1. Conduct a Needs Assessment for Digital Learning
Educator utilizes a needs assessment to understand learners’ access to and use of technology for digital learning.
This Micro-credential appears in the Credential Engine Registry
# Competency Info This is the first of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator creates or adapts an existing technology needs assessment to gather data on their classroom learners’ access to and use of technology. The educator analyses the results to inform the design of digital learning. # Method Components ### Conducting the Needs Assessment The first step in understanding how learners access and use technology is to conduct a technology needs assessment in your classroom. While it is tempting to jump into the design and development of your digital learning ecosystem, taking the time to gather information about the needs of your learners and their families is a critical step to ensuring that you are meeting the needs of all students. This is a crucial step in forming your understanding of what motivates your learners, their wants and needs, and how to address potential biases or preconceived notions you may have. By skipping this step you will be creating an end product for an unknown user instead of a diverse community of learners and families. This information will inform all of your decisions about digital learning and how to address any digital equity gaps in your class. Whether creating a new assessment or adapting an existing one, the following components are essential: * **Context**: The needs assessment should provide clear context for why the school needs this information. * **Information is collected anonymously**: The method of data collection should anonymize answers to maintain bias-free assessment and prioritize learner privacy. * **Questions are learner- and family-centered**: The needs assessment questions must focus on learners’ and families’ needs and their familiarity with technology tools for training/organization. * **Home environment information is collected**: Build in questions for home access and context. If you have families who need the survey in a different language, leverage multilingual educators in your network or tools like Google Translate to develop surveys in multiple languages. What is internet connectivity like? Are devices available in the home? Are there family members who work remotely or out of the home? ### Analyzing Data from the Needs Assessment Once the needs assessment is complete, the educator can begin the process of analyzing, understanding, and interpreting the information collected. Educators can ask themselves the following questions when analyzing the data: * Are the data quantitative or qualitative? * How will the data be filtered or organized? * What is the data telling you about your classroom and the learners’ home environment? * What percentage of learners have challenging access to the internet at home? To technology? * What historical data are available to compare new data against? * Are you comparing your survey with Special Education 504 data, IEPs, and accommodations as listed in those documents?
### Needs Assessment and Data Analysis * Advancing Digital Equity: An Update on the FCC’s Lifeline Program, Consortium for School Networking [https://www.cosn.org/sites/default/files/FCC\_lifeline\_5.16.17.pdf](https://www.cosn.org/sites/default/files/FCC_lifeline_5.16.17.pdf) * Corn, J.O. Investigating the quality of the school technology needs assessment (STNA) 3.0: A validity and reliability study. *Education Tech Research Dev 58*, 353–376 (2010). <https://doi.org/10.1007/s11423-009-9140-y> <https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4996/etd.pdf?sequence=1&isAllowed=y> * Lewis, D., Madison-Harris, R., Muoneke, A., Times, C. (2010). Using Data to Guide Instruction and Improve Student Learning. *SEDL Letter: Linking Research and Practice, 22*(2) <http://www.sedl.org/pubs/sedl-letter/v22n02/using-data.html> * Wilder Research (2009). Analyzing and Interpreting Data: Evaluation resources from Wilder Research. Wilder Research. <https://bit.ly/2qnyKzI> ### Digital Equity and Accessibility * Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. *Review of Research in Education, 37*(1), 149-182. <https://bit.ly/2ZD6T0z> * Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: A sociocritical approach. *The International Journal of Information and Learning Technology*. <https://bit.ly/2AjDJJa> * Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. *Review of Research in Education, 34*(1), 179-225. [https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?\_ga=2.65489454.1620667607.1590528076-1259900025.1588271852](https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852) * Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> * Moorefield-Lang, H. (2019). Accessibility in Online Course Design. *Library Technology Reports, 55*(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> * Reich, J. (2019). Teaching Our Way to Digital Equity. *Educational Leadership, 76*(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> * Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: A grounded theory. [https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen\_Redacted.pdf?sequence=1&isAllowed=y](https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y)
### Needs Assessment * Technology Uses and Perceptions Survey (TUPS). Florida Center for Instructional Technology, University of South Florida <https://fcit.usf.edu/matrix/evaluation-tools/tups/> This online survey provides information about current use and perceptions of technology; results can be used to collect baseline data. * A Rubric for Assessing Schools’ Plans for Rapid Improvement. The Center on School Turnaround at WestEd <https://drive.google.com/file/d/1172ciMLxMIsB6EivOCAxusyVZHNJGRd6/view?usp=sharing> This study highlights the importance of school improvement planning (SIP), ways of using the SIP assessment rubric, how the rubric was created, and directions on how to use the rubric itself. The study lists 12 different planning domains. * Conduct a Needs Assessment, Digital Learning Playbook: Technology, Digital Promise <https://digitalpromise.org/online-learning/technology/> This resource shares important components of a needs assessment process. * EdTech Pilot Framework: Identify Need, Digital Promise <https://edtech.digitalpromise.org/identify-need/> This resource hub shares case studies, downloadable resources, and suggested processes for identifying needs that are learner-centered. * Meeting the Digital Needs of Underserved Families, Wide Open School by Common Sense Education <https://www.youtube.com/watch?v=l-WnIqwxVKg> Interview with Arcelia Gonzalez, regional family engagement liaison at Oakland Unified School District in California. Gonzalez shares ways to identify communication gaps and support students with limited tech access. **Translation** Support on translation will depend on resources available. The following is a list of helpful guidance and resources for translation: * Tools like SurveyMonkey offer translation services at a cost through their paid subscriptions. Check if your school has a subscription to a tool like SurveyMonkey. * Multilingual colleagues are a good resource for translation. Check if colleagues or educators in your network can support you with translating your surveys. * Often translations will already exist as resources online or through school resource sites. Check if what you need already exists. ### Data Analysis * Strategic Data Project (2017). Toolkit for Effective Data Use. Center for Education Policy and Research at Harvard University. <https://sdp.cepr.harvard.edu/toolkit-effective-data-use> Use of this toolkit will yield essential information that each school can build a strong foundation for strategic plans and policies. * Using Data Conversations to Accelerate Impact and Improve Outcomes, Getting Smart <https://www.gettingsmart.com/2016/01/using-data-conversations/> This article explores methods by which having data tools, “positive data culture” and proactive educator conversations about data lead to positive impacts for student learning. * How to Analyze Survey Data, SurveyMonkey <https://www.surveymonkey.com/mp/how-to-analyze-survey-data/> A data research scientist explains how to analyze quantitative data given context, goals, questions, answers, and coming to conclusions. * Make the Most Out of Student Data, ISTE <https://www.iste.org/explore/Lead-the-way/Make-the-most-of-student-data?articleid=120> This article outlines ways educators can engage with capturing, understanding, and analyzing learner data to improve learning. * EdTech Pilot Framework: Analyze and Decide, Digital Promise <https://edtech.digitalpromise.org/analyze-and-decide/> This resource hub shares case studies, downloadable resources, and suggested processes for analyzing data. ### SMART Goals * The Essential Guide to Writing SMART Goals, Smartsheet <https://www.smartsheet.com/blog/essential-guide-writing-smart-goals> This article shares tips and examples to create and implement SMART goals, as well as a free downloadable SMART goal template. * Setting SMART Goals as an Educator <https://achievethecore.org/aligned/setting-s-m-a-r-t-goals-as-an-educator/> This article shares how using the SMART goal-setting structure can assist educators in achieving their goals. * SMART Goals: How to Make Your Goals Achievable <https://www.mindtools.com/pages/article/smart-goals.htm> This article highlights the different definitions of SMART goals, as well as suggestions on how to implement them in practice. ### Digital Equity * Digital Bridge K–12 <https://digitalbridgek12.org/> An initiative working to increase connectivity outside the classroom by providing every public school district in America with a playbook to connect their students to high-speed Internet. * Internet Access + Devices, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/access-for-all/> These resources support meeting the needs of underserved families and helping low-income families with free and low-cost Internet connection and devices. * Supporting Students & Families in Out-of-School Learning, Digital Equity Toolkit, Consortium for School Networking (CoSN) <https://cosn.org/DEtoolkit> The toolkit discusses strategies that schools and districts can implement to address equitable solutions, as well as methods of collaboration with community leaders and governments. * Digital Learning Day: Digital Equity & Access: Connecting Students Beyond School, Alliance for Excellent Education <https://www.youtube.com/watch?v=GvWGv6KlsuM> This video highlights methods on how schools and districts are working to increase equitable internet access in - and out of - school time. * Guide to Starting with Digital Learning, BetterLesson <https://bit.ly/2WMhAMo> This resource prompts educators to think through eight questions to consider prior to engaging in digital learning. * Educating All Learners: Resource Library <http://eala.wpengine.com/resource-library/> This curated list of resources was selected to meet special education needs. ### Privacy and Safety * EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. * Protecting Privacy in Connected Learning. Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to make informed decisions regarding potential new technologies while protecting learner privacy. * Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, US Department of Education. <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the US Department of Education’s Privacy Technical Assistance Center (PTAC).
Written responses and artifacts to demonstrate competence
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners who qualify for free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe your experience with digital learning, including: - Any professional learning opportunities you have attended - Which technology tools you are most familiar with and use regularly - What type of district support is available - Experience with instructional coaching Why do you feel a needs assessment should be conducted for your school? How will it benefit your classroom/school?
To earn this micro-credential, submit the following: **Artifact 1: Needs Assessment Tool and Survey** Include a link or upload screenshots to the technology needs assessment tool and survey you created or adapted. **Artifact 2: Needs Assessment Analysis (300-word limit)** Include a link to the needs assessment analysis. This should include: * High-level summary of the data collected * Summary of gaps in equitable access to technology and internet * Summary of accommodations needed by learners
Provide a reflection using the following: 1. What is the current state of digital equity and instruction in your classroom? 2. What SMART goal(s) (specific, measurable, attainable, relevant, time-based) will you set to address gaps in equity moving forward?
Responses clearly outline the learner and school population, including relevant demographic information. The educator describes their experience with digital learning, shares what professional learning opportunities they attended, type of technology they use and are most comfortable with, type of district support available, and their experience with instructional coaching. The educator shares why they believe a needs assessment should be conducted at their school, and how it will benefit their classroom and/or school. The responses provide specific information and examples where necessary.
Submission does not meet passing requirements.
Reflections clearly indicate the current state of digital equity and instruction in educator’s classroom. The goal(s) to address equity gaps are aligned with the SMART framework and aim to effectively shift future digital instruction. Reflections are specific, with examples provided when necessary.
Link or screenshots to needs assessment tool is included. Link or screenshots to survey reflect the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)
Link or screenshots to needs assessment tool may or may not be included. Link or screenshots to survey reflect only some of the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)
Link or screenshots to needs assessment tool may or may not be included. Link or screenshots to survey may or may not be included and/or do not reflect the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated surveys (if necessary)
Needs assessment analysis is a robust, clear, and concise summary of the survey data, including what the data is telling the educator about the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families with different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services Needs Assessment analysis centers digital equity throughout.
Needs assessment analysis summarizes the data and addresses only some of the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families with different technology tools - The needs of special education students and their accommodations - The needs of students requiring English language accommodations/ services Needs assessment analysis is inconsistent in its focus on digital equity.
Needs assessment analysis does not present a clear and concise summary of the data and/or does not address the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families with different technology tools - The needs of special education students and their accommodations - The needs of students requiring English language accommodations/ services Needs assessment analysis does not address digital equity.
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.
2. Develop a Virtual Desk for Digital Learning
Educator develops an ecosystem for managing learning and resources for digital learning.
# Competency Info This is the second of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator selects and organizes a virtual desk to support equitable access to materials and promote two-way communication. # Method Components ### What is a Virtual Desk? A virtual desk is an online space that recreates a teacher’s desk organization. There is a space for learners to find their assignments that are due, assignments they have turned in, and any past due or missed assignments. It also acts as a communication hub. ### Selecting a Virtual Desk When you decide on your virtual desk, consider the needs of your learners. (See *1. Conduct a Needs Assessment for Digital Learning* micro-credential in this stack.) After analyzing the learner needs assessment, answer these additional questions to set up your virtual desk: * What are the accessibility needs of your learners? Are there navigation or visual challenges? Limited mobility? * How can your virtual desk support both learners and families? (A robust virtual desk enables you to set up “view only” accounts for families.) * Is your chosen virtual desk supported by your school and/or district? Is there a system already in place at your school and/or district? * What privacy concerns should be considered and planned for? (These will vary depending on the virtual platform.) Common virtual desks are hosted on Google Classroom, Microsoft Teams, SeeSaw, and Canvas, among others. ### Promoting Two-Way Communication In addition to being an assignment hub for the whole classroom, virtual desks are the hub of communication between educators, learners, and families. Educators can use their virtual desk to: * **Provide a space where learners access materials**. The virtual desk should be a space for learners to access materials by assignment, unit, or theme in a highly organized and logical layout of materials to enable learners and families to find and complete assignments. The logic and organization of your materials will differ based on your needs assessment, subject/grade level taught, and your own teaching style. * **Post about virtual office hours, or methods by which to access the educator virtually** (e.g. “My office hours are from 9–11 am each day at this Google Hangout link, or by appointment at this Calendly link). * **Organize the system for learning**. This is how your classroom will function, based on a calendar, unit, or lesson. It is suggested to not use a long list, as learners and families will find it overwhelming. * **Create content for all**. Creating content that can be accessed in multiple ways ensures that digital learning supports all learners’ engagement and learning. This can include sharing assignments for different learners based on their accommodations and ensuring that you use text captions for visualizations and closed captioning for videos. (See Digital Equity and Accessibility, in Resources section below.) * **Provide feedback to learners**. The educator’s virtual desk should serve as a process for providing feedback and providing learners with individual information on their learning goals and growth.
### Virtual Desk * Borup, J., & Archambault, L. (2019). Designing for Young Learners. *Library Technology Reports, 55*(4), 17. <https://journals.ala.org/index.php/ltr/article/download/7001/9497> * Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019, March). The use of Google classroom in the learning process. In *Journal of Physics: Conference Series* (Vol. 1175, No. 1, p. 012165). IOP Publishing. <https://iopscience.iop.org/article/10.1088/1742-6596/1175/1/012165/pdf> * Drennan, R. L. (2019). Digital Portfolio Use in the First-Grade Classroom: Perceptions of Seesaw. <https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1024&context=metl> ### Digital Learning * Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://files.eric.ed.gov/fulltext/EJ992485.pdf> * Gallardo-Echnique, E. E. et al. Let's Talk about Digital Learners in the Digital Era. *International Review of Research in Open and Distance Learning, 16*, 3. [https://www.rug.nl/research/portal/files/49894564/Let\_s\_Talk\_about\_Digital\_Learners\_in\_the\_Digital\_Era.pdf](https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf) * Goodwin, Bryan. “Which Strategy Works Best?” Educational Leadership Oct. 2014: 77–78. <http://bit.ly/1dHG1kh> * Thurber, A. and Bandy, J. (2018). Creating Accessible Learning Environments. Retrieved May 13, 2020 from <http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments> * Wery, Jessica, and Margareta Maria Thomson. “Motivational Strategies to Enhance Effective Learning in Teaching Struggling Students.” *Support For Learning 28*.3 (2013): 103-108. <https://bit.ly/2TEHaRE> ### Digital Equity and Accessibility * Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. *Review of Research in Education, 37*(1), 149-182. <https://bit.ly/2ZD6T0z> * Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: A sociocritical approach. *The International Journal of Information and Learning Technology*. <https://bit.ly/2AjDJJa> * Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. *Review of Research in Education, 34*(1), 179-225. [https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?\_ga=2.65489454.1620667607.1590528076-1259900025.1588271852](https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852) * Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> * Moorefield-Lang, H. (2019). Accessibility in Online Course Design. *Library Technology Reports, 55*(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> * Reich, J. (2019). Teaching Our Way to Digital Equity. *Educational Leadership, 76*(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> * Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: A grounded theory. [https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen\_Redacted.pdf?sequence=1&isAllowed=y](https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y)
### Virtual Desk * Google Drive and Docs Tutorial For Blended Learning <https://drive.google.com/file/d/1Fns0oFn0nN-ZHoaaDemgcmYqiys69419/view?usp=sharing> This tutorial guides educators in blending learning with technology with the goal of asynchronous learning. * Google Classroom [https://drive.google.com/file/d/1m5oTP\_S-PPoLOUHD7-AuPETFElWODUqB/view?usp=sharing](https://drive.google.com/file/d/1m5oTP_S-PPoLOUHD7-AuPETFElWODUqB/view?usp=sharing) This tutorial guides educators in how to structure assignments and organize materials for learners both synchronously and asynchronously. * Remote Learning with Microsoft Teams <https://drive.google.com/file/d/1JdswB4nOLePGYXVYhrmZ2GTYT9onX9rH/view?usp=sharing> This tutorial assists educators in using Microsoft Teams with their digital learning efforts and synchronous instruction. * Getting Started with Canvas as an Instructor <https://community.canvaslms.com/docs/DOC-18573-getting-started-with-canvas-as-an-instructor> This resource shares how to begin using Canvas as an instructor, including setting up an account, course set-up, and more. * Remote Learning with SeeSaw: Guide for Teachers <https://web.seesaw.me/remote-learning-for-teachers> This guide assists educators in creating their digital learning environment with Seesaw. * Modern Teacher: Free Training & Resources to Deploy a Virtual Classroom Immediately <https://www.modernteacher.com/virtual-learning/> Professional learning for educators designed to focus on both synchronous and asynchronous learning. ### Online Learning Resources * Online Learning Resource Library, Digital Promise [https://digitalpromise.org/online-learning/online-learning-resources/?fwp\_online\_learning\_resource\_types=communication%2Clearning-management%2Cinteractive-learning-tools](https://digitalpromise.org/online-learning/online-learning-resources/?fwp_online_learning_resource_types=communication%2Clearning-management%2Cinteractive-learning-tools) This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet student privacy criteria. * COVID-19 Resource Library, Google for Education [https://edu.google.com/latest-news/covid-19-support-resources/?modal\_active=none&topic=view-all](https://edu.google.com/latest-news/covid-19-support-resources/?modal_active=none&topic=view-all) For educators and IT administrators preparing for potential school closures–or currently facing them. * Guide to Starting with Digital Learning, BetterLesson <https://bit.ly/2WMhAMo> Tips and lessons from BetterLesson coaches on making the shift to distance learning or virtual learning. * Learning Refitted: A Pop-up Guide for Schools and Districts <https://www.cce.org/uploads/files/Pop-Up-Assessment-Kit.pdf> This guide assists district leaders in working through meaningful, manageable and equitable learning practices, and assessment during digital learning scenarios. * Eduscape <https://eduscape.com/> Complimentary webinars for educators beginning with Continuity of Learning fundamentals and extending into Remote Learning with Google Classroom, Microsoft Teams and Remote Teaching for Early Learners. ### Digital Equity and Accessibility * Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and ed-tech products to support learners with disabilities in a distance learning context. * Educating All Learners To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. + Resource Library <https://eala.wpengine.com/resource-library/> + Scheduling and Operational Systems <https://eala.wpengine.com/search-resource-library/?theme=Scheduling+and+Operational+Systems> * Accessibility Matters: Creating Content for All. The Digital Citizenship Institute <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all. * Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. * English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments. ### Privacy and Safety * EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. * Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. * Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the US Department of Education’s Privacy Technical Assistance Center (PTAC).
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners who qualify for free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe the process for selecting your virtual desk. Please include what classroom data you used.
To earn this micro-credential, submit **one** of the following. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. **Option 1: Screen Recording** (15 minutes maximum) Submit a screen recording that captures the virtual desk ecosystem and includes: * Rationale behind choosing the tool and organization system * How the tool and organization meets the accessibility needs of all learners * Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs; if you have none, please note that. * How the virtual desk platform allows for two-way communication **Option 2: Virtual Desk Documentation** Submit documentation that describes in detail the virtual desk ecosystem, including: * Rationale behind choosing the tool and organization system * How the tool and organization meets the accessibility needs of all learners * Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs; if you have none, please note that. * How the virtual desk platform allows for two-way communication Screenshots should be included in the documentation as support.
Provide a reflection using the following: 1. What challenges did you encounter while setting up your virtual desk? How did you resolve them? 2. What did you learn about digital equity and access while building your virtual desk? 3. What might you improve about your virtual desk moving forward?
Responses clearly outline the learner and school population, including relevant demographic information. The educator describes their experience and process in detail for selecting the virtual desk, what decisions were necessary, and why. The description of classroom data used to make these decisions is clear and understandable. The responses provide specific information and examples where necessary.
Reflections clearly indicate surprises, challenges, and resolutions in setting up their virtual desk. The educator addresses digital equity and access while they build their virtual desk, and shares their professional learning, as well as how they might improve their virtual desk in the future. Reflections are specific, with examples provided when necessary.
Screen recording or documentation clearly illustrates the virtual desk ecosystem and how it supports the needs of learners, including the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes supporting screenshots for each of the key points. Virtual desk ecosystem addresses equitable access throughout.
Screen recording or documentation illustrates the virtual desk ecosystem and how it supports the needs of learners, but includes only some of the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes screenshots but the screenshots inconsistently support it. Virtual desk ecosystem is inconsistent in addressing equitable access throughout.
Screen recording or documentation does not show the virtual desk ecosystem and/or does not include the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Screenshots for documentation, if chosen, do not include or do not support the documentation. Virtual desk ecosystem does not center equitable access.
3. Design Synchronous and Asynchronous Instruction for Digital Learning
Educator develops a digital learning schedule that meets the needs of all learners.
