in Canvas
Digital notebook training (scaffolded by language supports)
SEL check-ins + goal setting
Introduction to science notebook setup and the first learning objectives for Cells

Phase 2: Explore + Engage (Week 3–6)

Objective: Launch phenomenon-based units (e.g., "Living vs NonLiving Organisms")
Group simulations: cell-virus-bacteria comparisons
Embedded language scaffolds (frames, visuals, bilingual prompts)
First real-world lab & video reflections
Diagnostic mini-assessments: assessment for learning

Phase 3: Apply + Extend (Week 7–9)

Objective: Initiate collaborative research & presentation projects
Assign student groups by interest area
Provide tech tools for design (Canva, Flip, Google Slides)
Scaffolded project worktime with guided checkpoints
Multiple modalities for EB accessibility

Phase 4: Present + Reflect (Week 10)

Objective: Showcase student work; embed reflection
Student-led gallery walk or public health fair
Presentation grading + peer and teacher feedback
Self-reflections (audio, visual, written in preferred language)

The Model

To successfully see the benefits of student-centered learning in the outcome-based process, specific attributes of the classroom must be actual:

Introduction to the use of course materials
Clear communication of learning goals and outcomes
Rubrics and calendar dates
Use of Technology during the process with 21st-century skills
Opportunities for Peer Feedback and Student Voice
Supplemental Activities to Close Learning Gaps
Interactive Labs, Projects, and Activities
Self-Assessment Opportunities
Data Tracking
Reflection Periods
Remediation When Necessary

Implementation of Blended Learning in Canvas

I begin by introducing the Learning Management System, Canvas, for a biology course, detailing its features and the associated curriculum. The course is divided into three blocks: warm-up, instructional model, and exit ticket. The instructional model follows the 5E model: Engage, Explore, Explain, Elaborate, and Evaluate. Key topics include biomolecules, cell types, DNA, and the process of meiosis. Additional resources are available, such as tutorials and community outreach programs. The blended learning approach involves 30% individual work and 70% collaborative or student-led activities. Tools like Read&Write Google assist with language barriers. Assignments include investigating organisms and creating public service announcements.

Is Mary Curable? Infection Module 1

Storylining in Biology

Storytelling in the science curriculum is a new wave of the 3-dimensional learning model that encourages storytelling to drive instruction, helping students make sense of the world around them. Lets explore how the storytelling modeule of Marys beach trip should lead to student mastery of the three types of pathogens.

Part I: Canvas Navigation

Transcript of Video:

Introduction to the LMS Canvas Homepage
Overview of the Syllabus
Beginning Exploration of the LMS tabs and weekly agenda
Blended Learning Deep Dive and 5-E Model
Mary's Module and Differentiation
Learning Targets and Assignments
ReadWrite Google Tool For Success

Part II: Blended Learning with Exploratory Investigations

Part III: Modules and Implementation

Engage

Student peer card sort for synchronous learning

Explore

Asynchronous online lab for student exploration

Explain

Student complete guided notes
Use pathogen newsletters to learn about the three types
Investigate the meaning of new vocabulary during peer activity
Create excell of data collected during lab
Relay findings in a CER writing template
Offer peer feedback in canvas discussion post

Elaborate

Differentiation with CER

During the module, the educator guides student-led learning by reminding students of daily learning targets and success criteria through challenges, peer collaboration, activity completion, and remediation practices. The result is student mastery of the three types of pathogens that can infect someone at the beach and how to treat them. Students should complete this unit capable of creating a video presentation describing their patient, Mary's, diagnosis based on the collected data, using a rubric and student feedback.

Evaluate 1

Students with >70 on the CFA or CER, will engage in a remediation small group acticity by watching ameoba sisters and engaging in modeling activity with facilitator

Evaluate 2

Students with >70 on the CFA or CER, will continue to begin the end-of-module project of creating a public service announcement post to warn the masses.

Reflections

Based on feedback from my group,

Shortened explanations and concise wording
Create a video that specifically identifies the target audience (students)
Find a more seamless approach on how to use Canvas
Provide students with a place to be collaborative outside of instructional time

Usability Testing and Reflection

Rising Freshman

Meet Gloria,

As an aspiring ninth grader attending our campus next year, Gloria is a promising student who is passionate about science. She happily test-drove the Canvas page to check the usability for next year's incoming freshmen, receiving some refreshing feedback. Watch as she describes her experience of a module within the biology curriculum.

Transcript

Feedback Report

Usability Discourse

Glori's video was both darling and insightful! Watching her use the cursor to engage with my first Canvas page. After many weeks of perfecting the website, her words solidified that the hard work was worth it! The feedback given has also opened up another scope of thought on collaboration within the system among students. Hopefully, this year, we can implement a student feedback protocol system that utilizes the collaboration tool within Canvas for student usage throughout the learning cycle!

Feedback and Reflection

From the beginning of this course, my technological skills have grown immensely! Often, I find the work my group and I have done to be very astounding, considering where we started. The videos, articles, and activities we've completed in this course have built a long-term skill set that enables us to fail forward and ultimately develop a valuable tool for student success. My group consistently provided encouraging words, advice, and feedback that were meaningful in the development of this online LMS. This coming school year will be impactful thanks to their contribution.

References:

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). BCcampus. https://opentextbc.ca/teachinginadigitalage

Creately. (2024). Top 7 instructional design models to create effective learning. https://creately.com/blog/education/instructional-design-models-process/

Harapnuik, D. (2021, September 19). EDLD 5318 deeper learning [Video]. YouTube. https://www.youtube.com/watch?v=pYl_Ihns2P4 L

Mayer, R. E. (2014). *The Cambridge handbook of multimedia learning* (2nd ed.). Cambridge University Press.

OpenAI. (2025). Blended learning in biology clipart and graphic [AI-generated image]. ChatGPT. https://chat.openai.com/

Outcome-Based Education vs Competency-Based Education. (2018, June 19). YouTube. https://www.youtube.com/watch?v=ctEqxCr7ZUg

Spring Branch Independent School District. (2025). Biology dashboard. Canvas LMS. https://springbranchisd.instructure.com/courses/39840/pages/biology-dashboard

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. *Educational Psychology Review, 10*(3), 251–296.

TalentCards. (2023). *What is cognitive overload? Causes, effects, and solutions.* [https://talentcards.com/blog/what-is-cognitive-overload](https://talentcards.com/blog/what-is-cognitive-overload)

UNMC E-Learning. (2015, August 10). *2 Minute Teacher: Multimedia principles* \[Video]. YouTube.

Page updated

Google Sites

Report abuse