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4.4 Learning Designer
Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students. Coaches:
4.4.a
Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
4.4.b
Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
4.4.c
Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
4.4.d
Model the use of instructional design principles with educators to create effective digital learning environments.
Evidence of Competency
Evidence of Competency
Indicators
4.4.a Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
4.4.b Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
4.4.c Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
4.4.d Model the use of instructional design principles with educators to create effective digital learning environments.
Description
“Chef’s Kitchen: Equal Parts” is a computer-based instruction (CBI) I designed with three other educators (4.4.a) in my Masters program. In the CBI, created in Google Slides, students interact with a prototype of a software tutorial to teach and assess (4.4.b) the first-grade geometry math standard to “Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares” (First Grade Math Common Core State Standards). As students answered questions correctly, they progressed through the software, building on the knowledge presented to them. If students got a wrong answer, we programmed the CBI to give instant feedback to the student (4.4.b) and had the CBI reteach the concepts before they could try again. When presented to students in slideshow mode, there were narrations students could play if they could not read that we recorded with Mote to design an accessible learning environment to accommodate learner variability (4.4c). The CBI modeled using instructional design principles to create an effective digital learning environment (4.4.d) by following principles of design that included balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, and unity.
Implementation
I shared the CBI with my first-grade team at Arroyo Elementary School; then, students from three first-grade classes engaged in the tutorial with their teacher overseeing their progress.. After implementing the tutorial, we came together as a grade level to discuss the process my classmates and I underwent to create a CBI tutorial. Our meeting included information on how to develop a production calendar, create a scope of a project, a task and learner analysis, a storyboard, design a beta version, perform a usability test, and implantation. They were interested in the project but were overwhelmed with creating one. So, we discussed how the CBI could be used and decided to work together next year to develop a CBI as a team.
Impact
The impact of the CBI has yet to be seen with my first-grade team at Arroyo. However, by sharing the CBI with them, they were exposed to a new way to collaborate to assess students (4.4.a) by using digital tools to create a learning experience (4.4.b). My grade level team was very overwhelmed with the idea of creating a CBI together for our students to use. I shared other examples with them that the rest of my Ed-Tech cohort made. The work's variability inspired them, and they would like to learn more about the process by completing hands-on training during our monthly PLC meetings. The actual impact that I see from this process will be having the culture of our team shift from using premade lessons from the district-purchased curriculum to becoming learning designers.
Reflection
Reflection
Even though there has not been a deep impact from the CBI with Arroyo yet, creating the CBI with my classmates benefited my coaching skills. The development of the CBI was an organized and procedural process that required a team of educators to work together. Therefore, this project has strengthened my skills as a coach because it taught me how to lead collaboration among educators (4.4.a,c), how to design accessible and active digital learning environments that accommodate learner variability (4.4.a), and to collaborate to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency (4.4.c). I still need to strengthen my skills as a coach leading learning designs in collaborative settings in my new school. Now that I am at a new school, my goal is to develop a CBI for my class and model it with my new grade-level team so my new team can work together to develop a CBI tutorial in the future. This way I will show competency for this standard in my new environment and
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