# Competency Info This is the third of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator designs synchronous and asynchronous instruction for learners that utilizes the needs assessment data and virtual desk; the instruction takes into account the needs of all stakeholders through scheduling and community agreements. # Method Components ### Synchronous Teaching and Learning Synchronous learning instruction in this context refers to digital learning that takes place live and in real time; educator uses video and audio to relay lessons and concepts, host live class discussions, and conduct small group work. This could include a lesson led by the educator or learner, a virtual game, learner presentations, small group work, or peer-to-peer collaboration. To extend this into asynchronous learning, educators may record synchronous learning sessions and post them so they may be accessed later by learners and families at a time more conducive to learning. Recordings must adhere to learner privacy rules as laid out by your district or network of schools. Synchronous learning includes: * Agreements and plans for digital classroom management. * Agreements between learners, families, and educators about the shared learning space. They include policies, procedures, and agreements as if it were a physical classroom space. * The method by which learning takes place should be approved by the district or school and supported by your district or network IT office. * Considerations for online safety for students and educators. For example, adults should not conduct private one-on-one sessions with students. This can be supported through staggering synchronous learning with another educator’s schedule. * Communication with students and families on security and safety protocols. * Consistent access to the learning platform and materials link unless there is a need to change these for safety concerns. Synchronous learning is also a time to connect with students, develop social and emotional learning, and create a sense of belonging for students. ### Asynchronous Teaching and Learning Asynchronous learning that learners and their families can conduct on their own, at a time they choose, at a pace they choose, with a confirmed completion date. Ideally, these are projects and tasks that do not require an educator to provide synchronous instruction. Learners and families access their learning and complete tasks without any, or with minimal, intervention from an educator. * Learners will continue learning beyond the “live classroom” experience. * Educators should use their virtual desk to share out content (e.g. access to presentation, instructional videos, etc) * Clear directions. * Rubrics for assignments. * A centralized space where assignments are turned in and where students receive specific feedback on their submitted work. * Informal conversation space, like a discussion board for learners to discuss with each other or post open-ended questions for the group. * Materials are organized in an accessible, consistent method, based on the needs of learners, families, and educators. Asynchronous teaching and learning is flexible, so that it can adapt to the needs and schedules of students. ### Meeting the Needs of Educators, Learners, and Families for Both Synchronous and Asynchronous Instruction In developing both synchronous and asynchronous instruction for learners, take into account the needs of the stakeholders involved, including access to resources such as devices, Wi-Fi, and the number of family members in a household requiring access to a device for instruction. **Meeting the needs of all learners** The appropriate synchronous instruction process would include a time to address specific accommodations and services as noted in the learner’s IEP, ELL designation, and/or 504 plan (such as reading text aloud, or adding text to images for those with low vision or blindness). This includes accommodations for pacing, read-aloud recordings, visual and color acuities, and other accessibility features as needed by learners on their devices. For example, will synchronous instruction be recorded and posted for learners to review at their own pace and include closed captioning? **Meeting the needs of families and caregivers** Instructional schedules should take into account your learners’ families’ specific needs to ensure they are provided with equitable access and capacity for instruction both in synchronous and asynchronous learning environments. Use the information from your needs assessment to support this design and to provide a diverse and equitable learning experience. This is critical for learners and families to spend more time engaging with the learning experiences than struggling to access technology resources. To consider: * Is the instructional process for where learners will access their latest learning experiences and archived learning experiences easy to find and well organized? * Will the timing of synchronous instruction take into account the needs for families and age range of learners? * Will the recordings of synchronous instruction be posted and families notified of the availability and location of new instructional recordings? * What training will families need and receive to ensure efficient and equitable access? **Meeting the needs of educators** In a distance learning environment, educators must balance personal and professional priorities. Educators should prioritize their well-being and not recreate the traditional in-person school model, which will cause too much strain. You will need to develop a schedule that takes into account your home schedule as well. To consider: * Does your synchronous and asynchronous learning schedule enable you to meet your personal needs and time constraints? * How can staggering your schedule to allow for another educator to support you help enhance the learning experience? * How can you ensure the schedule allows you to take care of your needs and helps you provide effective learning experiences for your learners? ### Digital Classroom Culture and Management Similarly to an in-person classroom management plan, a digital classroom management plan integrates the community agreement plan; clearly communicates about organization, goals, feedback, and expectations; and focuses on developing and sustaining a strong classroom community. Additionally, in a digital learning environment, relationships look and feel different than they do in the physical classroom. Teaching and learning from our home environments can leave both educator and learner feeling vulnerable. Authentic and meaningful relationships are the cornerstone of our school communities, and they should continue to be prioritized in a digital learning environment. Things to consider: * Build learning partnerships and engage in culturally responsive teaching. HIgh-trust, low-stress environments provide a welcoming environment for marginalized students to feel welcome and take risks. * Take time at the beginning of class to talk to students about their lives and their well-being helps to build deeper connections with students. * Craft learner-centered instruction that seeks student input. Include social learning to support communal learners and promote creativity, communication, collaboration, and critical thinking in a digital learning environment. * Develop organization and routines to put students and families at ease. * Be present. Share your thoughts in classroom discussion boards and support students’ learning at their own pace by giving scaffolds and strategies to help students become more independent. * Promote digital citizenship and ethics in online spaces. ### Community Agreements A community agreement plan, regardless of the nature of the learning environment, creates a cohesive community in that it moves learners and families “from a group to a team.” Families and caregivers are critical partners to educators during digital learning. (See *Developing Community Agreements*, from the National Equity Project in the Resources section below.) A community agreement should: * Be a partnership. Construct the agreement by engaging and collaborating with learners and their families. You may also draw on the data from your needs assessment to determine exactly what your agreement should be; i.e. do you have large numbers of ELL students, SPED, or students who are familiar with the platforms you are planning to use? * Include information on how and when digital learning and necessary materials will be accessed by students and families; i.e. space for new materials, historical assignments, completed assignments, enrichment or remediation materials. * Include information on how students requiring accommodations will have them met. * Include information on what additional support will be provided. * Provide a common framework for how the community will collaborate and have discussions in both the synchronous and asynchronous learning environment. Note: A community agreement does not cover rules and laws pertaining to learner and family privacy. It is important that educators share that information with families, however.
### Digital Learning * Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://eric.ed.gov/?id=EJ992485> * Collison, George, Bonnie Elbaum, Sarah Haavind, and Robert Tinker. *Facilitating Online Learning: Effective Strategies for Moderators*. MiraCosta College. Atwood Publishing, 2000. Authors aim to share a comprehensive analysis of online education and strategies used in their online classes. * Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A meta-analysis of the empirical literature. [https://learnonline.ecampusontario.ca/App\_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning\_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf](https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf) * Vural OF (2013). The impact of a question-embedded video-based learning tool on e-learning. *Educational Sciences: Theory and Practice 13*, 1315-1323. <https://eric.ed.gov/?id=EJ1017292> * Gallardo-Echnique, E. E. et al. Let's Talk about Digital Learners in the Digital Era. *International Review of Research in Open and Distance Learning, 16*, 3. [https://www.rug.nl/research/portal/files/49894564/Let\_s\_Talk\_about\_Digital\_Learners\_in\_the\_Digital\_Era.pdf](https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf) ### Culturally Responsive Teaching * Gay, G. (2018). *Culturally Responsive Teaching: Theory, Research, and Practice*. 3rd edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching addresses the needs of diverse learner populations and shows that learner performance increases across multiple measures of achievement when instruction is framed through learner-centered cultural experiences. * Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 6(3), 2158244016660744. <https://journals.sagepub.com/doi/pdf/10.1177/2158244016660744> ### Engaging Learners and Families * Constantino, S. M. (2015). Engage Every Family: Five Simple Principles. United States: SAGE Publications. [https://www.google.com/books/edition/Engage\_Every\_Family/GzV\_CgAAQBAJ?hl=en&gbpv=0](https://www.google.com/books/edition/Engage_Every_Family/GzV_CgAAQBAJ?hl=en&gbpv=0) This book includes practical steps, reflections, and case studies to understand and build engagement for learners, families, and communities. * Casimiro, L. (2015). Engagement-for-Achievement: Creating a Model for Online Student Engagement. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015–World Conference on Educational Media and Technology (pp. 11-20). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2020 from <https://www.learntechlib.org/primary/p/151597/> This conference paper examines the nature of engagement online and developed a model unique to this modality with the goal of improving student achievement. * Milheim, K. (2017). A Fundamental Look at Cultural Diversity and the Online Classroom. *eLearn*, *2017*(2), 1. [https://dl.acm.org/ft\_gateway.cfm?id=3041614&type=html](https://dl.acm.org/ft_gateway.cfm?id=3041614&type=html) * Grant, K. B., & Ray, J. A. (Eds.). (2018). *Home, school, and community collaboration: Culturally responsive family engagement*. Sage Publications. [https://www.google.com/books/edition/\_/80dLDwAAQBAJ?hl=en](https://www.google.com/books/edition/_/80dLDwAAQBAJ?hl=en) In this fourth edition, authors use the culturally responsive family support model as a framework to prepare teachers to work effectively with children from diverse families. * National Center for Family and Community Connections with Schools (2002). *A New Wave of Evidence. The Impact of School, Family, and Community Connections on Student Achievement. An Annual Synthesis*. Anne T. Henderson and Karen L. Mapp <https://www.sedl.org/connections/resources/evidence.pdf> * Reinke, W. M., Smith, T. E., & Herman, K. C. (2019). Family-school engagement across child and adolescent development. *School Psychology, 34*(4), 346–349. <https://doi.org/10.1037/spq0000322> This brief study on engagement not just with elementary learners, but in middle grades and high school, while offering important implications for school personnel. * Williams, L. & Lahman, M. (2011). Online Discussion, Student Engagement, and Critical Thinking. *Journal of Political Science Education, 7*(2), 143-162. Retrieved May 26, 2020 from: <https://www.learntechlib.org/p/50625/> When students engage one another in online discussions in a focused way, their capacity for reasoned discourse becomes more evident. ### Digital Equity and Accessibility * Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. *Review of Research in Education, 37*(1), 149-182. <https://bit.ly/2ZD6T0z> * Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: A sociocritical approach. *The International Journal of Information and Learning Technology*. <https://bit.ly/2AjDJJa> * Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. *Review of Research in Education, 34*(1), 179-225. [https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?\_ga=2.65489454.1620667607.1590528076-1259900025.1588271852](https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852) * Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> * Moorefield-Lang, H. (2019). Accessibility in Online Course Design. *Library Technology Reports, 55*(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> * Reich, J. (2019). Teaching Our Way to Digital Equity. *Educational Leadership, 76*(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> * Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: A grounded theory. [https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen\_Redacted.pdf?sequence=1&isAllowed=y](https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y)
### Digital Learning Resources **Synchronous and Asynchronous Instruction** * When to Teach Online Classes Live and When to Let Students Learn on Demand, EdSurge <https://www.edsurge.com/news/2020-04-08-when-to-teach-online-classes-live-and-when-to-let-students-learn-on-demand> First-person account of benefits and suggestions on implementing synchronous and asynchronous teaching. * Virtual Education Dilemma: Scheduled Classroom Instruction vs. Anytime Learning, Mark Lieberman, EdWeek [http://blogs.edweek.org/edweek/DigitalEducation/2020/03/synchronous\_or\_asynchronous\_e-.html](http://blogs.edweek.org/edweek/DigitalEducation/2020/03/synchronous_or_asynchronous_e-.html) Resource on the pros and cons of both synchronous and asynchronous learning. * So You Want to Make a Great Instructional Video. The Modern Classrooms Project [https://docs.google.com/presentation/d/1gx4v7YbJl-u8KQuG5aLSlqqhJWY1a-tgdebsG3mEZq0/edit#slide=id.g5b530453ca\_0\_81](https://docs.google.com/presentation/d/1gx4v7YbJl-u8KQuG5aLSlqqhJWY1a-tgdebsG3mEZq0/edit#slide=id.g5b530453ca_0_81) Research-backed tutorial on creating a great instructional video for use in a digital learning classroom. * Sample Weekly Virtual Student Schedule. Jillian Wetzel, Harris Middle School [https://docs.google.com/document/d/162PPKSRn0Tpggbx\_c9Rc70rMdIxGcE7\_H5lvH3aLBdc/edit](https://docs.google.com/document/d/162PPKSRn0Tpggbx_c9Rc70rMdIxGcE7_H5lvH3aLBdc/edit) This comprehensive sample learner schedule includes all elements in order to learn in a digital environment. * Superhero Remote Learning: How Sadler Means YWLA made Remote Learning Fun for Students. [https://docs.google.com/presentation/d/1V8\_KpZUwhN7OYp7kIbipJ3WnpOGiiitcug4TYEQYEvc/edit#slide=id.p](https://docs.google.com/presentation/d/1V8_KpZUwhN7OYp7kIbipJ3WnpOGiiitcug4TYEQYEvc/edit#slide=id.p) This PowerPoint presentation includes teacher and student schedules for remote learning and expectations * Preparing and Planning, Distance Learning Readiness Kit from Schoology <https://www.schoology.com/prepare/plan> This set of resources, part of the “Distance Learning Readiness Kit” that Schoology offers, aims to help guide planning during a school closure. * Educating over Zoom <https://zoom.us/docs/en-us/covid19.html#education> This list of blogs, papers, and tutorials aim to share how educators, administrators, and learners can effectively use Zoom for digital learning. * Tips and Tricks: Teachers Educating on Zoom <https://zoom.us/docs/doc/Tips%20and%20Tricks%20for%20Teachers%20Educating%20on%20Zoom.pdf> This paper is a high-level outline, including tips and tricks, on implementing Zoom in a digital learning environment. * How to Keep Uninvited Guests out of your Zoom Event <https://blog.zoom.us/wordpress/2020/03/20/keep-uninvited-guests-out-of-your-zoom-event/> This blog shares effective practices and tools on how to keep your Zoom meetings secure. * Using Video for Flipped Learning Environments <https://betterlesson.com/strategy/292> This resource helps educators use teacher-created learning videos to support learners to work at their own pace, with personalized embedded supports and checks for understanding ### General Resources * Online Learning Resource Library, Digital Promise [https://digitalpromise.org/online-learning/online-learning-resources/?fwp\_online\_learning\_resource\_types=communication%2Clearning-management%2Cinteractive-learning-tools](https://digitalpromise.org/online-learning/online-learning-resources/?fwp_online_learning_resource_types=communication%2Clearning-management%2Cinteractive-learning-tools) This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet learner privacy criteria. * COVID-19 Resource Library, Google for Education [https://edu.google.com/latest-news/covid-19-support-resources/?modal\_active=none&topic=view-all](https://edu.google.com/latest-news/covid-19-support-resources/?modal_active=none&topic=view-all) For educators and IT administrators preparing for potential school closures – or currently facing them. * Guide to Starting with Digital Learning, BetterLesson <https://bit.ly/2WMhAMo> Tips and lessons from BetterLesson coaches on making the shift to distance learning or virtual learning. * Eduscape <https://eduscape.com/> Complimentary webinars for educators beginning with Continuity of Learning fundamentals and extending into Remote Learning with Google Classroom, Microsoft Teams and Remote Teaching for Early Learners. * 1:1 Cloud <https://www.securly.com/> 1:1 Cloud offers filtering, MDM, classroom-management, and parental-controls for take-home 1:1 devices (Chromebooks, iPads, Windows and Macs). It requires teacher facilitation while learners are using it. It can be assigned by a teacher and used independently by a learner. * Actively Learn <https://www.activelylearn.com/> Actively Learn is a digital curriculum platform for middle school and high school ELA, science, and social studies. It requires teacher facilitation while learners are using it. It can be assigned by a teacher and used independently by a learner. * Modern Teacher: Free Training & Resources to Deploy a Virtual Classroom Immediately <https://www.modernteacher.com/virtual-learning/> Professional learning for educators, ready to use, personalized, and on demand. * FlipGrid <http://blog.flipgrid.com/remotelearning> FlipGrid is a tool that aims to foster short video-based class discussions. * Edcite <https://www.edcite.com/bystate/US/distance-learning> Platform for teachers to find, customize, and create online assignments. ### Engaging Learners * How to Get Kids Ready to Video-Chat for Online Classes, CommonSense Media <https://www.commonsensemedia.org/blog/how-to-get-kids-ready-to-video-chat-for-online-classes> This article shares beneficial methods and what mistakes to avoid while working with learners in a digital learning environment. * Don’t teach digital citizenship – embed it! <https://www.iste.org/explore/In-the-classroom/Don> This article explores an authentic learning approach in learning digital citizenship skills. * Engaging Students, Distance Learning Readiness Kit from Schoology <https://www.schoology.com/prepare/engage> This set of resources, part of the “Distance Learning Readiness Kit” that Schoology offers, aims to help guide student engagement during a school closure. * How Innovative Educators are Engaging Students Online, by Brenda Alvarez, NEA Today <http://neatoday.org/2020/04/07/pandemic-pedagogy-educators-engage-students-online/> Stories from around the country on how educators are engaging students during COVID-19 school closures. * Keeping Students Engaged in Digital Learning, Edutopia <https://www.edutopia.org/video/keeping-students-engaged-digital-learning> Six tips on digital learning student engagement such as creating your own digital instruction and planning for interactivity. * Coronavirus and Teaching from Home: Ten Ways to Engage and Instruct Students Remotely. Connections Academy <https://www.connectionsacademy.com/support/resources/article/coronavirus-and-teaching-from-home-ten-ways-to-engage-remotely> This article shares impactful ways to instruct and engage students in a digital learning environment. * Learner Variability Navigator [http://lvp.digitalpromiseglobal.org](http://lvp.digitalpromiseglobal.org/) Factors of learning and strategies that focus on motivation. ### Social and Emotional Well-Being * Social-Emotional Learning Should be a Priority during COVID-19 <http://neatoday.org/2020/04/15/social-emotional-learning-during-covid/> Educators share about the importance of social and emotional learning during the coronavirus pandemic. * Virtual Instruction with a Social-emotional Learning Lens <https://www.njea.org/tips-for-managing-virtual-instruction-during-the-covid-19-crisis/> Translating social and emotional professional development into practice: guidelines for virtual instruction in digital learning environments. * Teacher Wellness. Edutopia <https://www.edutopia.org/topic/teacher-wellness> Self-care strategies to battle teacher burnout and rediscover your inner superhero to bring excitement and creativity back into your classroom. * Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> Factors of learning and strategies that focus on social and emotional learning. ### Digital Learning Culture and Management * How to Develop Culturally Responsive Teaching for Distance Learning. Amielle Major, KQED <https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning> This article dives into resources and frameworks to support culturally responsive teaching for digital learning. * Online Teaching Can Be Culturally Responsive <https://www.tolerance.org/magazine/online-teaching-can-be-culturally-responsive> Amid school closures, online classes can offer new opportunities for culturally responsive teaching. This article highlights what one educator is trying with their 5th-grade students. * Responsive Classroom <https://www.responsiveclassroom.org/> Models for building classroom norms. * Extending Classroom Management Online. Edutopia <https://www.edutopia.org/article/extending-classroom-management-online> Nine suggestions to help you provide online learners with class norms and expectations and a sense of community. * 8 Ways to Build Blended Learning Class Culture <https://www.edsurge.com/news/2014-05-15-eight-ways-to-build-blended-learning-class-culture> This article discusses how to communicate and uphold norms and expectations in a virtual learning space. * Thresholding to Greet Students at the Door <https://betterlesson.com/strategy/152/thresholding-to-greet-students-at-the-door?from=search> This resource includes tips for using thresholding to greet learners in a distance learning context to provide consistency. * Checklist for Distance Learning, AFT Share My Lesson <https://sharemylesson.com/teaching-resource/covid-19-school-closure-checklist#> Checklists in both PDF and interactive form are provided to assist in preparation for school closures in light of COVID-19. ### Supporting Learners and Families * Creating and Implementing a Family Partnership Plan <https://betterlesson.com/strategy/146/creating-and-implementing-a-family-partnership-plan?from=search> This resource supports building authentic, trusting relationships with learners’ families. * Engaging Families in Distance Learning – Supporting from Afar, Getting Smart <https://www.gettingsmart.com/2020/04/engaging-families-in-distance-learning-supporting-from-afar/> This guide for educators and families seeks to make digital learning transitions a smooth one. * 8 Resources for Effective Digital Learning Communication <https://venngage.com/blog/digital-learning-tips-templates/#1> Resources and templates to help educators keep communication open as educators, learners, and families adapt to new digital learning. * Engaging Families to Support Distance Learning During COVID-10 School Closures, Oklahoma State Department of Education <https://sde.ok.gov/sites/default/files/Engaging-Families-to-Support-Distance-Learning.pdf> This guide recognizes that digital learning environments are not recreations of the school and classroom environment; however, it encourages digital learning as an opportunity to partner with learners and families. ### Community Agreements * Student/Family Technology Compact (Example) <https://docs.google.com/document/d/1oxwLspnU-OiFJ9sYF71vf24oaMX9Itr8BKX1BN3zbLs/edit?usp=sharing> This agreement example is specific and focused to allow for conversations and agreements about digital technology in a digital learning environment. * Developing Community Agreements, National Equity Project <http://nationalequityproject.org/wp-content/uploads/Community-Agreements-Developing.pdf> This guide is a primer for developing a community agreement; from framing the conversation to engaging people in the process, it prompts valuable questions and shares important information in building a successful agreement, so educators, learners, and families are in a safe, supported, and trusting environment. * SEL Tip: Start the Year with Community Agreements. Morningside Center for Teaching Social Responsibility <https://www.morningsidecenter.org/teachable-moment/lessons/sel-tip-start-year-community-agreements> The Morningside Center shares these social and emotional tips on how to implement a positive classroom culture by developing a community agreement. ### Digital Equity and Accessibility * Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and ed-tech products to support learners with disabilities in a distance learning context. * Educating All Learners To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. + Resource Library <https://eala.wpengine.com/resource-library/> + Scheduling and Organizational Systems <https://eala.wpengine.com/search-resource-library/?theme=Scheduling+and+Operational+Systems> * Accessibility Matters: Creating Content for All. The Digital Citizenship Institute <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all. * Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. * English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments. ### Privacy and Safety * EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. * Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. * Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the US Department of Education’s Privacy Technical Assistance Center (PTAC).
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners who qualify for free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe the process of creating your synchronous and asynchronous instruction. - How did you use your needs assessment to influence or drive the creation and organization of materials for your synchronous and asynchronous instruction?
To earn this micro-credential, submit the following artifacts. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. **Artifact 1: Online Learning Schedule** Upload annotated screenshots or a PDF of the online learning schedule over the course of one (1) month. Annotations should highlight: * What instruction is synchronous vs. asynchronous, and why you made that determination * Where additional educators are supporting synchronous and/or asynchronous instruction * When office hours are scheduled to support learners * When additional support will be provided for learners with IEP accommodations, ELL designation, and/or 504 plans. **Artifact 2: Access to Synchronous and Asynchronous Learning Materials** * Screenshots or link(s) to instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and get help and support * Screenshots or link(s) to instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. **Artifact 3: Digital Classroom Culture and Management Plan** Upload a copy of digital classroom culture and management plan for learners and families, including written evidence or additional links as evidence of student voice and collaboration on this plan. The plan should include: * Expectations and norms for educator’s and learners’ behavior * How behavior that does not meet expectations will be addressed * Incentive plans * Classroom cultural agreements and norms * Evidence of student voice **Artifact 4: Community Agreements** Upload a copy of your digital community agreement. The agreement should include: * Classroom Culture and Management Plan * Expectations from families and educator * The tools and links to access the synchronous and asynchronous learning and materials * Online course schedule
Provide a reflection using the following: 1. What challenges did you encounter while setting up your online learning schedule? How did you resolve them? 2. What did you learn about your learners and families while building your online learning schedule? 3. What might you improve about your synchronous and asynchronous instruction moving forward?
Responses clearly outline the learner and school population, including relevant demographic information. The educator describes in detail the process for creating synchronous and asynchronous instruction. The response is specific and details how the educator used the data from their needs assessment to drive decision making for creating and organizing materials for synchronous and asynchronous instruction.
Reflections clearly indicates surprises, challenges, and resolutions in setting up their online schedule, and synchronous and asynchronous instruction. Educator shares how the experience will shift in the future. Reflections are specific with examples provided when necessary.
The online course schedule includes a robust annotated screenshot or PDF of the online learning schedule that highlights all of the following: - Synchronous, asynchronous instructional time and rationale - Where other teachers are providing support - Office hours for enrichment and additional support - Supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide evidence of educator’s decision-making process. Online course schedule addresses digital equity throughout.
