Dyad 55

Angela Elkordy & Seema Imam

WHO WE ARE:

Angela Elkordy is Assistant Professor, Learning Sciences at NLU

Seema Imam is Professor, Elementary & Middle Level Teacher Preparation at NLU

OUR PARTNERSHIP:

• Option 3: Develop separate lessons and be critical friends and thought partners

• We are Option 3'rs!

Provide a brief description of the context in which you work and your learners to help readers better understand the unique work that evolves from your collaboration.

THE PURPOSE OF OUR INQUIRY: Briefly explain the focus of your Design Studio work. Depending on the type of partnership, you might have more than one purpose or inquiry question that guides your work. Creatively adapt this section to reflect the process and products of your collaborative work.

Angela: How can teachers and school leaders use thinking tools to promote metacognition for their learners? Why does metacognition matter?

Seema: How can I orient my learners to the digital platforms they will use for my courses and the MAT program?

LESSON SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience, including both anytime and real-time elements.

Angela: a short course to be offered as pd (Learning by Design: Developing Learner Capacities through Metacognitve Strategies, an Introduction)

Anytime learning will be presented in a Udemy-style format of brief, videos, resources and supporting materials. Real-time elements will be applying and using thinking routines to develop metacognition for better learning outcomes. Audience are educators and maybe parents

Seema: In order to provide my Master of Arts in Teaching students with a one stop orientation to many digital tools and sites I am creating a google site and have embedded images without content so far.

TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?

Angela:

Learning by Design: Developing Learner Capacities through Metacognitve Strategies, an Introduction

approximately 2 hours of video segments with try-its and reflections

Seema: Students will be given the URL to a brief google site with the links and explanations to their use and understanding of a welcome to NLU, introduction to D2L, LiveText, Supervision, Digital Resources and their Technology portfolio with their digital learning standards.

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/work?

Angela:

• Learners will explore how learning works through a learning sciences informed perspective

• Learners will articulate what metacognition is in their own teaching and learning contexts

• Learners will understand the importance of metacognition in developing independent, self-directed learners

• Learners will apply the concepts through design of daily activities for their students

Seema:

Learners will engage with 6 components of the digital learning spaces in the MAT program from the google site

Learners will access information to simplify what is expected and how to get back to links they will need

Learners will activate their accounts, as they follow along for deadlines or course and program requirements

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 lesson.

Angela:

• screencasting and video creation tools

• graphics and images from Creative Commons, Noun Project

• Google forms for learner feedback to inform instruction in real-ish time

• forum/ discussion threads -- questions, clarification

• padlet or other curation tools to share resources

• reflection tools for mini- assignments - individual - eg Google docs

Seema

• create a google site

• search for images

• embed images, size and edit them

• create the narrative of information students will read about particular components of the digital spaces

• capture the links to necessary documents that explain requirements

• build out the site for use in the Elementary Education MAT program

This Inquiry Plan Template documents our planning and learning this week.

[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]

Digital Product 2:

In 1-2 sentences, describe the sample LEARNING artifact(s) that you created this week and explain how it will be used in the lesson/project...

Learning Artifact: https://docs.google.com/document/d/1UqxJmUmKmsQtxZDbuNF71cs5ndUMuBwVS41JWZziUvs/edit?usp=sharing

I see the proposed mini-course as a development from my ongoing work with my Design Ed: Connecting Learning Sciences Research to Practice book: https://www.amazon.com/Design-Ed-Connecting-Learning-Research/dp/1564847497/ref=sr_1_6?dchild=1&keywords=design+ed+elkordy&qid=1595610547&sr=8-6

Website: http://www.designedlearning.space/

Learning Artifact: Seema's draft without links and content of the google site, Digital Details, MAT. Or, access through: https://bit.ly/32RJZUQ

Toward the end of the week, you'll insert a video here that introduces your work (and your compelling inquiry question) to others and summarizes your collaborative reflection of your learning this week. On Friday, you can move this section toward the beginning of your dyad page.