The online course schedule includes an annotated screenshot or PDF of the online learning schedule that highlights only some of the following: - Synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - Office hours for enrichment and additional support - Supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide little or no evidence of educator’s decision-making process. Online course schedule is inconsistent in addressing digital equity throughout.
The online course schedule may or may not include annotations and/or does not highlight the following: - Synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - Office hours for enrichment and additional support - Supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide no evidence of educator’s decision-making process. Online course schedule does not address digital equity.
Access to Synchronous and Asynchronous Learning Materials
The learning materials include screenshots or links that include the following: - Instructional materials for learners and their families on how they will access synchronous instruction and asynchronous instructional materials, and how to get help and support - Instructional material for learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. The organization of materials is clear and it is evident how it meets the needs of all learners and families. Access to synchronous and asynchronous learning materials centers digital equity throughout.
The learning materials include screenshots or links that include only some of the following: - Instructional materials for learners and their families on how they will access synchronous instruction and asynchronous instructional materials, and how to get help and support - Instructional material for learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. It is unclear how the organization of materials meets the needs of all learners and families. Access to synchronous and asynchronous learning materials inconsistently centers digital equity.
The learning materials include screenshots or links may or may not be included and/or do not include the following: - Instructional materials for learners and their families on how they will access synchronous instruction and asynchronous instructional materials, and how to get help and support - Instructional material for learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support Organization of material does not meet the needs of all learners and families. Access to synchronous and asynchronous learning materials inconsistently centers digital equity.
Digital Classroom Culture and Management Plan
The Digital Classroom Culture and Management Plan is clear, concise, and includes the following: - Expectations and norms for educator’s and learners’ behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Evidence is provided on how student voice and collaboration was part of the development of the plan.
The Digital Classroom Culture and Management Plan includes only some of the following: - Expectations and norms for educator’s and learners’ behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is provided on the development of the plan, but it is not clear how student voice and collaboration was included.
The Digital Classroom Culture and Management Plan may or may not be provided and/or does not include the following: - Expectations and norms for educator’s and learners’ behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is not provided on student voice and collaboration.
The community agreements are clear and include: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course schedule Community agreement is culturally responsive and the language reflects that learners and their families as partners and collaborators for digital learning.
The community agreements include some of the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course schedule Community agreement language is inconsistent in being culturally responsive and reflecting that learners and their families are partners and collaborators in digital learning.
The community agreements may or may not be included and/or do not include the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course schedule Community agreement is not culturally responsive and the language does not reflect that learners and their families are partners and collaborators in digital learning.
4. Communicate with Learners and Families to Support Digital Learning
Educator engages learners and their families through ongoing communication to support digital learning.
# Competency Info This is the fourth of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator develops consistent and culturally responsive communications to provide individualized communication to learners and families, and support and updates to the classroom community. # Method Components ### Developing an Ongoing Communication Schedule Through the previous three micro-credentials in the *Transitioning to Digital Learning* stack, the educator has completed a needs assessment, created their virtual desk, and has established their synchronous (live) and asynchronous learning environment. Developing a regular schedule to communicate with learners and their families outside of synchronous learning sessions fosters strong home–school connection, builds authentic relationships, ensures open and transparent communication, and creates a strong community of support for learners. **Culturally responsive family engagement** Based on *Critical Practices for Anti-Bias Education* from Teaching Tolerance, the following are effective practices in engaging with learners and families while also building a culturally responsive classroom culture: “Culturally relevant family engagement strategies communicate to students that their family identities are understood and valued. It also demonstrates respect for families with a diverse range of backgrounds and structures.” Strategies include: * Start with questions and conversations: Connect with families at the beginning of the school year. Demonstrate collaboration through asking about learner strengths, homelife, and challenges outside of school. This sets the tone for the year, and prioritizes whole child learning. * Recognize key relationships: Learners may have adults at home who may not be legal parents, but closely involved in the learner’s life. Educators should learn of these relationships to create understanding of the learner’s home context. * Utilize a home language: The home language of the learner should be used as much as possible, including communications, family materials, and the like. If a translator is needed, the educator should not rely on the learner, as that creates undue pressure and confusion. * Use inclusive materials and language: Use inclusive language in writing and speaking, and remove assumptions of home cultural practices, traditions, or even political affiliations. *Example: When sending an email, educators may write “Dear Families” instead of “Dear Parents” to include the learner in the communication*. **Setting up and implementing one-on-one meetings** * Meet with learners and their caregivers one-on-one at least monthly – if not weekly – for learners who utilize accommodations. If unable to meet, establish a way to communicate; i.e. shared notes document. * Integrate the needs of other educators into the schedule. Coordinating schedules supports meeting overload and overlap for families that may have multiple children or multiple educator contacts. When possible, educators should consider collaborating on joint family meetings. (*Example: Teacher 1 and Teacher 2 both teach 7th graders with 25% overlap in students. Teacher 1 and Teacher 2 combine meetings with students with IEPs – including their caseworkers – to support the needs of those students and their families*.) * Ensure culturally responsive agendas and scheduling, either by hosting the learner and family one-on-one in their home language, or scheduling conversations outside of school time. * Consider the goal of each conversation. What will be discussed? Consider: + Class-based elements, such as attendance, grades, or engagement + Upcoming class, school, or community events + IEPs and 504 plans if needed + Other learner needs that haven’t been addressed + Developing and deepening the relationship with the learner and family so the learning environment can meet the needs of the whole child. **Office Hours, Feedback, and Support** In addition to the structured one-on-one meetings, educators should allow for more flexible, accessible time to interact with learners and families. They can do this via: * Office hours: Set aside time where students and families can access the educator, by whichever method the learner and family are most comfortable – computer, tablet, or telephone. Include your office hours in a prominent area in your virtual desk. * Support: Should the learner have accommodations or request additional supports, collaborate on challenges with individualized, targeted structures. * Feedback: Communication feedback d to learners should be specific, timely, direct, regular, and iterative. With earlier relationship building, educators will come to understand the types of feedback their learners best respond to. **Newsletters, Email, and Text** Outside of synchronous (live) instruction and one-on-one learner and family meetings, educators share important updates to learners and families about classroom, school, and district news, as well as course updates, or online community and family events. When creating written communications, learners and families are often expected to adapt to education norms instead of co-created agreements. With this in mind, educators should ask themselves the following before sending newsletters, emails, or written communication: * Is the content accessible for learners and families? Is there jargon or language used that the learner or family is not yet familiar with? * Does the communication circumvent language barriers? Is there a way to share in multiple languages? * Is it delivered in an accessible manner? Does accessing it require equipment requiring a specific operating system? (Example: Must require a family-supplied iPad, the most recent operating system, and an application that does not comply with many 504 plans.) * Is the communication responsive to cultural differences?
### Communicating with Learners and Families * Bordalba, M. M., & Bochaca, J. G. (2019). Digital media for family-school communication? Parents’ and teachers’ beliefs. *Computers & Education, 132*, 44-62. [https://repositori.udl.cat/bitstream/handle/10459.1/65716/comedu\_a2019v132p44.pdf?sequence=1](https://repositori.udl.cat/bitstream/handle/10459.1/65716/comedu_a2019v132p44.pdf?sequence=1) * Natale, K., & Lubniewski, K. (2018). Use of communication and technology among educational professionals and families. *International Electronic Journal of Elementary Education, 10*(3), 377-384. <https://www.iejee.com/index.php/IEJEE/article/download/418/330> * Snell, E. K., Hindman, A. H., & Wasik, B. A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: Teacher and family perspectives. *Early Child Development and Care, 190*(4), 447-460. [https://sites.temple.edu/texttotalk/files/2020/03/Snell-Hindman-Wasik-\_2020-ECDC.pdf](https://sites.temple.edu/texttotalk/files/2020/03/Snell-Hindman-Wasik-_2020-ECDC.pdf) * Zhang, C., Du, J., Sun, L., & Ding, Y. (2018). Extending face-to-face interactions: Understanding and developing an online teacher and family community. *Early Childhood Education Journal, 46*(3), 331-341. <https://bit.ly/2yxCQwa> * Leo, A., Wilcox, K. C., & Lawson, H. A. (2019). Culturally Responsive and Asset-Based Strategies for Family Engagement in Odds-Beating Secondary Schools. *School Community Journal, 29*(2). <http://www.adi.org/journal/CurrentIssue/CurrentIssue.pdf#page=255asdf> ### Culturally Responsive Teaching * Gay, G. (2018). *Culturally Responsive Teaching: Theory, Research, and Practice*. 3rd edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching addresses the needs of diverse learner populations and shows that learner performance increases across multiple measures of achievement when instruction is framed through learner-centered cultural experiences. * Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 6(3), 2158244016660744. <https://journals.sagepub.com/doi/pdf/10.1177/2158244016660744> ### Digital Equity and Accessibility * Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. *Review of Research in Education, 37*(1), 149-182. <https://bit.ly/2ZD6T0z> * Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: A sociocritical approach. *The International Journal of Information and Learning Technology*. <https://bit.ly/2AjDJJa> * Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. *Review of Research in Education, 34*(1), 179-225. [https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?\_ga=2.65489454.1620667607.1590528076-1259900025.1588271852](https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852) * Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> * Moorefield-Lang, H. (2019). Accessibility in Online Course Design. *Library Technology Reports, 55*(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> * Reich, J. (2019). Teaching Our Way to Digital Equity. *Educational Leadership, 76*(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> * Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: A grounded theory. [https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen\_Redacted.pdf?sequence=1&isAllowed=y](https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y)
### Supporting Learners and Families * Example of a student and family guide for learning at home. Jillian Wetzel, Harris Middle School <https://read.bookcreator.com/EY535wd8iyVubgvx8S0iycFonIo1/3JyJ3nwZSAy-rAzQl7KL1w> This interactive guide for parents includes a video welcome from the educator, comprehensive menu of tools and their use in the digital classroom, learning schedule, family activities, and more. * Example Parent’s Guide to Distance Learning – ACS International Schools <https://www.acs-schools.com/parents-guide-distance-learning> The guidance shared is aimed to help families prepare for more practical aspects of learning from home. * Creating and Implementing a Family Partnership Plan <https://betterlesson.com/strategy/146/creating-and-implementing-a-family-partnership-plan?from=search> This resource supports building authentic, trusting relationships with learners. * Engaging Families in Distance Learning – Supporting from Afar, Getting Smart <https://www.gettingsmart.com/2020/04/engaging-families-in-distance-learning-supporting-from-afar/> A guide for educators and families seeking to make a smooth transition to distance learning in the wake of coronavirus school closures. * Creating Powerful Home-based Learning, Digital Promise Learner Variability Project <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> These strategies were written for middle grades but can be adjusted for younger and older learners. Resources are available with details and videos of how the strategies work in the classroom that families can watch together. * Learner Variability Project: Creating powerful home-based learning <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> For educators, learners, and families to create a workspace to gather research-based strategies that can supplement lessons and resources you received from schools. The strategies can also be used as stand-alone learning experiences. ### Communicating with Learners and Families * Student Led Conference <https://www.cce.org/uploads/files/Student-Led-Conference.pdf> This quality performance assessment tool aims to organize and share a methodology on how learners can lead their own conference. * Distance Learning: Communicating with Families. Minnesota Rural Education Association <http://www.mreavoice.org/distance-learning-guide-to-communicating-with-families/> This guide shares communication practices that assist families in navigating distance learning, sharing about digital learning plans throughout the district, and communicating during an extended period of digital learning. * Apps and Websites for Improving Parent–Teacher Communication. Common Sense Education <https://www.commonsense.org/education/top-picks/apps-and-websites-for-improving-parent-teacher-communication> These apps and websites provide instant, practical, and regular communication tools to encourage active engagement between students, teachers, and families. * Learn How Digital Tools Can Help with Communication Logs <https://districtadministration.com/learn-how-digital-tools-can-help-with-communication-logs/> Tips and tools for streamlining the task of summarizing, documenting and sharing daily activities. * 8 Resources for Effective Digital Learning Communication <https://venngage.com/blog/digital-learning-tips-templates/#1> Resources and templates to help educators keep communication open as educators, learners, and families adapt to new digital learning. * 5 Smart Online Parent–Teacher Communication Tools for Keeping Connected <https://wabisabilearning.com/blogs/technology-integration/best-platforms-parent-teacher-communication> This article highlights five tools to help educators keep home–school communications clear and connected. * Do’s and Don’ts of Effective Communication With Parents, Teaching Tolerance [http://www.tolerance.org/sites/default/files/documents/tt\_abc\_do\_and\_dont.pdf](http://www.tolerance.org/sites/default/files/documents/tt_abc_do_and_dont.pdf) Beyond the language we speak, the words we choose can help or hinder the effectiveness of communication with families. ### Scheduling Tools The following tools assist in scheduling without the back-and-forth of emails. * Calendly – Online Scheduling <https://calendly.com/> * Meetingbird –Online Scheduling <https://meetingbird.com/> * How to Do Virtual Parent–Teacher Conferences <https://www.techlearning.com/how-to/how-to-do-virtual-parent-teacher-conferences> Guidance on how to make virtual conferences work via Microsoft Teams, Google Meet and Hangouts, and Microsoft Translator for Education. ### Cultural Responsiveness * How to Develop Culturally Responsive Teaching for Distance Learning. Amielle Major, KQED <https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning> This article dives into resources and frameworks to support culturally responsive teaching for digital learning. * Family and Community Engagement, Teaching Tolerance <https://www.tolerance.org/magazine/publications/critical-practices-for-antibias-education/family-and-community-engagement> In this chapter of Critical Practices for Anti-Bias Education, Teaching Tolerance shares strategies for culturally sensitive communication, inclusion of family and community wisdom, increasing connections among families, using local resources, and engaging with community issues and challenges. * Culturally Responsive-Sustaining Remote Learning, Culturally Responsive Education Hub <https://crehub.org/remote-learning> This resource with downloadable guides, and aims to ensure that educators continue to center equity and culturally responsive-sustaining education as teaching and learning moves online. * Classroom Culture 6: Honoring Student Experience Description. Teaching Tolerance <http://www.tolerance.org/publication/classroom-culture> Strategies to support creating an environment that honors students’ experiences. * Online Teaching Can Be Culturally Responsive <https://www.tolerance.org/magazine/online-teaching-can-be-culturally-responsive> Amid school closures, online classes can offer new opportunities for culturally responsive teaching. This article highlights what one educator is trying with their 5th- grade students. * Learner Variability Navigator Learner Model on Stereotype Threat <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors/stereotype-threat-literacy-7-12/summary> Evidence-based description of how learning is affected when students are faced with stereotype threat, and strategies teachers can use in the classroom to counter stereotype threat. This factor that affects learning is presented in each learner model for grades Pre-K to 12 in reading, literacy, and math. * Culturally Responsive Teaching: Strategies So All Learners Are Seen and Understood <https://home.edweb.net/webinar/personalizedlearning20190923/> A webinar with two state teachers of the year and a former bilingual teacher, now policy associate. ### Digital Equity and Accessibility * Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and ed-tech products to support learners with disabilities in a distance learning context. * Educating All Learners To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. + Resource Library <https://eala.wpengine.com/resource-library/> + Scheduling and Operational Systems <https://eala.wpengine.com/search-resource-library/?theme=Scheduling+and+Operational+Systems> * Accessibility Matters: Creating Content for All. The Digital Citizenship Institute <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all. * Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. * English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments. ### Privacy and Safety * EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. * Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. * Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the US Department of Education’s Privacy Technical Assistance Center (PTAC).
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percentage of learners receiving free or reduced lunch (FRL) - Percentage of learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners receiving free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school What data did you rely on to make decisions to communicate with learners and families? Describe how you have ensured that your communications are culturally responsive to your learners and their families.
To earn this micro-credential, submit the following: **Artifact 1: Communications Schedule** Upload screenshots or a PDF of your ongoing communications schedule over the course of one month. Annotations should include and highlight: * Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) * Ongoing communication versus one-time communication * Culturally responsive and accessible methods of communication with learners and families * Collaboration with other educators **Artifact 2: Sample Meeting Agendas** Upload a screenshot or PDF of sample individualized agendas you used with **three learners and their families** during one-on-one meetings. **Artifact 3: Communications Notes** Choose one learner from Artifact 2 and upload a PDF of your notes from the one-on-one meetings that took place over the course of a month (or two sessions). Be clear about how notes are being organized.
Provide a reflection using the following: 1. What challenges did you encounter while setting up your communication schedule? How did you resolve them? 2. What did you learn about your learners and families when hosting the one-on-one meetings? How did you strengthen your relationship with your learner and their family through hosting these meetings? 3. What might you improve about your schedule moving forward? Your one-on-one meetings?
Responses clearly outline the learner and school population, including relevant demographic information. The educator describes in detail the data they relied on for their communication decisions. Educator specifically describes how they ensured their communications were culturally responsive.
Reflections clearly indicates challenges and resolutions in setting up the communication schedule. Educator shares what they learned about their learners and families during the one-on-one meetings, as well as how those relationships were strengthened. Educator shares how the schedule will shift in the future. Reflections are specific, with examples provided when necessary.
The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated to include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families - Collaboration with other educators Communication schedule addresses the needs of learners and families throughout and is culturally responsive.
The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated but includes and highlights only some of the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families - Collaboration with other educators Communication schedule inconsistently addresses the needs of learners and families and is not culturally responsive.
The communication schedule screenshots or PDF may or may not be included and/or does not reflect communications over the course of one month. The communication schedule may or may not be annotated and/or does not include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families - Collaboration with other educators Communication schedule does not address the needs of learners and families and is not culturally responsive.
Sample meeting agendas are included for one-on-one meetings with three learners and their families. Meeting agendas are individualized to the needs of each learner and their family.
Sample meeting agendas are included for one-on-one meetings with three learners and their families. Meeting agendas are not individualized to the needs of each learner and their family.
Sample meeting agendas are not included for one-on-one meetings with three learners and their families. Meeting agendas are not individualized to the needs of each learner and their family.
Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning.
Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide inconsistent evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes inconsistently reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning.
Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes do not provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes do not reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning.
5. Engage in Continuous Improvement for Digital Learning
Educator engages in continuous improvement on digital learning.
# Competency Info This is the fifth of five micro-credentials in the “Transitioning to Digital Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator evaluates the effectiveness of digital learning to support all learners, reflects on their practice, and uses the data to develop SMART goals and pursue relevant professional learning opportunities for continuous improvement. # Method Components ### Evaluating Digital Learning To evaluate digital learning, an educator must first define “success.” Is it increased equitable access to learning materials and supports? Is it increased engagement? Only through evaluation of digital learning can an educator determine what is working and what is not working, and continue to develop the quality of digital learning for all learners and families. This is also the time to revisit the goals set at the start of your year (which would have been developed in the *1. Conduct a Needs Assessment for Digital Learning* micro-credential). While it is important to engage your learners and families throughout digital learning and to iterate as necessary, pausing to conduct summative evaluations at the end of set periods of time is critical to making key changes to how digital learning is designed and implemented. Summative evaluations should involve receiving feedback from learners, families, and other educators and administrators on the following: **Performance Outcomes** Data collected for performance outcomes includes learning outcomes around knowledge, skills, and attitudes of learners. Evaluation should focus on determining if students learned what the activities and lessons were designed to teach, by comparing learner performance to intended learning outcomes. **Attitude Outcomes** Data collected for attitude outcomes include expected attitudes of learners, including their interest, motivation, and participation, any unexpected attitudes, how learners and families perceived the design of the digital learning ecosystem, and data around concerns about social interactions. Data on attitude outcomes can be collected through questionnaires, open-ended interviews, and focus groups. Some sample items may include: * Social interactions * Well-being of learners * Clarity on goals of the learning * Motivation to engage in digital learning lessons and activities **Implementation Concerns** Data collected for implementation concerns include technology concerns (stability, maintenance), learner support and concerns around access to technology, learner and family preparedness, communication and interaction with families, and potential school/district concerns about quality. This is the broadest area for evaluation and has the widest number of stakeholders involved in the evaluation. It is helpful to collect this type of data during and at the end of your class/program. Documentation of implementation concerns can be gathered weekly or monthly and then summatively through feedback from learners and families. It is also important to note that several data collection methods may need to be used, as some concerns are shared by all stakeholders such as technology and accessibility, while others are specific to individual stakeholders such as how students engage in self-directed learning. Questions may include: * Was the virtual desk easy to navigate? * Were directions clear and consistent? * Did pages in the system download easily? * If special plug-ins were needed, were links provided to acquire them? * Were alternative ways provided for sight-impaired learners to get intended information? * Were transcripts available to hearing-impaired learners for audio? * Was information clearly available to learners with disabilities on where to get assistance if needed? ### Professional Growth for Continuous Improvement Continual professional learning and professional growth allows educators to work on skills needed to both teach learners, and appropriately address challenges learners face every day. Iterative professional learning also instills a measure of lifelong learning, in that it “helps educators incorporate new tools and strategies into the learning process to boost their students’ learning development.” (EWU, 2018) Many schools, districts, states and organizations have developed their own continuous improvement plans to strategically identify gaps, challenges, and opportunities in improving teaching and learning. An educator’s classroom is a microcosm of the school, which means that, to succeed, educators must adopt a mindset of and engage in continuous improvement of their practice as well. Educators can do so by practicing reflection, self-efficacy, gaining agency, and growth mindset. This will have a positive impact on their immediate classroom and also serve as a case study for others to follow that will support more structural changes. **Reflective Practices** Managing a shift to digital learning – or any complex change – is not a simple process; continuous growth and reflection ensures your practice continues to shift and evolve to meet the needs of your learners. * What was the expected or intended outcome vs. the real outcome? * What challenges arose during the process? * How did your digital learning ecosystem impact learners and their families? * What accommodations for digital equity were effectively implemented? What needs to be improved in the future to support all learners? To help with the above reflection questions, you can use question stems to inspire your brainstorm: * What I know already is… * The new things I have learned are… * I don’t understand… * What I need to know is… * I will know I understand this and can use what I learned when… * I would still like to learn about… * Next time I will... ### Setting SMART Goals for Continuous Improvement Once an educator has gathered baseline data and has reflected on the current state of digital learning for their learners and families, they can begin to set goals and develop plans for continuous improvement. For example, if your data shows that 85% of your English learners do not feel motivated during digital learning, you may want to set a goal around redesigning your learning to provide more online community spaces for English learners to connect with each other and you as a teacher. Being aware of the goals we want to achieve is different from making them happen, however. The SMART goal format helps educators to not only verbalize a goal but also to create an in-depth plan of action. Good objectives translate broad, long-term goals into prescriptions for action that are specific, measurable, attainable, relevant, and time-bound. * Specific: The goal should not be vague or general. It specifies what will be addressed by describing a clear who, what, and why. * Measurable: The goal should be measurable. How will you know when you have achieved your goal? What is the intended outcome? * Attainable: The goal should not be so far from current performance levels that it cannot be achieved, but it should still be bold and reflect a manageable stretch for an educator. Additionally, a goal that is bold yet attainable can help develop a sense of community with learners, families, and other educators. * Relevant: The goal should be relevant to the purposes of your classroom and school. How does the goal align with your role as an educator? A worthy goal should concern itself with the classroom and school's core mission. * Time-bound: The goal should have specific deadlines and a timeline. A goal should not be achieved “some time in the future,” but rather “between June 2021 and September 2021,” or some such date and/or time range. A time limit allows an educator to focus and to ensure that the goals they set are attainable.
### Evaluating Digital Learning * Lockee, B., Moore, M., & Burton, J. (2002). *Measuring Success: Evaluation Strategies for Distance Education*. Educause Quarterly <https://library.gwu.edu/sites/default/files/tlc/eqm0213.pdf> * Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom. *International Journal of Information and Communication Technology Education, 10*(2), 93-96. <https://pdfs.semanticscholar.org/2b67/4755169ba282237db68ed40b8d27c8ed1968.pdf> This guide offers suggestions for dealing with issues such as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community. * Means, B. et al. (2010) *Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies*, US Department of Education. <https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf> ### Impact of Professional Learning and Goal Setting * O'Hora, D., & Maglieri, K. A. (2006). Goal statements and goal-directed behavior: A relational frame Account of goal setting in organizations. *Journal of Organizational Behavior Management, 26*(1-2), 131–170. [https://doi.org/10.1300/J075v26n01\_06](https://doi.org/10.1300/J075v26n01_06) Throughout, authors relate this two-part approach to goal setting to specific recommendations for practice and future basic research. * Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. *Review of Educational research, 86*(4), 981-1015. <https://journals.sagepub.com/doi/abs/10.3102/0034654315626801> This comprehensive research review shows positive self-efficacy is linked to students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. * Philipsen, B., Tondeur, J., Roblin, N. P., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. *Educational Technology Research and Development, 67*(5), 1145-1174. <https://bit.ly/36zMKdb> * Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. *Teaching and Teacher Education, 92*, 103064. <https://www.sciencedirect.com/science/article/abs/pii/S0742051X1830670X> This study highlights how using a research-backed scale to measure teachers’ motivation throughout professional development programs. * Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. *Issues & Answers Report, REL 2007–No. 033*. Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from <http://ies.ed.gov/ncee/edlabs> [https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL\_2007033.pdf](https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf) ### Practicing Reflection * Costa, A., Kallick, B., (eds) (2008) Chapter 12. “Learning through Reflection. Learning and Leading with Habits of Mind.” ASCD. <http://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspx> * Prieto, L. P., Magnuson, P., Dillenbourg, P., & Saar, M. (2020). Reflection for action: Designing tools to support teacher reflection on everyday evidence. Technology, Pedagogy and Education, 1-17. <https://osf.io/bj2rp/download?format=pdf> * Ferraro, J. M. (2000). Reflective Practice and Professional Development. ERIC Digest. <http://www.ericdigests.org/2001-3/reflective.htm> Reflective practice can be beneficial to preservice and inservice teacher professional development. The primary benefits of reflective practice for teachers is a deeper understanding of their own teaching style and, ultimately, greater effectiveness as teachers. ### Digital Equity and Accessibility * Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. *Review of Research in Education, 37*(1), 149-182. <https://bit.ly/2ZD6T0z> * Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: A sociocritical approach. *The International Journal of Information and Learning Technology*. <https://bit.ly/2AjDJJa> * Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. *Review of Research in Education, 34*(1), 179-225. [https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?\_ga=2.65489454.1620667607.1590528076-1259900025.1588271852](https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852) * Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> * Moorefield-Lang, H. (2019). Accessibility in Online Course Design. *Library Technology Reports, 55*(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> * Reich, J. (2019). Teaching Our Way to Digital Equity. *Educational Leadership, 76*(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> * Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: A grounded theory. [https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen\_Redacted.pdf?sequence=1&isAllowed=y](https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y)
### Learning Outcomes * Learning Refitted: A Pop-Up Guide for Schools and District Leaders. Center for Collaborative Education <https://www.cce.org/uploads/files/Pop-Up-Assessment-Kit.pdf> Includes guidance on how to create meaningful, manageable, and equitable learning and assessment practices during distance learning (particularly during emergency distance learning). * Performance Assessment for Equity Micro-credentials. Center for Collaborative Education <https://bit.ly/3c8GJWh> This stack of three micro-credentials highlight competency-based skills centering on equity. ### Feedback * Stop, Start, Continue <https://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/classroom-strategies-designing-instruction/activities-and-games/stop-start-continue.html> This activity can be used to gain feedback about digital learning methods from students * Sample Family Remote Learning Survey. NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/family-remote-learning-survey.pdf> This template serves as a method for collecting anonymous answers from families about their remote learning experiences. * Sample Student Remote Learning Survey. NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/student-remote-learning-survey.pdf> This example survey aims to ask students anonymously about their remote learning experience. * Guidelines for Surveying Young Learner., Colorado Legacy Foundation <http://www.coloradoedinitiative.org/wp-content/uploads/2014/07/K2GuidancedocFINAL.pdf> Guidance on how to solicit feedback from K–2 students * Best Practices for Student Surveys, Panorama Education <https://thejournal.com/~/media/F553E7CD61AC4571932E62B79636B16D.pdf> White paper outlining effective practices in how to design surveys to be effective measurement tools. * Improving Teaching with Expert Feedback–From Students. Edutopia <https://www.edutopia.org/practice/student-surveys-using-student-voice-improve-teaching-and-learning> Steps to work collaboratively with other educators to gather school-wide student feedback on teaching and learning. * Using Student Feedback to Create Effective Online Learning Experiences. Wiley Education Services <https://edservices.wiley.com/how-student-feedback-creates-better-online-learning/> How student feedback can help instructors ensure the online learning experience remains on the core focus. * What Students are Saying about Remote Learning. NYTimes <https://www.nytimes.com/2020/04/09/learning/what-students-are-saying-about-remote-learning.html> Comments from teenagers on their experience with remote learning. ### SMART Goals * The Essential Guide to Writing SMART Goals. Smartsheet <https://www.smartsheet.com/blog/essential-guide-writing-smart-goals> This article shares tips and examples to create and implement SMART goals, as well as a free downloadable SMART goal template. * Setting SMART Goals as an Educator <https://achievethecore.org/aligned/setting-s-m-a-r-t-goals-as-an-educator/> This article shares how using the SMART goal-setting structure can assist educators in achieving their goals. * SMART Goals: How to Make Your Goals Achievable <https://www.mindtools.com/pages/article/smart-goals.htm> This article highlights the different definitions of SMART goals, as well as suggestions on how to implement them in practice. ### Reflection on Practice * Reflections on Practice and Growth. Teaching Channel <https://www.teachingchannel.org/videos/teacher-practice-growth-reflection> Watch as a group of teachers of the year reflect on their practice. * Developing a Growth Mindset in Teachers and Staff. Keith Heggart <http://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff> Using the commonly student-centered growth mindset approach, this writer centers the pedagogy with educator’s learning. * Guide to Starting with Digital Learning. BetterLesson <https://bit.ly/2WMhAMo> Coaches have created a guide complete with eight questions to answer when transitioning to digital learning. * Strengthen school vision with technology. ISTE <https://www.iste.org/explore/Education-leadership/Strengthen-school-vision-with-technology> Storytelling case study outlining how one district used technology to create and strengthen their shared vision. * Continuous Improvement Process for High Achieving Schools. Middleton Cross Plains Area School District <https://mcpasd.k12.wi.us/files/content/our-district/departments/educational-services/Continous%20Improv%20Proc%20for%20High%20Achieving%20Schools%20modified.pdf> Example of one school district’s continuous improvement plan. ### Professional Learning * Digital Promise Micro-credential Explorer <https://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-explorer/> The Digital Promise Micro-credential Explorer helps you personalize your micro-credential experience based on your job role, topics of interest, or nationwide standard. You can also search for micro-credentials that can be earned outside the classroom while schools are closed. * Digital Media Academy –STEAM Learning Lab <https://schools.digitalmediaacademy.org/teachers/> On-demand technology education for teachers. * Eduscape <https://eduscape.com/> Complimentary webinars for educators beginning with Continuity of Learning fundamentals and extending into Remote Learning with Google Classroom, Microsoft Teams and Remote Teaching for Early Learners. * Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> For research-based professional learning, using whole-child factors of learning to better understand learners and strategies that compliment the factors. * Empatico [https://app.participate.com/pages/sel-in-practice?utm\_source=empatico\_sel\_in\_practice&utm\_medium=comm\_referral](https://app.participate.com/pages/sel-in-practice?utm_source=empatico_sel_in_practice&utm_medium=comm_referral) This series aims to build and boost educator and learner self- and social awareness toward social emotional learning skills. * OTIS for Educators <https://otis.teq.com/> Online professional development platform with hundreds of PD courses for teachers to develop their edtech skills. * Why Good Educators Are Lifelong Learners, Eastern Washington University (EWU), 2018 <https://online.ewu.edu/articles/education/good-educators-lifelong-learners.aspx> This article outlines three characteristics of successful lifelong learners. * Learning Forward, Standards on Professional Learning <https://learningforward.org/standards-for-professional-learning/> The Learning Forward Standards aims to lead the field in understanding what links professional learning to improved student achievement. ### Digital Equity and Accessibility * Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and ed-tech products to support learners with disabilities in a distance learning context. * Educating All Learners To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. + Resource Library <https://eala.wpengine.com/resource-library/> + Scheduling and Operational Systems <https://eala.wpengine.com/search-resource-library/?theme=Scheduling+and+Operational+Systems> * Accessibility Matters: Creating Content for All. The Digital Citizenship Institute <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all. * Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. * English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments. ### Privacy and Safety * EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. * Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. * Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the US Department of Education’s Privacy Technical Assistance Center (PTAC).
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for Part 2.
Responses clearly outline the student and school population, including relevant demographic information. The educator describes their professional learnings and the rationale behind choosing those professional learning opportunities. The response is specific and includes examples where necessary.
Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant). Data collection methods and tools are accessible to learners and families and are culturally responsive. The evaluation summary clearly and concisely synthesizes data around performance outcomes, attitude outcomes, and implementation. Digital equity is addressed throughout the data collection and evaluation.
Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning but they reflect data from only some key stakeholders (learners, families, and other educators and administrators where relevant). Data collection methods and tools are not always accessible to learners and families or culturally responsive. The evaluation summary does not clearly synthesize data around performance outcomes, attitude outcomes, and implementation. Digital equity is inconsistently addressed throughout the data collection and evaluation.
Links or screenshots may or may not be included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant). Data collection methods and tools are not accessible to learners and families and are not culturally responsive. The evaluation summary does not clearly synthesize data around performance outcomes, attitude outcomes, and implementation. Digital equity is not addressed throughout the data collection and evaluation.
Action plan for continuous improvement includes the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in SMART format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collection of data to measure progress toward goals Action plan is specific and clear. Action plan addresses digital equity throughout.
Action plan for continuous improvement includes only some of the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in SMART format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collection of data to measure progress toward goals Action plan lacks specificity. Action plan inconsistently addresses digital equity.
Action plan for continuous improvement may or may not be uploaded and/or does not include the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in SMART format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collection of data to measure progress toward goals Action plan is not specific or clear. Action plan does not address digital equity.
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 reflect the diversity of learners and families. Be sure to include the following: Describe the student population of your classroom(s), including: - Grade level - Content area - Number of students in each class - Race/ethnicity - Percentage of students receiving free or reduced lunch (FRL) - Percentage of students with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your students Describe the student population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Students receiving free or reduced lunch (FRL) - Students with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school Describe what professional learning is provided to you by your school and/or district. What professional learning opportunities have you sought out or engaged with on your own? Why?
To earn this micro-credential, submit the following: **Artifact 1: Data Collection Tools and Summary** Include links or upload screenshots to any data collection methods or tools including, but not limited to, surveys, focus group protocols and questions, and performance assessments. Also include a high-level summary of the evaluation data reflecting data collected around performance outcomes, attitude outcomes, and implementation (250-word limit). **Artifact 2: Action Plan for Continuous Improvement** Create and upload a copy of your continuous improvement and action plan. It should include: * A personal vision statement for digital learning * A narrative reflection on your current state and future goals; be sure to identify gaps and challenges. (250-word limit) * Your SMART goals. There should be at least three goals included written in SMART format that directly relates to the evaluation data in Artifact 1. * Information on any planned professional learning and activities you will pursue that relate to your reflection and goals. * Information on planned evaluation timelines and data to collect that will help measure the progress toward your goals.
Being able to thoughtfully choose the right technology tool for a learning task from the vast array of choices available—digital devices, educational websites, cell phone apps, simulations and games, webinars, MOOCs, project organizers, coding tools, sensors, data analysis tools, and more—can be a significant challenge; using an evaluation strategy to make good technology tool choices is an important tool for increasing one’s learning power.
# Key Method Students use an eight-question approach to determine which digital tools and applications to use in their schoolwork and learning projects (see the Sound Decision-making micro-credential). # Method Components *As students undertake an activity, the educator leads them through an eight-step process to determine which digital tools and applications to use to complete the activity. This can be done individually, in small groups, or in whole-group instruction*. ### Eight questions to guide the selection of technology tools Strategies like the following eight-question approach to evaluating digital learning tools and applications will help students choose the right tools to meet their learning challenges: * What do you really need the learning tool to do? Example activities include: + Make a list of the things you need a new learning tool to do for you, both critical needs and nice-to-haves. + Note which of these needs are at least partially addressed by tools you already use. * Is another digital tool or app necessary? Example questions to consider include: + Can an existing tool be used in a new way to help with the learning task? + Will it take longer to find and learn how to use a tool than to make do with the way you’re handling the learning need now, especially if the tool won’t be used very often? * What are your friends using? Example activities include: + See what your friends are using for the same or similar needs and what they think of it. + If your friends are using different tools for the same need, ask them why they chose the tool and what are the best and worst aspects of using it. + To identify which of your friends’ recommendations are most relevant to you, think about your own style of learning and the features you most like. * What are people saying about the tools online? Example activities include: + Research reviews and blogs to see what others’ experiences are with the tools being considered. * Which tools will work on the devices you already own? Example questions to consider include: + Will the tool work on the devices you use now, and will it integrate well with the tools you frequently use on your device? + If a new device is being considered, will it integrate well with the device or devices you already use? * Which tool choices are affordable? Example questions to consider include: + Are they low-cost enough, or can they be acquired at no cost (possibly on a trial basis or with an educational discount)? + Is it possible to try some of the tool choices on a free download trial basis, on a friend’s device, or in a store, to see if they are good choices? * Which features are most important to you? Example activities include: + Decide which features are critical and which are nice to have. + If you’ve narrowed the list down to just a few choices, rank each tool or app against your list of critical and nice-to-have features. * Does it really help you learn? Example activities include: + After using the tool or app for a while, examine your use of it to make sure it really increases your productivity, lets you do things you couldn’t do before, helps you collaborate with your classmates or teachers, or makes learning tasks more enjoyable. ### ### Suggested review * Students discuss how these strategies helped them make better choices in the digital tools and apps they use for learning and identify what additional strategies they have found to be useful in deciding which learning technologies are best for them.
* Bill and Melinda Gates Foundation,*Teachers Know Best: What Educators Want from Digital Instructional Tools,* 2014, <https://k12education.gatesfoundation.org/resource/what-educators-want-from-digital-instructional-tools-2-0/> * Center for Implementing Technology in Education, *Learning with Computer Games and Simulations, CITEd Research Center,* <https://bit.ly/2ZJXjZj> * International Society for Technology in Education, *ISTE Standards: Students”* 2014, <https://www.iste.org/standards/for-students>
* Kimberly Tyson, “6 Tips & 18 Resources To Extend Learning Beyond The Classroom,” *TeachThought*, December 28, 2015, <https://www.teachthought.com/literacy/6-tips-and-18-resources-to-extend-learning-beyond-the-classroom/> * Pam Berger and Sally Trexler, *Choosing Web 2.0 Tools for Learning and Teaching in a Digital World* (Santa Barbara, CA: Libraries Unlimited, 2003), <http://amzn.to/1SGqNyS> * KQED, “The MindShift Guide to Digital Games and Learning,” *Mind/Shift*, 2014. <http://blogs.kqed.org/mindshift/series/guide-to-games-and-learning/> * Common Sense Media, Find Reviews for Learning, *commonsensemedia.org*. <https://www.commonsensemedia.org/learning-ratings/reviews>
*Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.*
Activity description is clear with sufficient detail to illustrate what the students did to gain competencies.
Activity evaluation process and evidence are clear, appropriate, and sufficient to evaluate the competencies.
Student reflections clearly indicate how the choosing technology tools activities helped them make better choices in their learning tools and clearly show how the activities changed student views on the value and usefulness of technology learning tools. The reflections are specific and convincing.
Teacher reflections clearly indicate how the activity affected both the students and the teacher and clearly state how the experience will affect the teacher’s future practice. The reflections are specific and convincing.
Student work clearly demonstrates learning from applying the choosing technology tools guidelines through: - Evidence of discussions on how students normally evaluate the usefulness of technology tools for learning - Examples of how the guidelines were used to evaluate a technology tool choice - Evidence of improved decision-making in choosing technology tools - Individual and group reflections on how evaluating and choosing learning tools can be improved and the lessons learned
Student work demonstrates learning from applying the choosing technology tools guidelines through some examples of evaluations and analyses, but few examples of discussions and reflections on the value of the strategies, lessons learned, and ideas to improve choosing helpful learning tools
Student work shows some learning from applying the choosing technology tools guidelines, with some examples of the strategies used, but few examples of discussions on effective strategies, and no reflections on lessons learned or ways to improve the tool choosing process
Activity Description: What kind of project activities did you and your students engage in to become more proficient in choosing technology tools? Please describe the learning activities and strategies you used.
Activity Evaluation: How do you know your students increased their proficiency by engaging in the Choosing Technology Tools activities and what evidence did you collect that demonstrates these learning gains?
Please submit work examples from two students (such as links to writing, audio, images, video, and other appropriate media) that demonstrate progress toward the choosing technology tools competency, including such items as evidence of discussions of helpful strategies for choosing technology tools, examples of student analyses of their technology tool choices, samples of student reflections on how they improved their technology tool use decision-making process, and other appropriate artifacts.
For the two students whose work examples were included above, submit student-created reflections on their experience of the choosing technology tools activities. Use the following questions as a guide: - How did the choosing technology tools strategies help you choose better learning tools? - How did the choosing technology tools activities change your view of the value and usefulness of technology tools for learning?
Provide a reflection on what you learned, using the following questions as a guide: - What was the impact of engaging your students in the choosing technology tools activity? - How will experiencing these project activities shape your daily teaching practice in the future?
Coaching to Create a Digital Learning Environment
Coach creates and supports educators’ professional learning to maximize the learning of all students.
# Key Method The coach transforms learning experiences to result in higher levels of achievement for students through the use of digital learning frameworks. # Method Components Tools (frameworks) such as **TIM** (Technology Integration Matrix) and **SAMR** (Substitution, Augmentation, Modification, and Redefinition) can be used to inform the type of support provided in a digital age learning environment. The **TIM** is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide educators with models of how technology can be integrated throughout instruction in meaningful ways to create a digital age learning environment. **SAMR** is a model designed to help educators infuse technology into teaching and learning. The model supports and enables educators to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences to result in higher levels of achievement for students.
### Characteristics/Standards * ISTE: Change Agent <https://www.iste.org/standards/for-coaches> * Future Ready Framework: Personalized Professional Learning <https://futureready.org/ourwork/future-ready-frameworks/personalized-professional-learning/>
* Exploring Coaching for Powerful Technology Use in Education (pg. 10) <http://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf> * The SAMR Model with App Examples [https://www.youtube.com/watch?v=Og\_S\_E7UmPQ](https://www.youtube.com/watch?v=Og_S_E7UmPQ) * Rethink SAMR <http://www.teacherpaul.org/2889> * The Technology Integration Matrix <https://fcit.usf.edu/matrix/matrix/> * Brief Introduction to TIM <https://www.youtube.com/watch?v=1sGznHrOuFY> * Technology Integration Matrix (TIM) Explained <https://www.youtube.com/watch?v=Dyd4Q-g3bwc&feature=youtu.be> * Exploring the “Technology Integration Matrix” <https://www.linkedin.com/pulse/exploring-technology-integration-matrix-dr-daniel-downs/> * TIM: Table of Summary Descriptors [https://drive.google.com/file/d/11ChFS6ztq-Vce8Um3UgoYFJVv2CUJ\_bX/view](https://drive.google.com/file/d/11ChFS6ztq-Vce8Um3UgoYFJVv2CUJ_bX/view) * TIM: Professional Learning Practice Videos <https://fcit.usf.edu/matrix/professional-learning/practice-videos/>
*To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” for each artifact in Part 2*.
Coach provides background on the district’s professional learning methods for coaches.
The artifacts did reflect the coach’s support of educator learning and providing resources for professional development. Two TIM matrices were completed.
The artifacts did reflect the coach’s support of educator learning resources for professional development. Only one of two TIM matrices were completed.
The artifacts did not reflect the coach’s support of educator learning and providing resources for professional development.
The technology-based integration is not only better suited for the lesson than other methods, but enhancement of student learning relies on the integration. Technology use enhanced student learning experiences. Technology integration is imperative for the students to collaborate and create with their peers.
The technology-based integration is better suited for the lesson than other methods. Technology uses enhanced student learning. Technology integration could have been left out and students would have learned okay without its presence. The students are using technology to collaborate and create with peers.
The technology-based integration is not better suited for the lesson than other methods. Technology use did not enhance student learning. Technology integration could have been left out and students would have learned well without its presence. Students are not using technology to collaborate with peers.
Describe your district’s professional learning for instructional technology coaches.
To earn this micro-credential, submit the following artifacts: * **Sharing TIM Resources Summary** (500-word limit) + With an educator you are coaching, discuss the levels of technology integration and characteristics of the learning environment. + Download the matrix, “TIM: Table of Summary Descriptors” from the Resources section above and share with the educator. + Ask the educator to watch two “TIM: Professional Learning Practice Videos” of their choice, and mark the matrix to reflect what they observed as they did so. The educator should complete one matrix per video. + Discuss their observations. + Upload the two video matrices completed by the educator, and a 500-word summary of this activity, outlining how you supported the educator’s learning. * **Integrated Lesson Plan Collaboration** + Select an educator to coach in collaborative lesson planning. + Help the educator identify another educator who does not work within the same school or district. + Both educators will work together to co-develop a technology integrated lesson and/or activity for students to complete over a period of time. + The lesson/activity must require students to collaborate with peers using at least two collaborative tech tools. + Submit the lesson/activity plan.
Coach models and promotes strategies for achieving equitable access to technology-related best practices and digital tools for all educators and students.
# Key Method The coach explores ways to support educators with lesson design, developing strategies, and modeling best practices to develop responsible digital citizens and cultivate a safe and responsible digital culture. # Method Components ### Productive Digital Citizenship One of the goals of integrating technology fully into the classroom is to prepare students to be productive digital citizens by: 1. Having equitable access to technology, 2. Participating in safe and ethical computing, and 3. Participating in global communication ### Equitable Access to Technology One factor that can prevent all students from being productive digital citizens is a lack of equitable access to technology. Because students should use the tool that best supports their learning needs, equitable access does not mean that all students use the same tool. However, using technology passively for remediation, reinforcement, or independent work (in a sense, using technology as you would a paper workbook) is seen more often in lower-resourced schools and with students with special needs. In contrast, privileged students have more opportunities to use technology for authentic learning experiences that emphasize collaboration, creativity, and innovation. Digital learning coaches cannot simply provide all students access to a device, but must move all students toward using technology for higher-level learning. Students who have equitable access to technology: * Use technology for higher-order thinking, including communicating, collecting and analyzing information, collaborating with others, problem-solving, and presenting learning. * Develop technology skills with embedded civic values. **Suggested Strategies for Advancing Equitable Access** Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. * Examine technologies, including social networks and technology outside of school, that other schools and/or students have and compare them with your own. (Written comparison with analysis of where your school needs to make improvements) * Explore what technologies are available, through the district or from outside sources, that your school is not taking advantage of. (Curated list of technologies with descriptions of how your school could use each) * Study the patterns of technology use in your school alongside the ISTE Standards for Students—do all students have access to use technology in the ways advanced by the Standards? (Written analysis of technology use by all students based on the ISTE Standards for Students) * Advocate for the purchase of beneficial products. (A communication log that demonstrates advocating for equity) * Build awareness among educators of the different forms that access takes and the benefits of innovative uses of technology. (Agendas of meetings where you built educator awareness of equity, including tools they could use, or written communication, such as emails or newsletters, where you built educator awareness of equity, including tools they could use) * Share tools and resources with educators that would increase equitable access, including tools and resources that are culturally and linguistically relevant and universally accessible. (Agendas of meetings where you built educator awareness of equity, including tools they could use, or written communication, such as emails or newsletters, where you built educator awareness of equity, including tools they could use) * Provide access for students to knowledgeable peers and mentors who can provide social support in using high-quality tools and resources for high-level use, e.g., through a technology club or community mentors. (Student-written description of participation in a technology club or in work with a community mentor around technology) ### Safe and Ethical Computing Another factor that can prevent all students from being productive digital citizens is not understanding what safe and ethical computing looks like. Digital learning coaches must ensure that all school stakeholders understand what safe and ethical computing looks like. Students who practice safe and ethical computing: * Know how to discern fact from fiction. * Share information responsibly. * Interact with people in an appropriate manner online. * Maintain an appropriate digital identity online. * Know how to find, use, and cite reputable and accurate sources to inform their work. * Keep equipment in good working order. * Use adults as a resource to help them stay safe online. * Balance screen time with other activities. **Suggested Strategies for Facilitating Safety and Ethics** Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. * Read and stay up to date on the laws related to technology in education. (Analysis of the current laws related to technology in education and how they affect your school) * Create and keep a current list of expected behaviors with technology and logical consequences that will be enforced if a student breaks a rule—often called an Acceptable Use Policy, Responsible Use Policy, or Online Safety Contract—and a process for stakeholders to understand and agree in writing to the policy or contract annually. (Written policy or contract and process for understanding and agreeing to the policy or contract) * Raise awareness of safety and ethical concerns by talking about these issues with educators, students, and parents through formats such as an online forum, technology information nights, or digital newsletters. (Video footage or written communication of raising awareness of safety and ethical concerns with stakeholders) * Support educators in directly teaching lessons on how to engage in good digital behavior and cybersafety. (Video footage of modeling or co-teaching a lesson on good digital behavior or cybersafety) ### Global Communication The final component of digital citizenship is using tools and resources to provide students with opportunities to communicate and engage with people from other cultures and with different perspectives and backgrounds from their own. Digital learning coaches must create opportunities for global communication. Students who engage in global communication: * Collaborate and have meaningful discussions with a variety of people. * Engage in creative pursuits online. * Gain exposure to diverse points of view and experiences. * Make progress in having a global awareness of the world and in understanding other cultures. * Share their own perspectives and unique voices. * Access and connect with resources outside of the school (including in their homes and community) that are aligned with their educational interests. **Suggested Strategies for Facilitating Global Communication** Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. * Locate and analyze tools and resources that can be used for communication and sharing, such as Skype Education, Google Docs, or Edmodo. (Curated list of tools and resources you’ll help educators use for communication) * Model how to implement and use communication tools safely and ethically. (Video footage of modeling or co-teaching a lesson on how to use communication tools) * Connect with other classrooms, educators, and students from other schools as collaborators. (Student work that shows collaboration and communication with community or classrooms outside of school)
### Characteristics/Standards * ISTE: Digital Citizenship Advocate <https://www.iste.org/standards/for-coaches> * Future Ready Framework: Personalized Professional Learning [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf)
* Lessons on Digital Citizenship from Charlie Brown <https://www.youtube.com/watch?v=JvDGGceA-0A> * The Common Sense Education E-rate Toolkit <https://www.commonsense.org/education/erate> * Common Sense K-12 Digital Citizenship Curriculum Scope <https://www.commonsense.org/education/> ### Equitable Access to Technology * From Forty-to-One to One-to-One: Eliminating the Digital Divide and Making Equity Actionable <https://files.eric.ed.gov/fulltext/EJ1161900.pdf> * Now We Confront the Real Equity Challenge: Providing Access to 21st Century Learning [https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real\_b\_8783332.html](https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real_b_8783332.html) * How Teachers Can Provide Equal Learning in a World of Unequal Access <https://www.edsurge.com/news/2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access> * 5 Ways to Make Technology More Accessible to More Students <https://www.teachthought.com/technology/5-ways-make-technology-accessible-students/> * Why Schools Need More Technology <https://www.azcentral.com/story/opinion/op-ed/2015/12/14/arizona-tech-students/77148992> * Wanted: Deeper Learning Practices for All <https://all4ed.org/wanted-deeper-learning-practices-for-all/> * One Laptop Per Child Initiative <http://one.laptop.org/> * Digital Equity Toolkit <https://cosn.org/digital-equity-toolkit> * Navigating the Digital Shift 2018 <https://www.setda.org/priorities/digital-content/navigating-the-digital-shift/navigating-the-digital-shift2018/> ### Safe and Ethical Computing * NewseumED: “Free Learning Tools on Media Literacy and Our First Amendment Freedoms” <https://newseumed.org/> * Common Sense Media digital citizenship resources: “Empower Your Students to Make Safe, Smart, and Ethical Decisions Online" <https://www.commonsense.org/education/digital-citizenship> * How School IT Directors Can Help Close the Technology Literacy Gap <https://edscoop.com/how-school-it-directors-can-help-close-the-technology-literacy-gap> * K-12 Students Must Learn About Digital Citizenship <http://www.edtechroundup.org/editorials--press/guest-post-k-12-students-must-learn-about-digital-citizenship> * Share and access open digital materials <https://creativecommons.org/licenses> * Form for students to use to request permission to use materials that do not have an open license [http://www.landmark-project.com/permission\_student.php](http://www.landmark-project.com/permission_student.php) * Digital Citizenship website <http://www.digitalcitizenship.net/> * Digital Responsibility website <http://www.digitalresponsibility.org/> * COPPA Best Practices: Advice for Schools on Staying on the Right Side of the Law <https://www.edsurge.com/news/2018-05-09-coppa-best-practices-advice-for-schools-on-staying-on-the-right-side-of-the-law> ### Global Communication * Educators Help Students Leverage the Power of Digital Civics <https://www.teachingchannel.org/blog/2018/04/20/power-of-digital-civics/> * Teaching with Technology: Tech That Explores Diversity <https://www.scholastic.com/teachers/articles/teaching-content/teaching-technology-tech-explores-diversity/> * Transforming Your School with Digital Communication <http://www.ascd.org/publications/educational-leadership/apr15/vol72/num07/Transforming-Your-School-with-Digital-Communication.aspx> * How Technology Can Connect Children from Around the World <https://www.britishcouncil.org/voices-magazine/how-technology-can-connect-children-around-world> * Five Ways to Use Technology and Digital Media for Global Learning <https://asiasociety.org/education/five-ways-use-technology-and-digital-media-global-learning> * Culturally Responsive Teaching <https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0#ladson-billings> * Teacher's Guide to International Collaboration on the Internet <https://www2.ed.gov/teachers/how/tech/international/index.html> * Global Education Conference <http://www.globaleducationconference.org/> * 10 Social Media Sites for Education <https://www.teachthought.com/technology/10-different-social-media-sites-for-education/> * Students Step up to Lead Tech Implementation at Their Elementary School <https://www.edsurge.com/news/2018-05-25-students-step-up-to-lead-tech-implementation-at-their-elementary-school> ### Technology Coaching Micro-credentials Standards Alignment * Technology Coaching Micro-credentials Standards Alignment <https://drive.google.com/open?id=1-B3EoZQzls2Gsw4Vucz-4EQa8uHud3zG> This resource shows the alignment between the 12 Technology Coaching micro-credentials and the ISTE Standards for Coaches and the Learning Forward Coach Role(s)
*To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for each artifact in Part 2*.
The artifact submitted has evidence of all of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has evidence of some of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has evidence of none of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has evidence of all of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has evidence of some of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has evidence of none of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has evidence of all of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
The artifact submitted has evidence of some of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
The artifact submitted has evidence of none of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
To earn this micro-credential, submit one artifact for each of the following areas. 1. Equitable access 2. Safety and ethics 3. Global communication Note: Refer to the Method Components for suggested artifacts and to understand more about each criterion listed below in the rubric.
Coach unlocks potential and motivates people to maximize their performance.
# Key Method The coach reexamines their methods of communication for those they coach and hones their abilities to give feedback. # Method Components As a coach, you have to be aware of your own communication style while supporting educators with different communication styles. Our communication styles determine how we offer support to our educators and how educators receive support. Association for Talent Development (ATD) has identified four types of communication styles (2009): * Expressives tend to have high energy, speak quickly, and focus on the big picture. They generally find conflict or differences in opinion invigorating. Others can perceive expressives as overly cheerful, vain, or unpredictable. * Systematics focus on the facts and details, and not the big picture. They're generally not comfortable with conflict. Others can perceive systematics as unemotional or nonchalant. Sympathetics like to focus on people and relationships. They are good listeners and generally concerned with everyone's needs. * Sympathetics typically don't like conflict. Others can perceive sympathetics as soft-hearted or overly helpful. They can also appear to be procrastinators when distracted. * Directs generally keep conversation brief and are often involved in many things at once. They tend to see the big picture and are more focused on the outcome than on smaller tasks. Directs can appear self-confident, intimidating, and opinionated.
### Characteristics/Standards * Future Ready Framework: Personalized Professional Learning [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf)
* How to Speak So That People Want to Listen <https://www.youtube.com/watch?v=eIho2S0ZahI> * 17 Communication Habits of Highly Likable People <https://www.businessinsider.com/17-communication-habits-of-highly-likable-people-2016-2> * Design a Communication T-Shirt <https://docs.google.com/presentation/d/1CMkGrHjASr1rciyZ92b6Yk1Vh4C1ECpedcB1SktV5cg/copy> * Coaching Conversation Rubric. <https://drive.google.com/file/d/1B8hzNPLRC1nBoGTSBmH1av3q7gmk2XSK/view?usp=sharing> * Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching <https://us.corwin.com/en-us/nam/the-impact-cycle/book245084> * Coaching Conversation Analysis Tool. Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass, 2013. <https://drive.google.com/file/d/1Q9K574jhZJqyI6-0KxZHio-JqePhRU5L/view>
*To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2*.
The Communication Style T-shirt design demonstrates the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding the personal communication style or the ability to express their communication style.
- Educator begins the reflecting conversation by reflecting on how they thought the lesson went. - Educator identifies and responds to questions that prompt them to examine the data and how they compare with what the educator intended and to identify what the educator would do the same or differently next time and why. - Educator shares evidence that demonstrates student learning and any student misconceptions that may exist. - Educator identifies what they will do next with these students based on the classroom data and the educator’s own reflections.
- Coach begins the reflecting conversation with a question that elicits the educator’s perspective of how the lesson went. - Coach prompts the educator to examine the data and how they compare with what the educator intended and to identify what they would do the same or differently next time and why. - Coach asks educator to identify what students have learned and what evidence the educator has of student learning. - Coach asks questions that prompt the educator to begin planning for the next lesson.
- Coach begins the reflecting conversation with a question that elicits the educator’s perspective of how the lesson went and then adds their opinion of how the lesson went. - Coach frames and poses questions that prompt the educator to examine the data and how they compare with what the educator intended. - Coach poses questions that ask the educator to identify what the students learned.
- Coach begins the reflecting conversation with their interpretation of what occurred during the coaching observation. - Coach frames and poses questions that are based on the coach’s beliefs and values about what happened or should have happened during the lesson. - Coach seldom asks questions that focus on student learning.
To earn this micro-credential, submit the following artifacts: * **Communication Styles** Using the link in the Resources section above, design and submit a pdf of a T-shirt representing your communication style. * **Coaching Skills and Analysis** After you conduct your physical or virtual classroom visits, you should have feedback sessions with selected educators based on the visitation notes. + Video record your coaching conversation with the educator. + Watch your coach recording and use this Coaching + Conversation Analysis Tool (in Resources above) to analyze your coaching skills. + Select the skills observed. + Upload your video and write a 100 word brief summary paragraph on the coaching skills you observed during your coaching conversation. Share the glows and grows.
Coach furthers their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
# Key Method The coach develops a vision and mission statement, hones their management skills, and supports educators to understand their role as a coach to serve the educators and students within their school. # Method Components ### Coaching Mission and Vision Statement As a coach, it is important that you have a coaching vision and mission statement. Your coaching vision and mission statement will help you as you serve the educators and students within your school. ### Coaching Schedule Honing your time management skills allows you to improve your ability to make better decisions as you chunk your time and prioritize tasks as a coach. ### Coaching Menu As a coach you will be faced with explaining your role to your educators constantly. You may often be confused for an information technologist or technology repair services. Help your educators understand your role as a coach by creating a menu of services.
### Characteristics/Standards * ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> + Visionary leadership + Content knowledge and professional growth * Future-Ready Instructional Coaches Framework [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf) + Collaborative Leadership
* Coaching Vision and Mission Statement Template <http://brightmorningteam.com/wp-content/uploads/2017/09/Coaching-Vision-Mission.pdf> * How Great Leaders Inspire Action <https://youtu.be/qp0HIF3SfI4> * Defining Your Role as an Instructional Technology Coach - the 4 Rs <https://www.fi.ncsu.edu/news/defining-your-role-as-an-instructional-technology-coach-the-4-rs/> * The Coach-Administrator Partnership <http://www.ascd.org/publications/books/109002/chapters/The-Coach%E2%80%93Administrator-Partnership.aspx> * How to Create a Coaching Schedule <https://www.mshouser.com/organization/how-to-create-a-coaching-schedule-and-handle-your-busy-ness>
*To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2*.
Coaching Vision and Mission Statement completely satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
Coaching Vision and Mission Statement almost satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
Coaching Vision and Mission Statement partially satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
Coaching Vision and Mission Statement minimally satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower educators to leverage technology in their classrooms.
Coaching Schedule completely satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching Schedule almost satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching Schedule partially satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching Schedule minimally satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching menu completely satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
Coaching menu almost satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
Coaching menu partially satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
Coaching menu minimally satisfies the requirements necessary to demonstrate their ability to help educators understand their role as a coach within their school.
To earn this micro-credential, submit the following three artifacts: * Your coaching vision and mission statement * Your coaching schedule * Your menu of coaching options
Coach thinks about how they can improve based on what they have learned through reflection.
# Key Method The coach reviews skills to help effectively reflect on their work as a transformative leader and to contribute to a culture of peer support. # Method Components Reflection is a big part of learning. When we reflect, we can look back at something, such as behavior, assess how we did, and then think about how we can do better based on what we’ve learned through reflection.
### Characteristics/Standards * ISTE: Connected Learner <https://www.iste.org/standards/for-coaches> * Future Ready Framework: Collaborative Leadership [https://futureready.org/wp-content/uploads/2020/04/Instructional\_coaches\_flyer.pdf](https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf)
* Creating a Culture of Reflective Leadership <https://www.youtube.com/watch?v=jiU9x2YYKi8> * Reflecting on Yourself as a Leader <https://www.edutopia.org/blog/reflecting-yourself-leader-elena-aguilar> * How to Get Feedback on Your Coaching [http://blogs.edweek.org/teachers/coaching\_teachers/2014/11/how\_to\_get\_feedback\_on\_your\_co.html](http://blogs.edweek.org/teachers/coaching_teachers/2014/11/how_to_get_feedback_on_your_co.html)
*To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Adaptive” for each artifact in Part 2*.
The artifact demonstrates the coach’s ability to assess how they can improve based on what they have learned through reflection.
The artifact does not demonstrate the coach’s ability to assess how they can improve based on what they have learned through reflection.
The artifact demonstrates the coach’s ability to design a tool with necessary elements to receive constructive feedback from educators regarding their coaching support.
The artifact does not demonstrate the coach’s ability to design a tool with necessary elements to receive constructive feedback from educators regarding their coaching support.
To earn this micro-credential, submit the following artifacts: * **Letter to Past Self** (500-word maximum) Write a letter to your newly hired self as you entered the coaching role. If you knew then what you know now about being a coach, what would you say to your newly hired self? Some suggestions for your letter: + Give advice. Use the second person to make it more personal and direct. + What are your professional goals? + What are you nervous about for the future? What are you excited for? + What does your ideal coaching role look like? * **Letter to Future Self** (500-word maximum) There is nothing more rewarding than seeing oneself succeeding in the goals we set for ourselves. Not only the goals that others want us to “succeed” in, but the goals we want to achieve. By writing to your future self, you can measure the goals achieved with regard to what your past self thought you would think in the future. Some suggestions for your letter: + What can be measured? What can be improved quickly? + When you receive a letter in the future from your past self, you can draw on how different you were when you wrote it—maybe your writing habits, handwriting, usage of words, ideas and such. * **Receiving Feedback** Develop and submit a coaching feedback tool for educators.
Creating Digitally Inclusive and Accessible Learning Experiences - VILS
Educator creates and designs content and learning experiences that support learner variability and diversity in the classroom.
designing inclusive and accessible learning
# Key Method Educator develops an understanding of the importance of designing inclusive and accessible learning experiences as a means of reaching and supporting students of all abilities—learning environments that help culturally diverse students thrive. # Method Components ### Inclusive and Accessible Learning Experiences to Support Learner Variability Having a strong understanding of how to support students of varying abilities is important. From general strategies to specific digital supports that can be put in place for students, having clear set methods to support the vast student variability in classrooms is vital to creating inclusive and accessible learning environments. Understanding Universal Design for Learning (UDL) provides the opportunity for making curriculum accessible for the widest range of learners while providing voice and choice for students to demonstrate learning and become expert learners. The UDL framework offers an opportunity to guide teachers in creating not only an environment but also content that is appropriate to their learning style. ### Inclusive and Accessible Learning Experiences to Support Students with Neurodiversity A strong understanding of how to support students with neurological differences is critical to designing accessible learning experiences. This can be accomplished by having a clear vision of how students with neurodiverse learning styles take in information, process that information and demonstrate their understanding. As educators, we need to provide strategies that incorporate multimodal opportunities for students to demonstrate their understanding of curriculum content. ### Learning Environments that Help All Students Thrive Developing a culturally responsive curriculum ensures that the disparities and opportunity gaps that students of diverse cultures, differing socio-economic environments, and ability face is an important first step to creating learning environments that support all students. All students need to see themselves reflected in the curriculum by providing real-world connections and experiences that address all learners. ### Utilizing Assistive Technology Tools to Support Students A strong understanding of the variety of assistive technology tools and approaches is important when working to support students in the classroom. As an educator, it is important to focus on what the student is able to do. What tasks are difficult to do independently and what supports need to be in place? What is the functional concern? How can the school environment address and support the student?
* The Learning Accelerator. (n.d.) How do I strategically instruct students with learning disabilities in a personalized learning classroom? Retrieved February 15, 2021, from <https://practices.learningaccelerator.org/problem-of-practice/how-do-i-strategically-instruct-diverse-learners-in-a-personalized-learning-classroom> * Losen, D., Hodson, C., Keith II, M. A., Morrison, K., Belway, S. (2015). *Are We Closing the School Discipline Gap?* <https://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline-gap/losen-are-we-closing-discipline-gap-2015-summary.pdf> * National Opportunity to Learn Campaign. (n.d.) Closing opportunity gaps in education is the only way to close achievement gaps. <http://schottfoundation.org/sites/default/files/resources/Opportunity%20Gap%20Toolkit%20FINAL.pdf> * CAST. (n.d.) The UDL Guidelines: UDL. Retrieved February 15, 2021, from <https://udlguidelines.cast.org/> * Mackey, M. (2019). Accessing middle school social studies content through Universal Design for Learning. *Journal of Educational Research and Practice, 9*(1), 81–88. <https://files.eric.ed.gov/fulltext/EJ1278132.pdf> * Eichhorn, M., Lowry, A. E., Burke, K. (2019). Increasing engagement of English learners through Universal Design for Learning. *Journal of Educational Research and Practice, 9*(1), 1–10. <https://files.eric.ed.gov/fulltext/EJ1278138.pdf>. * Camera, L. (2019, February 26). White students get more K-12 funding than students of color: Report. *U.S. News & World Report* <https://www.usnews.com/news/education-news/articles/2019-02-26/white-students-get-more-k-12-funding-than-students-of-color-report>. * Teach.com. (n.d.) Supporting neurodiverse K-12 students in online classrooms. Retrieved February 15, 2021, from <https://cdn3.teach.com/resources/neurodiverse-students-online-classrooms/> * The Learning Accelerator. (n.d.) Problems of practice: Supporting students with learning disabilities. Retrieved February 15, 2021, from <https://practices.learningaccelerator.org/problem-of-practice#supporting-students-with-learning-disabilities> * NCSE. (n.d.) Strategies for learning and teaching. Retrieved February 16, 2021, from <https://www.sess.ie/categories/sensory-impairments/visual-impairment/tips-learning-and-teaching>. * Burnham, K. (2020, July 31) 5 culturally responsive teaching strategies. Northeastern University Graduate Programs. <https://www.northeastern.edu/graduate/blog/culturally-responsive-teaching-strategies/>
* Learner variability is the rule, not the exception. Barbara Pape, Digital Promise. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * How universal design for learning creates culturally accessible classrooms. Joni Degner, Education Week. <https://www.edweek.org/education/opinion-how-universal-design-for-learning-creates-culturally-accessible-classrooms/2016/11> * The SETT framework: Critical areas to consider when making informed assistive technology decisions. Joy Zabala. <https://eric.ed.gov/?id=ED381962> * 3 Tips to make any lesson more culturally responsive. Zaretta Hammond, Cult of Pedagogy <https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/> * Getting Started with Culturally Responsive Teaching, Nikki Williams Rucker, edutopia <https://www.edutopia.org/article/getting-started-culturally-responsive-teaching> * Rose, D.H., and Meyer, A. (2002). *Teaching Every Student in the Digital Age: Universal Design for Learning*. Association for Supervision and Curriculum Development. <https://www.cast.org/publications/2002/universal-design-learning-udl-teaching-every-student-rose> * Fritzgerald, A. (2020) *Antiracism and Universal Design for Learning*. CAST. <http://castpublishing.org/books-media/antiracism-universal-design-learning/>
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
Educator provides a 500-word narrative describing thoughtful and appropriate description of their learning environment and the barriers that may exist for their students.
Educator provides a 500-word narrative thoroughly describing the students’ learning environment including how the educator’s current perspective helps support diversity in the classroom, as well as how the district supports accessible and inclusive learning for all students.
Educator provides a 250-word narrative thoroughly describing the implemented learning experience and evaluates its effectiveness, addresses any challenges, and explains how they would improve on the experience.
The vision statement demonstrates a strong understanding of how to support students of all abilities in the classroom.
The vision statement demonstrates an understanding of how to support students of all abilities in the classroom.
The vision statement demonstrates a beginning understanding of how to support students of all abilities in the classroom.
The vision statement does not clearly demonstrate understanding of how to support students of all abilities in the classroom.
The vision statement demonstrates a strong understanding of how to support neurodiverse learners in the classroom.
The vision statement demonstrates an understanding of how to support neurodiverse learners in the classroom.
The vision statement demonstrates a beginning understanding of how to support neurodiverse learners in the classroom.
The vision statement does not clearly demonstrate understanding of how to support neurodiverse learners in the classroom.
The vision statement demonstrates a strong understanding of how to represent and support students from different cultural backgrounds and groups.
The vision statement demonstrates an understanding of how to represent and support students from different cultural backgrounds and groups.
The vision statement demonstrates a beginning understanding of how to represent and support students from different cultural backgrounds and groups.
The vision statement does not clearly demonstrate understanding of how to represent and support students from different cultural backgrounds and groups.
The vision statement demonstrates a strong understanding of what assistive technology tools can support students.
The vision statement demonstrates an understanding of what assistive technology tools can support students.
The vision statement demonstrates a beginning understanding of what assistive technology tools can support students.
The vision statement does not clearly demonstrate understanding of what assistive technology tools can support students.
Student-Specific Classroom Accommodations Choose two to three students in your classroom, and describe your current approach to making accommodations for those students. Include a description of each of the following: - Each student’s current strengths and areas of need - What technology resources the students currently use - What task(s) you want the students to complete. What are the educational expectations? What are the curriculum integration strategies being employed? - What technology tools the students can use to complete the task(s)? Consider both low-tech (e.g., pencil and paper) and high-tech (e.g., digital software) tools. Describe how these tools provide an equitable learning environment for students to meet the learning outcomes. - What instructional strategies have been implemented for these students
School/District Accommodations With the same students in mind, describe the following conditions: - What is the school environment in which the students are completing the task(s): physical arrangement of the room, independent work, small group, whole group instruction, materials and equipment? - What are the human resources presently in place for students? - How do your current perspectives help support diversity in your classroom? - How does your district offer support for an accessible and inclusive learning environment?
To earn this micro-credential, submit a vision statement that meets the following criteria: Educator provides a 400-word narrative thoroughly describing how they can do the following in their own classroom: * How they can support all students to succeed * How they can support neurodiverse learners to succeed * How they can facilitate culturally responsive teaching * What assistive technology tools they can utilize to support students
Share your reflection on implementing an accessible or inclusive learning experience in a digital learning environment. Be sure to include the following: - Was the experience effective? Why or why not? - How challenging was the experience to implement? - Explain how you might improve on the learning experience or what you would do differently the next time you implemented the experience.
Moving Forward with Hybrid Learning - VILS
Educator furthers their understanding about the hybrid learning environment to support high-quality instruction and student learning.
# Key Method The educator develops a vision of an effective model of hybrid instruction for their classroom environment that supports student learning, collaboration, and engagement by designing learning experiences that are best suited for face-to-face interaction, independent online work, or synchronous online experiences. # Method Components ### Vision and Model of Hybrid Instruction It is important for an educator leading a hybrid learning environment to have a clear vision and understanding of high-quality hybrid learning that identifies and makes the best use of online, face-to-face and independent learning experiences. The development of a clear vision and quality models allows students to maintain high-quality engagement while educators maintain a sustainable practice. ### Facilitating Collaboration Developing your capacity to create and facilitate collaborative experiences allows your students to seamlessly work together in both face-to-face and online environments. Integrating or maintaining collaborative experiences in hybrid environments allows students to stay connected to the material and their peers in meaningful ways that promote critical thinking, problem solving, and analysis of peer thinking. ### Maintaining Engagement It is critical for a hybrid teacher to design experiences for the online component of hybrid learning that foster student engagement. This can be accomplished by having a clear vision of how online and face-to-face time is best utilized and through developing comfort with technologies that support live (synchronous) and independent (asynchronous) work. Engagement is often cited as one of the most challenging hurdles for both students and educators to overcome in hybrid environments. Developing strategies, for both pedagogy and technology use, that target increased engagement can lead to higher-quality experiences for the learner. ### Intentional Use of Face to Face, Independent Online and Synchronous Online Learning A fundamental aspect of high-quality hybrid learning is understanding the types of experiences, interactions, and activities best suited to each hybrid environment. Differentiating where certain types of classroom interactions take place (face to face, online, independent) allows you to create a well-designed and intentional student experience. This understanding and evaluation of the use of time in a hybrid environment is critical to make the most of the face-to-face experience (live or online) that exists, and it allows educators to create high-quality connections, provide effective feedback, and create space for student-to-student interactions. Further, understanding how to design for high-quality independent (asynchronous) online experiences for students can create a sense of confidence and increase understanding of course content.
* Baker, Credence. The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation. *Journal of Educators Online, 7.1* (2010). Web. <https://eric.ed.gov/?id=EJ904072> * Bonk, Curtis Jay, and Jack A. Cummings. A dozen recommendations for placing the student at the centre of web‐based learning. *Educational Media International, 35.2* (1998): 82–89. Web. <https://www.tandfonline.com/doi/abs/10.1080/0952398980350205> This research highlights the importance of educators designing hybrid and online learning experiences that foster engagement, choice, quality feedback and reflection. * Clark, Cynthia, Karen Grove, and Neal Strudler. Comparing asynchronous and synchronous video versus text based discussions in an online teacher education course. *Online Learning, 19.3* (2015). Print. <https://files.eric.ed.gov/fulltext/EJ1067484.pdf> * Darling-Hammond, Linda, Abby Schachner, and Adam K. Edgerton. Restarting and reinventing school: Learning in the time of COVID and beyond. Web. 15 Feb. 2021. [https://restart-reinvent.learningpolicyinstitute.org/sites/default/files/product-files/Restart\_Reinvent\_Schools\_COVID\_REPORT.pdf](https://restart-reinvent.learningpolicyinstitute.org/sites/default/files/product-files/Restart_Reinvent_Schools_COVID_REPORT.pdf) * The Learning Accelerator. (n.d.) *Driving quality in remote learning: A framework for research-informed remote experiences for K-12 Learners*. Web. 15 Feb. 2021. <https://practices.learningaccelerator.org/artifacts/driving-quality-in-remote-learning> * Fletcher, Tim, and Shawn M. Bullock. Reframing pedagogy while teaching about teaching online: A collaborative self-study. *Professional Development in Education, 41.4* (2014): 690–706. Print. <https://www.tandfonline.com/doi/abs/10.1080/19415257.2014.938357> The research above highlights the impact on teacher practice and pedagogy in online teaching environments and the importance of fostering discussion, reflection, and feedback on student work beyond traditional assessments. * Fullan, Michael, Joanne Quinn, Max Drummy, and Mag Gardner. *Education reimagined: The future of learning*. A collaborative position paper between new pedagogies for deep learning and Microsoft Education. Web. 15 Feb. 2021. <http://aka.ms/hybridlearningpaper> * Gillies, Donald. Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29.1 (2008): 107–118. Print. <https://www.tandfonline.com/doi/abs/10.1080/01587910802004878> The research above investigates the impact of videoconferencing technologies in online and hybrid learning environments and how the medium itself can impact pedagogy, student engagement, and the experience of both the learner and the educator. This research helps guide our understanding of when and how live video interaction can be a component of a hybrid learning experience. * Ice, Philip, Reagan Curtis, Perry Phillips, and John Wells. Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community. *Online Learning, 11.2* (2019). Print. <https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1724> * Khan, Arshia, Janna Madden, Brooke Palkie, and Ona Egbue. Active learning: Engaging students to maximize learning in an online course. *Electronic Journal of E-Learning, 15.2* (2017): 107–115. Print. <https://eric.ed.gov/?id=EJ1141876> * Mader, Nicole, Tom Liam Lynch, Tanishia Lavette, Lydie Raschka, and Laura Zingmond. Learning equitably, digitally, and well. Center for New York City Affairs, 17 Nov. 2020. Web. 15 Feb. 2021. [https://static1.squarespace.com/static/53ee4f0be4b015b9c3690d84/t/5ef3935d1db6393dc49cddd7/1593021280562/CNYCA\_Learning+Equitably%2C+Digitally%2C+and+Well.pdf](https://static1.squarespace.com/static/53ee4f0be4b015b9c3690d84/t/5ef3935d1db6393dc49cddd7/1593021280562/CNYCA_Learning+Equitably%2C+Digitally%2C+and+Well.pdf) * Mayer, Richard E., Julie Heiser, and Steve Lonn. Cognitive constraints on multimedia learning: When presenting more material results in less understanding. *Journal of Educational Psychology, 93.1* (2001): 187-98. Print. <https://www.csus.edu/indiv/e/eppersonm/hist104b/documents/Mayer,%20Heiser,%20&%20Lonn%20(2001).pdf> * O’Byrne, W. Ian, and Kristine E. Pytash. Hybrid and blended learning. *Journal of Adolescent & Adult Literacy, 59.2* (2015): 137–40. Print. <https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/jaal.463> The research above clarifies the distinction and similarities between hybrid and blended learning with a specific focus on the need to integrate choice, pace, path, and student voice into hybrid learning environments. * Swan, Karen. Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. *Distance Education, 22.2* (2001): 306-31. Print. <https://www.tandfonline.com/doi/abs/10.1080/0158791010220208> This paper describes a 1999 study of 73 courses found that three factors (clarity of design, interaction with instructors, active discussion of participants) influenced student satisfaction and perceived learning. * Woo, Younghee, and Thomas C. Reeves. Interaction in asynchronous web-based learning environments: Strategies supported by educational research. *Online Learning, 12.3-4* (2019). Print. <https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1691>
* Hybrid Learning Tips for Teachers <https://globalonlineacademy.org/insights/articles/16-hybrid-learning-tips-by-and-for-teachers> * Three Quick Wins for Engaging Learning in Online and Hybrid Learning <https://globalonlineacademy.org/insights/articles/three-quick-wins-for-engaging-learners-in-online-and-hybrid-learning> * Five Tips for Designing Excellent Video Calls <https://globalonlineacademy.org/insights/articles/five-tips-for-designing-excellent-video-calls> * Six Key Design Elements of Successful Online Learning <https://globalonlineacademy.org/insights/articles/six-key-design-elements-of-successful-online-learning-1> * What are the Design Factors That Drive Quality in K-12 Remote Learning <https://practices.learningaccelerator.org/problem-of-practice/what-are-the-design-factors-that-drive-quality-in-k-12-remote-learning>
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
Educator provides a thorough and appropriate description of their hybrid learning environment.
The Vision of Hybrid Instruction artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio is between 5 and 7 minutes or the document is between 250 and 300 words.
The Vision of Hybrid Instruction artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio may or may not be between 5 and 7 minutes, and the document may or may not be between 250 and 300 words.
The Vision of Hybrid Instruction artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio may or may not be between 5 and 7 minutes, and the document may or may not be between 250 and 300 words.
The Vision of Hybrid Instruction artifact minimally the requirements necessary to demonstrate the educator’s ability to prepare and facilitate high-quality hybrid learning experiences within the opportunities and constraints of their unique learning environment. The video or audio is not between 5 and 7 minutes, and the document is not between 250 and 300 words.
The Collaboration Concept artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
The Collaboration Concept artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
The Collaboration Concept artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
The Collaboration Concept artifact minimally satisfies the requirements necessary to demonstrate the educator’s ability to create and facilitate effectively designed digital collaborative spaces that support student participation across face-to-face and online learning environments.
The Engagement Strategy artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
The Engagement Strategy artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
The Engagement Strategy artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
The Engagement Strategy artifact minimally satisfies the requirements necessary to demonstrate the educator’s ability to create a hybrid learning environment and experience that maintains high student engagement through the effective use of technology and instructional content design.
The Approach to Intentional Hybrid Design artifact completely satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
The Approach to Intentional Hybrid Design artifact almost satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
The Approach to Intentional Hybrid Design artifact partially satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
The Approach to Intentional Hybrid Design artifact minimally satisfies the requirements necessary to demonstrate the educator’s ability to identify and differentiate the types of student experiences that are most impactful and beneficial in either face-to-face, online synchronous or online asynchronous hybrid learning experiences.
Please share the context of your hybrid learning environment. Be sure to describe the following: - Your schedule - The types of technology used (laptops, tablets, etc.) - The technology infrastructure (platforms and tools used) - Constraints on the learning environment (physical, time, location, tools, platforms) - Guidelines, policies or expectations provided by school administration.
To earn this micro-credential, submit the following four artifacts from the guidepost. They can be in the form of audio (.mp3), video (.mp4), or a document (.pdf or .doc): * Your vision of hybrid instruction * Your collaboration concept * Your strategy to maintain engagement * Your approach to intentional hybrid experience design Note: Your video or audio should be between 5 and 7 minutes, and the document between 250 and 300 words.
Design Better Learning Experiences with Learner Variability - VILS
Educator designs learning experiences that support learner variability.
# Key Method Educator designs learning experiences that reflect a deep understanding of learner variability and the different learner factors and strategies to consider when supporting all students of diverse backgrounds and abilities. # Method Components ### Designing Learning Experiences to Support Learner Variability Having a strong understanding of what the research says about learner variability helps educators design learning experiences and customize their learning environments to foster a sense of belonging for students of varying abilities, experiences, and backgrounds. A sense of belonging allows us to feel included, respected, and supported in school. It is heavily tied to our own identities, supports the development of a positive identity, and is context- and culture-dependent. School settings have the potential to be a source of adversity or can be a supportive environment, fostering positive identity development among culturally and historically marginalized students. Students who report a stronger sense of belonging in school typically have greater self-efficacy and academic success. Designing culturally responsive learning experiences ensures that the learning environment is welcoming for students from diverse cultures and differing socioeconomic environments and ability. ### Memory and Learning We can move skills and knowledge into long-term memory by repeatedly practicing and using them. The background knowledge and vocabulary stored in long-term memory provide students with a strong foundation for their academic content. When short-term memories are rehearsed, they become consolidated and move to long-term memory. One way to do this is through retrieval practice, which you can read about in the resources below. Culturally responsive information processing techniques grow out of the learning traditions of oral cultures, where knowledge is taught and processed through story, song, movement, repetitious chants, rituals, and dialogic talk. They are all a form of elaboration and rely heavily on the brain’s memory system. (Hammond 2015) ### Student Engagement in Online Learning When considering how to increase student engagement, it is important to consider a whole-child lens and how the various learner factors may be impacted by changes in context such as the learning environment or content areas. Many learner factors can contribute to a student’s engagement, such as attention, motivation, and emotion. Additionally, a student’s sense of self-efficacy within the content and context of the learning environment can also impact their engagement. When considering different strategies to support student engagement, it is helpful to consider strategies that address different aspects of student engagement: cognitive, behavioral, and emotional. See the Workspace on Student Engagement from the Learner Variability Navigator in the resources below. Using the Universal Design for Learning (UDL) approach that provides opportunities for student voice and choice promotes a student’s sense of self-efficacy, which can increase their engagement. Also consider using culturally oriented attention-getting strategies such as call and response, music, provocations, or talk. (Hammond 2015) ### Disrupting Deficit Thinking Learner variability is not about labeling students and focusing on what students can’t do. Often, the language we use and the systems we’ve created support “deficit thinking” that we may not be aware of. By disrupting this deficit mindset and reframing the problem, we can redesign systems to design for learner variability! Look for students’ strengths and make sure to actively communicate those strengths to students and their families. When students encounter challenges in the classroom, help them learn to use their strengths to overcome this. Providing growth-mindset and asset-framing feedback are important strategies for disrupting deficit thinking. ### Developing Student Agency and Mitigating Stereotype Threat Students are forming their identity during adolescence. As they grow older, they are more able to engage in deeper reflection about their own personal racial and ethnic identity and how it fits into society. This makes adolescents particularly vulnerable to the negative effects of stereotype threat. All students need to see themselves reflected in the curriculum, and providing real-world connections, using positive role models from students’ culture, selecting texts with diverse content and characters, highlighting multiple perspectives, and providing experiences that address all learners can support students’ sense of self-efficacy and build positive connections to the school environment. Because agency and autonomy are key motivational factors in learning and in life, designing learning experiences that emphasize student voice and choice amplifies intrinsic motivation through autonomy, relatedness, and competence. ### Growth Mindset and Motivation Learner mindset includes learners’ self-concept and self-efficacy beliefs as well as their mindset toward failure that shape their willingness to get involved with certain content areas. The beliefs that students have about themselves as a person and their ability within certain content areas often have a cyclical relationship with achievement (e.g., previous academic achievement fosters particular beliefs, which in turn predict future achievement). Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process. When students are taught about brain malleability and that intellectual ability can be developed over time with effort, they are more resilient when they struggle. Showing students that teachers, too, are learners who struggle and persist through challenging work also models the importance of continuous growth. Research has shown that a growth mindset is particularly supportive of students with math anxiety and marginalized students, especially for math achievement.
* Burnham, K. (2020) 5 culturally responsive teaching strategies. Northeastern University Graduate Programs. <https://www.northeastern.edu/graduate/blog/culturally-responsive-teaching-strategies/> * Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. *Proceedings of the National Academy of Sciences, 113*(31), 8664-8668. [https://scholar.google.com/scholar?q=Growth+mindset+tempers+the+effects+of+poverty+on+academic+achievement.&hl=en&as\_sdt=0&as\_vis=1&oi=scholart](https://scholar.google.com/scholar?q=Growth+mindset+tempers+the+effects+of+poverty+on+academic+achievement.&hl=en&as_sdt=0&as_vis=1&oi=scholart) * DeNicolo, C. P., Yu, M., Crowley, C. B., & Gabel, S. L. (2017). Reimagining critical care and problematizing sense of school belonging as a response to inequality for immigrants and children of immigrants. *Review of Research in Education, 41*(1) <https://doi.org/10.3102/0091732X17690498> * DiAngelo, R. (2011). White fragility. *International Journal of Critical Pedagogy, 3*, 54–70. <https://libjournal.uncg.edu/ijcp/article/view/249> * Digital Promise’s research-based model of adolescent learner variability <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors> * Dweck, C.S. (2006). *Mindset: The new psychology of success*. New York, NY: Ballantine Books. [https://scholar.google.com/scholar?hl=en&as\_sdt=0%2C5&q=Mindset%3A+The+new+psychology+of+success&btnG=](https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Mindset%3A+The+new+psychology+of+success&btnG=) * Farrington, C. A. (2013). *Academic mindsets as a critical component of deeper learning*. Chicago, IL: Consortium on Chicago School Research. [https://scholar.google.com/scholar?hl=en&as\_sdt=0%2C5&as\_ylo=2000&as\_yhi=2018&q=Academic+mindsets+as+a+critical+component+of+deeper+learning+CA+Farrington+-+University+of+Chicago%3A+Consortium+on+Chicago+%E2%80%A6%2C+2013&btnG=](https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&as_ylo=2000&as_yhi=2018&q=Academic+mindsets+as+a+critical+component+of+deeper+learning+CA+Farrington+-+University+of+Chicago%3A+Consortium+on+Chicago+%E2%80%A6%2C+2013&btnG=https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&as_ylo=2000&as_yhi=2018&q=Academic+mindsets+as+a+critical+component+of+deeper+learning+CA+Farrington+-+University+of+Chicago%3A+Consortium+on+Chicago+%E2%80%A6%2C+2013&btnG=) * Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d’Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. In Social and emotional learning in the classroom, second edition: Promoting mental health and academic success. Guilford Publications. * Hammond, Zaretta L. 2015. Culturally responsive teaching and the brain. Thousand Oaks, CA: Corwin Press. * Jagers, R.J., Rivas-Drake, D., & Williams, B. (2019) Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence, *Educational Psychologist, 54*(3), 162-184 <https://doi.org/10.1080/00461520.2019.1623032> * NCSE. (n.d.) Strategies for learning and teaching. <https://www.sess.ie/categories/sensory-impairments/visual-impairment/tips-learning-and-teaching>. * Okele, Ndidi, A., Howard, Lionel, C., Kurtz-Costes, B., & Rowley, S. J. (2009). Academic race stereotypes, academic self-concept, and racial centrality in African American youth. *Journal of Black Psychology, 35*(3), 366–387. <https://doi.org/10.1177/0095798409333615> * Pape, B. (2018). Learner variability is the rule, not the exception. Digital Promise Global: Washington, DC <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * Seaton, Elanor, K., Yip, T., & Sellers, R. M. (2009). A longitudinal examination of racial identity and racial discrimination among African American adolescents. *Child Development, 80*(2), 406–417. <https://doi.org/10.1111/j.1467-8624.2009.01268.x> * Teach.com. (n.d.) Supporting neurodiverse K-12 students in online classrooms. <https://cdn3.teach.com/resources/neurodiverse-students-online-classrooms/>
### Understanding Learner Variability * Learner variability is the rule, not the exception. Barbara Pape, Digital Promise. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * How universal design for learning creates culturally accessible classrooms. Joni Degner, Education Week. <https://www.edweek.org/education/opinion-how-universal-design-for-learning-creates-culturally-accessible-classrooms/2016/11> * Getting started with culturally responsive teaching, Nikki Williams Rucker, edutopia <https://www.edutopia.org/article/getting-started-culturally-responsive-teaching> ### Memory and Learning * Retrieval practice: A strategy to promote successful learning <https://digitalpromise.org/2016/10/12/retrieval-practice-a-strategy-to-promote-successful-learning/> * Long-term memory learner factor from the Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors/long-term-memory-literacy-7-12/summary> ### Student Engagement in Online Learning * Workspace with strategies for student engagement from The Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/my-workspace/hQOJI7Apzb> ### Disrupting Deficit Thinking * Equity by Design Article <https://www.nextgenlearning.org/articles/designing-for-race-equity-now-is-the-time> * Fritzgerald, A. (2020) Antiracism and Universal Design for Learning. CAST. <http://castpublishing.org/books-media/antiracism-universal-design-learning/> ### Understanding Stereotype Threat and Fostering Student Agency * Stereotype threat factor from the Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors/stereotype-threat-literacy-7-12/summary> * 3 tips to make any lesson more culturally responsive. Zaretta Hammond, Cult of Pedagogy <https://www.cultofpedagogy.com/culturally-responsive-teaching-strategies/> ### Foster Growth Mindset * Fostering growth mindset strategy from the Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/math-3-6/strategies/foster-growth-mindset-math-3-6/summary> * Growth mindset feedback from the Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/growth-mindset-feedback-literacy-4-6/summary> ### Learner Variability – Demonstration Templates * Learner variability student template [https://docs.google.com/document/d/1fEEV8GWuV892HA8vmdtcOAYdV1iKp8Tc0\_KEZ4iM3ZQ/copy](https://docs.google.com/document/d/1fEEV8GWuV892HA8vmdtcOAYdV1iKp8Tc0_KEZ4iM3ZQ/copy) * Learner variability learning experience reflection guide [https://docs.google.com/document/d/17RwaKMcNkwhv\_NGg9ZNahUuwT5BeaeTbgh2sXCsT8\_0/copy](https://docs.google.com/document/d/17RwaKMcNkwhv_NGg9ZNahUuwT5BeaeTbgh2sXCsT8_0/copy)
Educator clearly describes their teaching context and gives specific examples where necessary.
Educator provides a narrative thoroughly describing the implemented learning experience and evaluates its effectiveness, addresses any challenges, and explains how they would improve on the experience. Description is specific in how the learning experience was designed to be inclusive and engaging; educator shares examples backing their narrative.
The Learner Variability Student Template demonstrates a strong understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
The Learner Variability Student Template demonstrates an understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
The Learner Variability Student Template demonstrates a beginning understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
The Learner Variability Student Template does not clearly demonstrate an understanding of: - Learner factors related to each student’s strengths and areas of need - Technology resources students currently use - Tasks that students complete, educational expectations, and curriculum integration strategies - Technology tools used to complete tasks, and a description of how they provided an equitable learning environment - Instructional strategies that leverage students’ strengths and support their challenges
The learning experience plan and reflection guide demonstrates a strong understanding of how to design learning tasks for a variety of learning factors that reflect the learner variability of different students. Samples of student work show a clear impact of the strategies on the lesson outcomes and reflect ways the tasks were adapted, as well as opportunities for student voice and choice.
The learning experience plan demonstrates an understanding of strategies for learner variability to support students of all abilities in the classroom. Samples of student work show an impact of the strategies on the lesson outcomes.
The learning experience plan demonstrates a beginning understanding of strategies for learner variability to support students of all abilities in the classroom. Samples of student work do not show a clear impact of the strategies on the lesson outcomes.
The learning experience plan does not clearly demonstrate an understanding of strategies for learner variability to support students of all abilities in the classroom. Samples of student work do not show an impact of the strategies on the lesson outcomes.
Please describe your educational role; include your grade level, number of students, content area, and other relevant information about your educational setting.
To earn this micro-credential, submit the following: **Student-Specific Learner Variability** Choose two to three students in your classroom and describe their learner variability using the Learner Variability Student Template, found in the Resources section above. Include a description of each of the following: * Learner factors related to each student’s current strengths and areas of need * What technology resources the students currently use * What task(s) you want the students to complete. What are the educational expectations? What are the curriculum integration strategies being employed? * What technology tools the students can use to complete the task(s)? Consider both low-tech (e.g., pencil and paper) and high-tech (e.g., digital software) tools. Describe how these tools provide an equitable learning environment for students to meet the learning outcomes. * What instructional strategies leverage students’ strengths? Support students’ challenges? **Learning Experience/Lesson Plan** Submit a learning experience or lesson plan that highlights strategies you’ve used to design for the learner variability in your students. Include samples of student work that show the impact of these strategies on the lesson outcomes and a learner variability learning experience reflection guide.
Share your reflection on implementing a learning experience. Be sure to include the following: - How did you design a learning experience that was inclusive and engaging for all learners? - Was the experience effective? Why or why not? - How challenging was the experience to implement? - Explain how you might improve on the learning experience or what you would do differently the next time you implement the experience.
Understanding Learner Variability - VILS
Educator develops an understanding of learner variability and its impact on teaching and learning.
# Key Method The educator deepens their understanding of learner variability by engaging in self-reflection, discovers how mindset can influence students, and knows which strategies support success. # Method Components ### Overview Learner variability is the understanding that each learner has a unique constellation of strengths and challenges that impact their learning. Additionally, these strengths and challenges can vary depending on context. Learner variability encompasses factors from learning sciences research across a whole child framework (Pape, 2018). Connections between factors across domains can offer valuable insight for educators who are trying to support the complex needs of learners. Learner variability is NOT learning styles. The notion of learning styles, while widespread, is not grounded in research and further promotes the idea that students have a fixed way of learning. What research does show is that engaging all students with multiple modalities of learning – audio, visual, and kinesthetic – promotes solidifying information into long-term memory. Additionally, the modality a learner uses or prefers can vary greatly depending on the task and context. For instance, you might remember a phone number by repeating it multiple times (auditory), but you might remember someone’s name with a visual reminder. ### Reflecting on your own learner variability Learners are impacted by the intersection of their context and myriad learner factors. It is important for educators to reflect on their own experiences as a learner and develop an awareness for how their learner variability interacts with others’ learner variability in different ways. Developing awareness of this can provide insight and build relationships with students. Often, learning strengths and preferences are reflected in the way educators teach and regulate the learning environment. Reflecting on your past learning experiences can build empathy when supporting students through a learning and development process. Explore the factors and strategies on the adult learner model on the Learner Variability Navigator and use the self-reflection guide in the resources to below to consider which factors and strategies show up as strengths in certain contexts and challenges in others. ### Learner Mindset Learner Mindset includes learners’ self-concept and self-efficacy beliefs as well as their persistence at learning tasks. The beliefs that adults have about themselves as learners can have a cyclical relationship with achievement (i.e., previous academic achievement fosters particular beliefs, which in turn predict future achievement). Learners’ mindset includes beliefs about their own ability and about the effort required to overcome barriers to learning. How does your own learner mindset intersect with your teaching? How might your mindset influence students or be different from students’ mindsets? Take the classroom mindset quiz and read the study from FutureEd, which explores how your mindset can impact students. Identify steps you can take to ensure that your mindset is supporting the full diversity of learners in the classroom. Which strategies can you implement to support success in your classroom? How will you implement these strategies?
* Anderson, R., Boaler, J., & Dieckmann, J. (2018). Achieving elusive teacher change through challenging myths about learning: A blended approach. *Education Sciences, 8*(3), 98. doi:10.3390/educsci8030098 <https://www.mdpi.com/2227-7102/8/3/98> * Pape, B. (2018). Learner variability is the rule, not the exception. Digital Promise Global: Washington, DC <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * References: Multimodal Instruction <https://lvp.digitalpromiseglobal.org/page/references-multimodal-instruction-adult-learner> * Rose, T. (2016). The end of average: How we succeed in a world that values sameness. United Kingdom: HarperOne. [https://www.google.com/books/edition/The\_End\_of\_Average/fovYBQAAQBAJ?hl=en&gbpv=0](https://www.google.com/books/edition/The_End_of_Average/fovYBQAAQBAJ?hl=en&gbpv=0) * Rose, L. T., Rouhani, P., & Fischer, K. W. (2013). The science of the individual. *Mind, Brain, and Education (MBE), 7*(3), 152–158. <https://lsi.gse.harvard.edu/files/gse-individuality/files/roserouhanifischer2013.pdf> * *TEAL Center fact sheet no. 11: Adult learning theories*. Teaching Excellence in Adult Literacy (TEAL). [https://lincs.ed.gov/sites/default/files/11\_%20TEAL\_Adult\_Learning\_Theory.pdf](https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf) * Wacker, C., & Olson, L. (2019). (rep.). *Teacher mindsets: How educators’ perspectives shape student success*. Washington, DC: FutureEd, Georgetown University. [https://www.future-ed.org/wp-content/uploads/2019/06/Final-report\_Teacher-Mindsets.pdf](https://www.future-ed.org/wp-content/uploads/2019/06/Final-report_Teacher-Mindsets.pdf)
* Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> * Research@Work: Embracing Learner Variability in Schools [https://www.youtube.com/watch?v=BxLz\_fSvBqU](https://www.youtube.com/watch?v=BxLz_fSvBqU) * Todd Rose’s Ted Talk on The Myth of Average <https://youtu.be/4eBmyttcfU4> ### Resources to Support Self-Reflection * Adult Learner Model <https://lvp.digitalpromiseglobal.org/content-area/adult-learner/factors> * Adult Learner Strategies <https://lvp.digitalpromiseglobal.org/content-area/adult-learner/strategies> * Adult Learner Student Agency Infographic <https://f.hubspotusercontent40.net/hubfs/1818747/Strategies%20for%20Online%20Learning%20Success-1.pdf> ### Learner Mindset * Learner Mindset <https://lvp.digitalpromiseglobal.org/content-area/adult-learner/factors/learner-mindset-adult-learner/summary> * Teacher Mindsets Report from FutureEd [https://www.future-ed.org/wp-content/uploads/2019/06/Final-report\_Teacher-Mindsets.pdf](https://www.future-ed.org/wp-content/uploads/2019/06/Final-report_Teacher-Mindsets.pdf) * Self Reflection template <https://docs.google.com/document/d/1TkssGplOEbwltUeJ-cczG91zXvVvJu1Y4prcreHQAM0/edit>
Educator provides a thorough description of their experience as a learner that shaped their teaching practice, lessons learned, and shares details of how their learning preferences impacts students. The response is specific and detailed, and examples shared when appropriate.
Educator clearly outlines their understanding of learner variability and how it has changed over time. The response is specific in highlighting learner variability’s importance in their work. The response is specific and detailed, and examples shared when appropriate.
The self-reflection demonstrates a strong understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
The self-reflection demonstrates an understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
The self-reflection demonstrates a beginning understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
The self-reflection does not clearly demonstrate an understanding of learner factors and strategies from the adult learner model on the Learner Variability Navigator (LVN) for: - Student growth areas and weaknesses related to learning experiences - Connections to current teaching practice
Educator demonstrates a strong understanding of: - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
Educator demonstrates an understanding of: - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
Educator demonstrates a beginning understanding of: - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
Educator does not clearly demonstrate an understanding of learner mindset strategies. - Three high-leverage actions to help students develop positive learner mindsets - Why the actions are the most important ones for students, the educator, and their context - What the possible barriers are and how they are addressed
To earn this micro-credential, describe the following: - How do your experiences as a learner shape your teaching practice? - What lessons and learnings can you share with your students? - How could your learning/teaching preferences impact students with different strengths and growth areas?
What is your understanding of learner variability? What were your misconceptions about learner variability? Why is it important in your work?
To earn this micro-credential, please submit the following two artifacts. **Self-Reflection** One way to understand the interconnections between learner factors and how changes in context affect our strengths and challenges is to reflect on our own experiences as learners. Complete and submit the Self Reflection template, found in the Resources section above. **Learner Mindset Strategies** Based on your reading of the FutureEd report (found in the Resources section above), your professional learning experiences, and your understanding of your own learner variability, address the following: * What are the three highest-leverage actions you will take to help students develop positive learner mindsets? * Why are these actions the most important ones for your students, yourself, and your context? * What are the possible barriers you may encounter? How will you prepare to address the barriers?
Applying Learner Variability to Coaching Practices - VILS
Coach understands and implements research-backed learner variability in their coaching practice.
# Key Method The coach identifies the importance of research-based practices, tools, and strategies for applying those research-based practices to support the learner variability they see in learning environments. # Method Components ### Overview In order to address learner variability, educators need to leverage learning sciences research to see the interconnectedness between learner factors across a whole-child framework. This can provide valuable insight into why each individual student is unique and what strategies support them. ### Role of Research With federal laws and policies such as the Every Student Succeeds Act (ESSA) putting a greater emphasis on evidence-based practices, the role of research in the classroom continues to evolve. As many myths about the effectiveness of popular practices such as learning styles persist, it is important to understand which practices are research based. Selecting the appropriate strategy involves a deep understanding of how the learner and educator are intersecting within their context. Using tools like the Learner Variability Navigator (found in the Resources section below) can help make the research more accessible by highlighting connections across a whole-child framework to show how students may be impacted and providing an abundance of research-based instructional strategies. ### Coaching for Learner Variability As Elena Aguilar says in her “Mind the Gap” article, it is important to analyze the situation carefully before taking action. Using tools like the Learner Variability Navigator (LVN) can help coaches and educators understand how learner factors connect and intersect with learning context. This can provide valuable insight into how to integrate strategies that support the strengths and needs of the whole child. Aguilar’s Coaching Lenses is another example of a tool that can help coaches see problems from multiple perspectives at the student level and teacher level, respectively. Using Coaching Lenses helps coaches identify assumptions as well as questions to ask teachers to push their thinking. Coaching for learner variability is about understanding how to apply the research across different contexts to address the unique needs of students and teachers. Coaches’ knowledge of research (content expertise) and experience in the field (context expertise) can support teachers in identifying the nuances of their context that need to be addressed in order to implement a strategy successfully. Understanding how learner factors are connected and impacted by context can help coaches identify the right approach for addressing learner variability in their teachers’ classrooms. ### Action Research for Schools Action research is a method that educators can use to research their own practice to help develop actions and interpret consequences (Altrichter, 1993). In order to implement an instructional strategy successfully, many barriers must be considered and addressed at the teacher level and the student level. Using an action research process can help educators identify and address these barriers. Action research can be an empowering and transformational approach to finding the balance between content and context expertise when done with a coach. Using an action research approach when applying a new strategy can help educators understand the nuances that make that strategy effective in their context. This is a critical step in supporting the bridge from research to practice that can often be missed. It can also be a great opportunity to give the teacher ownership over the process. Action research can be conducted at the individual teacher level, as a collaborative team project, or at the school level. When designing or supporting an educator with an action research plan, it’s important to identify a shared challenge you wish to address. Then take a look at what the research says about this challenge. Open source tools like the Learner Variability Navigator can help coaches and educators summarize research findings and connect them to their practice. As educators implement strategies, it’s important for them to analyze the impact of those strategies, make adjustments, and give students adequate time to master the content and/or the strategy as well. Often students need multiple exposures to new content and strategies. Action research helps educators analyze this part of the implementation process and identify the nuances necessary to support students in their context.
* Aguilar, E. (2020). _Coaching for equity: Conversations that change practice._ Wiley. <https://books.google.com/books?hl=en&lr=&id=KiHxDwAAQBAJ&oi=fnd&pg=PR15&dq=educator+coaching+for+equity&ots=_n9So5cenC&sig=YQQtHJ2fk7g_fGSy8_6xQ1Pmb3s#v=onepage&q=educator%20coaching%20for%20equity&f=false> * Aguilar, E (2013). _The art of coaching._ John Wiley and Sons <https://books.google.com/books?id=iOiJ5MXrVZsC&printsec=frontcover#v=onepage&q&f=false> * Pape, B. (2016). _Learner variability is the rule, not the exception._ Digital Promise: Washington, DC <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * Richards, J., & Skolits, G. J. (2009). Sustaining instructional change: The impact of professional development on teacher adoption of a new instructional strategy. Research in the Schools, 16, 41–58. * Altrichter, H., Posch, P., & Somekh, B. (1993). _Teachers investigate their work: An introduction to the methods of action research._ Routledge: London. <http://www.bris.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/>
### The Role of Research * Understanding content versus context expertise <https://www.tamarackcommunity.ca/hubfs/Resources/Publications/The%20Context%20Experts.pdf?hsCtaTracking=56bc3396-2e91-49d8-8efc-95fa20b82878%7Cbddea62d-6f5b-4aa4-8b0d-292bbd5c5b9b> * APA article on why belief in learning styles can be harmful <https://www.apa.org/news/press/releases/2019/05/learning-styles-myth> * The Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> ### Coaching for Learner Variability * Mind the Gap Framework <https://brightmorningteam.com/2013/10/a_coaching_framework_for_think/> * Coaching Lenses <https://brightmorningteam.com/wp-content/uploads/2017/09/Coaching-Lenses.pdf> * The Learner Variability Coaches Toolkit <https://docs.google.com/document/d/1H2xjn2IvboRThGIo1lPf0oIY6fNSZE4-DpNdKHVNH3k/edit?usp=sharing> ### Action Research * Cycle of Continuous Improvement <https://files.eric.ed.gov/fulltext/ED556126.pdf> * What is action research <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Action-Research-What-and-Why-from-The-Onward-Workbook.pdf> * Mini inquiry cycle <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Mini-Inquiry-Cycle-from-The-Onward-Workbook.pdf> * Action research plan template <https://docs.google.com/document/d/1_N5OWebY2hs8D6_2zJypoBf7QLtC2kbOR410a0eTLxc/edit?usp=sharing>
Coach provides a thorough description of educator’s experience and teaching context. Coach describes the educator’s challenge, why the challenge is being addressed, and thorough analysis using coaching lenses as well as students’ learner factors. The response is specific and detailed, and examples are shared when appropriate.
The Action Research Plan demonstrates extensive evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Action Research Plan demonstrates effective evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies - Identified and described outputs and outcomes of implemented strategies over a specified period of time. - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Action Research Plan demonstrates partial evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies. - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Action Research Plan does not demonstrate evidence that the coach: - Identified and described the challenge, and included relevant details about the current learning context - Identified a learner model, and used the factor map to explain how it connected to learner factors as strengths or challenges - Identified goal for addressing the challenge using the SMART goal format - Described which research-based strategies were selected and why, using the LVN to select strategies. - Identified and described outputs and outcomes of implemented strategies over a specified period of time - Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Impact Documentation demonstrates a strong understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides extensive evidence on the impact of the strategy noting how adjustments were made; the analysis is under 300 words.
The Impact Documentation demonstrates an understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides effective evidence on the impact of the strategy noting how adjustments were made; the analysis is at or under 300 words.
The Impact Documentation demonstrates a beginning understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides partial evidence on the impact of the strategy noting how adjustments were made; the analysis is at or over 300 words.
The Impact Documentation does not clearly demonstrate an understanding or clear implementation of the plan, its impact, or how the strategy was implemented over time. The analysis does not provide effective evidence on the impact of the strategy nor does it note how adjustments were made; the analysis is over 300 words.
- Describe the educator you are coaching. Include the educator’s years of experience, degree, subject area they teach, and grade level. - Describe a challenge the educator is having and why you would like to address this challenge. The challenge should include your analysis of the educator’s use of the coaching lenses, and an analysis of their students using learner factors from the LVN.
To earn this micro-credential, submit the following: **Artifact 1: Action Research Plan** Download the “Action Research Plan Template” found in the Resources section above. Complete and submit the action research plan you co-created with an educator that you coach to address the challenge you have described above. **Artifact 2: Plan Impact** * Impact documentation: Select and upload two artifacts that show the impact of the plan and what adjustments were made. Artifacts can be videos of instructions, or student work that demonstrates how this strategy was implemented over time. * Analysis: In less than 300 words, write an analysis on the impact of the strategy, noting how adjustments were made.
Developing and Facilitating Virtual Projects - VILS
Educator understands Project Based Learning (PBL) and how to strategically leverage technology tools to facilitate PBL online.
### Key Method The educator adapts a Project Based Learning experience for online use and provides evidence of facilitating Project Based Learning in a hybrid or virtual learning environment. ### Method Components **What is Project-Based Learning, and how is it different from a project?** Project-Based Learning (PBL) is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.” “Doing a project” vastly differs from Project-Based Learning. Students typically “do projects” at the end of an instructional unit as a way of assessing or displaying learned skills and acquired knowledge and are typically focused on product. By contrast, in PBL, instruction and skill acquisition are integrated within the project, the project focuses both on the product and the learning process, and the project is grounded in student inquiry and authentic real-world application. **What are the essential project design elements of “Gold Standard Project Based Learning”?** To support educators in designing and implementing quality Project-Based Learning experiences that improve student outcomes, the Buck Institute for Education created a comprehensive, research-based model for PBL―a “gold standard.” Student learning goals are at the center of this model, with the following essential project design elements surrounding it: challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product. Based on extensive literature review and distilled experience of field experience with educators implementing PBL in their classrooms, the Buck Institute for Education found that when this model for “Gold Standard PBL” is implemented to fidelity with the criterion of all seven essential project design elements being met, the project will maximize student engagement and achievement. **Example tools and strategies to adapt Project-Based Learning for Online Use** **Challenging Problem or Question:** A multitude of technology tools can be used to generate excitement around the problem that students will be investigating and solving or the question they will be exploring and answering during the PBL experience. Below are some examples of ways you can leverage technology to captivate and make learning meaningful for students from the onset: * Find, create, or co-create with students a thought-provoking video that generates interest and inspires curiosity in the upcoming Project-Based Learning experience. * Invite an expert or community partner to introduce and provide authentic context to the project via a video conferencing platform, such as Zoom. * Utilize virtual reality to insert students into particular environments and scenes. Invite students to observe their virtual surroundings, make observations, and ask questions to launch students into the Project-Based Learning experience and ignite student excitement and motivation. **Sustained Inquiry:** As students begin to investigate, ask questions, and seek out answers to the problem or question outlined within the PBL experience, a variety of technology tools can be used to support this sustained inquiry. * Collect and curate a variety of information sources (videos, websites, articles, images, etc.) to help facilitate the inquiry process. Curated information sources can be organized on a Wakelet Board, a Padlet Board, a Google or Microsoft Word Document, or within a learning management system for students to easily access. Encourage students to add additional information sources to the curated collection for their peers to access as well. * Students can brainstorm, generate, and share questions on a Padlet Board, using a virtual whiteboard tool such as Jamboard, on a shared document or slideshow, or using a virtual discussion board housed within a learning management system. * Encourage students to visit Newsela or The New York Times Learning Network to access articles and media of interest around real-world topics. **Authenticity:** When a project is personally or contextually authentic and/or involves the use of real-world processes and development of real-world products, students are more highly motivated and engaged in the learning. Consider using any of the following tech-based strategies to increase the authenticity of your next PBL unit. * Use a platform or site, such as Nepris, Skype in the Classroom, or Exploring by the Seat of Your Pants, to bring experts and industry professionals into your classroom via video conferencing to bolster the authenticity of a project. Use augmented reality to allow students to layer virtual objects within their current environment to investigate solutions to problems and explore answers to questions. * Similarly, integrate virtual reality sites and platforms, such as Google Expeditions or CoSpaces, into PBL experiences to allow learners to virtually interact with the scenario at hand to promote problem-solving and empathy-building. * Students can also make use of audio recording tools, such as GarageBand, to record interviews of experts and industry professionals that will help guide the work. **Student Voice and Choice:** Giving students choices and providing opportunities for student voices to be heard throughout the PBL experience bolsters student ownership of and deepens their commitment to their learning. Technology can help to facilitate giving students choices and helping student voices to be amplified throughout the PBL experience. * Create a digital choice board with different options of products students can create and/or with different questions/problems students can choose to answer/solve. * Give students choices in how they collaborate with their teams and organize their work together. For instance, some students may find that asynchronous communication via tools such as Google Keep suits them better than collaborating via video conferencing platforms such as Zoom. **Reflection:** Throughout a project, it is critical for students and teachers to reflect on what they’re learning and why they’re learning it. Reflection can occur both formally and informally, and when utilized purposefully, technology can be a great vehicle in facilitating student and teacher reflection. * Flipgrid can be used to capture student video reflections throughout the PBL experience. Peers can respond to each other’s reflections via video to create a consistent asynchronous conversation throughout the unit. * Students can create and sustain a blog throughout the project to capture their reflections and learnings throughout the unit. Blogs can be hosted on student-created sites using platforms such as Google Sites or Adobe Spark. **Critique and Revision:** To ensure high-quality student work, thoughtful critique and revision must be given to students throughout the PBL experience by their peers, teachers, and possibly even field experts. Technology can help ensure students receive timely and specific feedback throughout the entire PBL experience. * Teachers, peers, and experts can use a Google add-on called Kaizena to leave learners audio and text feedback within a Google Document or Slides presentation. * Similarly, teachers, peers, and experts can use the commenting feature within Google Docs and Microsoft Word to provide students with thoughtful critiques and revisions. **Public Product:** A staple in PBL is that students produce a product of some sort at the end of the unit. A “product” in PBL can take many forms, and students are encouraged to develop a product that will best communicate the answer to the question or the solution to the problem that drove the project. Another important element in this is that the product is made public. By making the product public, students are further motivated to produce high-quality work. Technology can greatly ease and make possible the public presentation of the product to audiences beyond the classroom. * Students can showcase their projects to outside audiences via video conferencing platforms or host them on a publicly available website or portfolio. * Students can create products, such as e-books, social media campaigns, videos, infographics, etc., that can be shared with a wider audience to advocate for change, share their knowledge, and inspire others.
* Evans, C. M. (2019). Student Outcomes from High-Quality Project-Based Learning: A Case Study for PBLWorks. Dover, NH: Center for Assessment. <https://www.pblworks.org/sites/default/files/2020-01/PBLWorks%20HQPBL%20Teacher%20Case%20Study%20Report_FINAL.pdf> * Kingston, S. (2018). Project Based Learning & Student Achievement: What Does the Research Tell Us? PBL Evidence Matters. 1(1), 1-11. <https://files.eric.ed.gov/fulltext/ED590832.pdf> * Mergendoller, J. R. (2016). What Can We Learn from John Hattie about Project Based Learning? Novato, CA: PBLWorks. <https://www.pblworks.org/research/research-what-can-we-learn-john-hattie-about-project-based-learning> * Condliffe, B., Quint, J., Visher, M.G., Bangser, M. R., Drohojowska, S. Saco, L., and Nelson, E. (2017). Project Based Learning: A Literature Review, 1-78. New York, NY: MDRC. <https://www.pblworks.org/research/research-project-based-learning-literature-review>
* PBL for Remote Learning <https://www.pblworks.org/pbl-remote-learning> * 3 Keys to Making Project-Based Learning Work During Distance Learning <https://www.edutopia.org/article/3-keys-making-project-based-learning-work-during-distance-learning> * Project-Based Learning Can Make Remote Learning More Meaningful <https://greenschoolsnationalnetwork.org/project-based-learning-can-make-remote-learning-more-meaningful/> * Secret Weapons for PBL <https://cue.org/secret-weapons-for-pbl/> **Suggested Technology Tools** * Nepris <https://www.nepris.com/home/v4> * Skype in the Classroom <https://campussuite-storage.s3.amazonaws.com/prod/750277/c44a122d-c5f8-11e6-b7b7-22000bd8490f/1216908/8cc71189-5a6b-11e7-99ef-124f7febbf4a/file/Skypeget-started-with-skype-in-the-classroom1.pdf> * Exploring by the Seat of Your Pants <https://www.exploringbytheseat.com/> * Flipgrid <https://info.flipgrid.com/> * Google Keep <https://keep.google.com/> * Google Expeditions <https://artsandculture.google.com/project/expeditions> * CoSpaces <https://cospaces.io/edu/> * Padlet <https://padlet.com/> * Jamboard <https://jamboard.google.com/> * Kaizena <https://www.kaizena.com/> * Newsela <https://newsela.com/>
To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
Description clearly describes how technology and digital tools were leveraged to adapt a PBL unit to an online or hybrid setting.
Response clearly describes the evidence collected, how the evidence was used to evaluate impact, and the overall impact of the PBL unit on student achievement and engagement.
The artifact includes all essential project design elements and describes how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
The artifact includes all essential project design elements but only partially describes how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
The artifact includes some essential project design elements but does not clearly describe how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
The artifact does not include all essential project design elements and does not provide descriptions of how digital tools and teaching practices are leveraged to adapt a “Gold Standard PBL” to an online setting.
Reflection describes how the use of digital tools changed the way teachers’ facilitated PBL, changed the way students’ experienced PBL, and enriched the student experience with the seven design elements of a “Gold Standard PBL.”
Activity Description: Describe your Project-Based Learning unit; how did you use technology to adapt a PBL unit to an online or hybrid setting?
Activity Evaluation: How do you know the impact of the PBL unit on student achievement and engagement? What evidence did you collect?
Please provide an artifact that demonstrates how you facilitated PBL online. The artifact must illustrate how you used different digital tools and instructional practices to meet the criterion of “Gold Standard PBL.” This could include a project outline, a digital portfolio, or a unit plan. Your artifact should include: * Student Learning Goals * Evidence of All Essential Design Elements: + Challenging Problem or Question + Sustained Inquiry + Authenticity + Student Voice and Choice + Reflection + Critique and Revision + Public Product * Digital Tools and Teaching Strategies/Instructional Moves Used to Facilitate PBL Online
How did using digital tools to adapt a PBL unit for an online setting change the teaching experience for yourself and the learning experience for your students? Were you able to enrich the student experience with each of the seven elements by integrating technology? Explain your reasoning.
Educator understands how to implement learning strategies that guide students to articulate their thinking. This includes the building of effective learning environments that support these strategies.
### Key Method The educator will demonstrate evidence of classroom culture or environment in which students regularly engage in thinking routines. In addition, evidence will show how selected thinking routines support students in mastery of content and digital skills. ### Method Components **What is a visible thinking routine?** A visible thinking routine is any routine or protocol that provides students the opportunity to engage in a structured process to create and deepen learning. These strategies support students in connecting, synthesizing, organizing, exploring, extending, and understanding content in deep and meaningful ways. These routines allow students to engage in a step-by-step process that can be applied across contexts and subject areas. **What are the criteria for creating a culture or learning environment that facilitates visible thinking?** A classroom culture or learning environment that supports visible thinking consists of behaviors, practices, and systems that are observable throughout the learning process. Instructors and students clearly communicate and use language that references frequently used thinking routines. Thinking routines are regularly modeled and used by the instructor and students without formal prompting. Learners have multiple opportunities and ample time to engage in different types of thinking routines that encourage independent and collaborative development of understanding. **What are the criteria for evidence that shows how selected thinking routines supported students in mastery of content and digital skills?** When students are supported in mastering content and digital skills, there is evidence of thinking routines being used regularly throughout the entire learning process to build, deepen, and apply their learning. Instructors will have lesson plans and learning experiences that explicitly include thinking routines as part of the learning process. Student learning artifacts should document how thinking routines were used to create meaning and acquire learning throughout the instructional experience. Mastery is demonstrated through original products of learning, in which students apply their learning and justify their thinking. Key learning artifacts are a combination of independent and collaborative work. Technology tools are leveraged to increase digital collaboration and documentation of learning progress and thinking.
* Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. _Journal of Education and Training Studies, 7_(12), 1. <https://doi.org/10.11114/jets.v7i12.4491> * Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. <https://www.google.com/books/edition/_/dv8QVX9CoOoC?hl=en&gbpv=0> * Salmon, A. K. (2010) Engaging Young Children in Thinking Routines, Childhood Education, 86:3, 132-137 <https://doi.org/10.1080/00094056.2010.10523133> * Stephenson, S. P. (2019, January 24). Powerful Learning is Inquisitive and Reflective - Digital Promise. Digital Promise. <https://digitalpromise.org/2019/01/24/powerful-learning-inquisitive-reflective/>
* Project Zero’s Thinking Routine Toolbox <https://pz.harvard.edu/thinking-routines#CoreThinkingRoutines> * Digital Promise Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> * Thinking Pathways: Thinking Routines <https://thinkingpathwayz.weebly.com/thinkingroutines.html> * The Development of a Culture of Thinking in My Classroom: Self-Assessment <http://www.pz.harvard.edu/sites/default/files/Self%20Assessing%20CoT.pdf> * Pick Me! Choosing the Right Technology Tools for Your Courses <https://teaching.temple.edu/edvice-exchange/2017/02/pick-me-choosing-right-technology-tools-your-courses> * Tech Tools to Try (with Thinking Routines) in 2020 <https://www.schoolrubric.com/tech-tools-to-try-with-thinking-routines-in-2020/> * The Google/Microsoft Infused Classroom Presents: Visible Thinking Routines with Thinking Amplifier Apps <https://docs.google.com/document/d/1qP5AEmZWq8HTjQxkh-UoA2VZpQMGEV1Q8LTWO2peswQ/edit?usp=sharing> * Project Zero Ideas and Distance Learning: Visible Thinking and Teaching for Understanding <https://docs.google.com/document/d/1JM826jA_dZobwu21SaLlovzaaetuJiFO0aCn9IIQDyo/edit?usp=sharing>
Educator effectively described their educational role, grade level(s) served, content area(s), and other relevant information in 50 words or less.
Educator made clear connections to leverage thinking routine strategies that allowed students to achieve mastery. Educator specifically named two to three thinking routines, strategies, or protocols and described how they were used to support the acquisition and mastery of content. Educator made a clear connection between the strategy and thinking skills needed to achieve mastery of a specific content area. In addition, the educator listed specific technology tools used to implement these strategies.
The video demonstrates a strong understanding of: How visible thinking strategies were applied throughout an entire content learning experience. How students used visible thinking strategies to master content and improve their digital skills. How visible thinking strategies were used regularly in the learning process using technology.
The video demonstrates an understanding of: How visible thinking strategies were applied throughout an entire content learning experience; How students used visible thinking strategies to master content and improve their digital skills; How visible thinking strategies were used regularly in the learning process using technology.
The video demonstrates a beginning understanding of: How visible thinking strategies were applied throughout an entire content learning experience; How students used visible thinking strategies to master content and improve their digital skills; How visible thinking strategies were used regularly in the learning process using technology.
The video does not demonstrate an understanding of: How visible thinking strategies were applied throughout an entire content learning experience; How students used visible thinking strategies to master content and improve their digital skills; How visible thinking strategies were used regularly in the learning process using technology.
The file demonstrates a strong understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
The file demonstrates an understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
The file demonstrates a beginning understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
The file does not demonstrate an understanding of: How to implement a thinking strategy during the learning process; How students used a thinking strategy using technology.
Educator briefly describes the data or evidence used to determine the impact on learning in 250 words or less.
Educator briefly describe two examples of technology to implement a thinking strategy in 250 words or less. One example should address how a tech tool worked well in the implementation of this practice. The second example should address how the integration of technology could be improved in the future.
Educator provides a brief reflection that gives specific examples about how the educator has grown or deepened their practice by implementing this practice. This may include takeaways, ideas, or next steps they plan to take in implementing these strategies with technology in 250 words or less.
**Activity Description:** What is your instructional context? Please include the following: * educational role, * grade level(s) served, * content area(s), * and any other relevant information.
**Activity Description:** How were students’ content mastery and digital skills improved by making student thinking visible? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: * Name two to three thinking routines, strategies, or protocols that were used to support acquisition and mastery of content. * Provide clear connection between strategy and thinking skills needed to achieve mastery of a specific content area * List specific technology tools used to implement the strategies
**Artifact 1: Video** Please submit a link to a video in which you address the following: * Show and discuss how you applied visible thinking strategies throughout an entire content learning experience. + This should elaborate on the answer to Prompt 1 and provide examples of how students used the visible thinking strategies to master content and improve their digital skills. Include evidence in the video of the strategy in action such as lecture slides, digital templates or directions used to support students applying the strategy, or student artifacts that clearly show how the strategy was implemented in their work. + This narrative should show how visible thinking strategies were used regularly in the learning process using technology. For example, one routine could support activating students’ prior knowledge at the beginning of a unit, another strategy could support organizing their thinking, while a third strategy could be used to deepen their understanding. + Make sure that no identifying student information is visible or referenced in the video. + The video should be between 5 and 7 minutes long. **Artifact 2: Evidence of Thinking Strategy** Please submit a link to a file such as a document or slide deck: * This file should include one example of how the thinking strategy was used during instruction by the instructor and one example of how students applied the thinking routine. + The educator example may include evidence of the strategy in action such as lecture slides, digital templates or directions used to support students applying the strategy. + The student example may include evidence of how the strategy was implemented in their learning process using technology. + Include any relevant context for each example. This may include why a particular strategy was used or when it was used during the learning process. + Make sure that no identifying student information is visible or referenced in the artifacts.
Based on your experience in using visible thinking strategies, what impact did it have on student learning?
Based on your experience in using technology tools used to implement these strategies, provide an example of what worked well and one example of with the opportunity for improvement.
Based on your experience in using technology and implementing visible thinking strategies, how has your instructional practice grown or deepened?
Building Powerful Family & Community Partnerships - VILS
Educator understands how to build family and community partnerships and sustain them over time.
### Key Method The educator develops or modifies a program, event, or method used to build powerful partnerships among people at school and people in the community. ### Method Components **Why is a powerful family and community partnership valuable?** Schools are often nestled in the geography of neighborhoods. Success, academic or otherwise, is bolstered when the families and community around the school are actively involved. Decades of research connects the involvement of guardians in their child's schooling to improved academic success. Additional benefits of strong partnerships between the school and the community include: * Better serving the needs of the child. * Improving the quality of education the child experiences. * Parents feel more confident in the help they can provide. **How can schools take the lead in establishing powerful partnerships?** **Understand Challenges & Provide Conditions** While it may be more common knowledge for educators to understand some of the challenges families face as they begin engaging with schools, many educators have little or no training in impactful engagements with families. Think about how teachers are coached, trained, and supported in their engagements with families. Do they have access to resources, mentors, or other experiences that could prepare them to better form partnerships with guardians? **Focus Your Efforts** Before offering services or soliciting the support of the community, critically review the partnerships between parties. Schools, students, and the community will need different support from year to year, and not every school, student, or community needs the same things. Leverage leadership teams in your school to offer more sustained and valued support where it is needed. Be diligent about how you communicate with and about your community, school, and people. **Connect Personally** Relationships are more easily built face-to-face. So if you have the opportunity to hold in-person meetings, take it. This facilitates the personal connection, as your emotions are not just heard or seen but also felt in the room. If in-person meetings are not an option, how are you making the most out of the “next best” communication method available? **Convey Value in Growth, Learning, and Camaraderie** One overarching goal of creating powerful family and community partnerships is to improve the value of education students have access to in their school. Take every opportunity to connect the partnerships, events, and programs to educational efforts in classrooms. Highlighting these connections bolsters the value of each. **Support Guardians by Sharing Resources and Being Transparent** Guardians need support, and often they need different types of support than students need. Take the opportunity to be proactive and provide resources guardians need to stay engaged with their child’s education. This may include building a parent portal website, conducting in-person or online seminars, or simply holding coffee hours at your school to get to know the people in and around the school. **What criteria would be used to define a strong partnership?** Partnerships are built on each participant/party working together. That partnership and the corresponding effort will look different at each school and for each individual program. Strong partnerships are built on foundations of transparency, open and frequent communication, and collective beneficial goals. In order to determine if your partnership is strong, you may consider conducting a needs assessment to learn where both the school and community need to focus time and attention. Publish these findings, draft goals, work to achieve them, and celebrate everyone’s work when milestones are met. In some cases, key measures for strong partnerships might include large turnout for events in the face of obstacles, dedicating significant amounts of time to a program/project, or even active participation from both new and existing families/community members in school programs. **What would demonstrate a powerful partnership between families and communities?** * Pictures or videos of families at school events, field trips, or after school events. * Guardians and community members attending/leading after school clubs. * Testimony videos, texts, emails to showcase the bond people form between the school and community. * Guardians proactively asking for ways they can support school efforts or lead new clubs/programs. **What are some specific examples of powerful partnerships among schools, families, and communities?** Examples include: * Student organized school maintenance programs where families, community members, school staff, and students are involved in the regular upkeep of the school campus and facilities. * Guardian academy run by school staff and students designed to acclimate guardians on some of the technology systems used in classrooms. Some guardian academies evolve into informal classes used to build skills used in the job market.
* Barbour, L. (2018, December 7). EEF Parental Engagement Summary. Education Endowment Foundation. * _Community Partnerships_. Digital Promise. (2020, November 20). <https://digitalpromise.org/initiative/learning-studios/learning-studio-experience/community-partnerships/>. * ​​Evans J. (2016). _Trends in Digital Learning: How K-12 Leaders Are Empowering Personalized Learning in America’s Schools_. Project Tomorrow: Irvine, CA. <https://tomorrow.org/speakup/2016-digital-learning-reports-from-blackboard-and-speak-up.html> * Howard, N. R. (2020). Terms of Engagement: Redefining Parental Involvement and STEM Identity for Black Girls. _Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM_. Charlotte, NC: Information Age Publishing. <https://eric.ed.gov/?id=ED611167> * _Powerful Learning is Collaborative and Connected_. Digital Promise. (2021, April 7). <https://digitalpromise.org/2019/01/22/powerful-learning-collaborative-connected/> * _Provide Ongoing Support to Promote Families' and Caregivers' Engagement_. Digital Promise Verizon Innovative Learning Schools. (2021, June 8). <https://verizon.digitalpromise.org/elements-of-success/provide-ongoing-support-to-promote-families-and-caregivers-engagement/> * Mapp, K. L. & Bergman, E. (2019). Dual Capacity-Building Framework for Family-School Partnerships (Version 2). <http://www.dualcapacity.org>
* Building Positive Relationships with Parents <https://medium.com/@twosigmas/building-positive-relationships-with-parents-9351604ecc6b> * How to Begin Positive Relationships with Families: 8 Tips to Try <https://www.understood.org/articles/en/eight-tips-to-build-a-positive-relationship-with-your-students-families> * Teacher and Parent Relationships - A Crucial Ingredient <https://www.youtube.com/watch?v=FxJIsZsYKQQ> * Dr. Karen Mapp on Parent and Family Engagement in Education <https://www.youtube.com/watch?v=5YXH8VfZ89Y>
Description clearly describes the powerful connection among the school, families, and community.
Artifact 1: School and Community Connection
The artifact provides extensive evidence of a powerful connection between families, schools, and communities; it includes all of the following: pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
The artifact provides effective evidence of a functional partnership among families, schools, and communities; it includes one or more of the following: pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
The artifact provides limited evidence of relationships among families, schools, and communities; it includes one of the following: pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
The artifact provides little to no evidence of relationship building among families, schools, and communities; it includes one or fewer of the following: pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
The artifact provides extensive evidence of a powerful partnership and includes all of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
The artifact provides effective evidence of a functional partnership and includes one or more of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
The artifact provides evidence of a partnership and includes one of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
The artifact provides little to no evidence of a basic partnership and includes one or fewer of the following: - A collection of pictures, videos, or written statements highlighting the lasting and powerful partnerships between the school and community - Statements and/or plans moving forward showcase the investment both families and the school have in each other from year to year
The reflection clearly describes methods of examining the success of existing partnerships and how to continue investing in the partnerships.
1. How did you identify a need that both your school and community had a vested interest in partnering to solve? 2. How did you know a powerful family and community partnership was formed?
**Artifact 1: School and Community Connection** Please submit an example that displays the ongoing and robust connection between the school and community. Connections could be represented by: * artifact that spans over the course of (or part of) the school year * pictures, videos, or written statements * robust connections between families, schools, and communities that showcase depth of effort, such as time volunteered, or images demonstrating the volume of output from a program **Artifact 2: Powerful Partnerships** Please submit an example demonstrating the powerful nature of the partnership among families, communities, and the school. Partnerships could be represented by: * a culmination video (or slideshow of pictures) at the conclusion of a program * formal commitments such as fiscal investments, commitments to sustain volunteers, or program expansion into other neighborhood schools In addition, please provide a written statement or plan that explains the investment both families and the school have in each other from year to year.
* Based on an existing partnership, do you need to focus on new/additional objectives, extend existing objectives, or conclude this partnership in favor of new ones? Why? * How do you plan to grow the partnerships among families, communities, and your school?
Applying Learner Variability To Teaching Practices - VILS
Educator understands and implements research-backed learner variability practices in their teaching and learning context.
### Key Method The educator understands the importance of learning sciences research and how to apply research-based practices to support the whole child using action research methods. ### Method Components ### Overview In order to address learner variability, educators need to know how to leverage learning sciences research to see the interconnectedness between learner factors across a whole child framework. This can provide valuable insight into why each individual student is unique and what strategies support them. ### Role of Research With federal laws and policies such as the Every Student Succeeds Act (ESSA) putting a greater emphasis on evidence-based practices, the role of research in the classroom continues to evolve. As many myths about the effectiveness of popular practices such as learning styles persist, it is important to understand which practices are research based. Selecting the appropriate strategy involves a deep understanding of how the learner and educator are intersecting within their context. Using tools like the Learner Variability Navigator (found in the Resources section below) can help make the research more accessible by highlighting connections across a whole-child framework to show how students may be impacted and providing an abundance of research-based instructional strategies. ### Action Research for Teachers Action research is a method that educators can take to research their own practice to help develop actions and interpret consequences (Altrichter, 1993). In order to implement an instructional strategy successfully, there are many barriers that must be considered and addressed at both the educator level and the student level. Using an action research process can help educators identify and address these barriers. Action research can be an empowering approach to using data and research to inform instructional decision-making. Using an action research approach when applying a new strategy can help educators understand the nuances that make that strategy effective in their context. This is a critical step in supporting the bridge from research to practice that can often be missed. Action research can be conducted at the individual teacher level, as a collaborative team project, or at the school level. When designing an action research plan, it’s important to identify a challenge you wish to address. Then take a look at what the research says about this challenge. Open source tools like the Learner Variability Navigator can help educators summarize research findings and connect them to their practice. As strategies are implemented over a period of time, it’s important to analyze the impact of those strategies, make adjustments, and give students adequate time to master the content and/or the strategy themselves. Often students need multiple exposure to new content and strategies. Action research helps educators analyze this part of the implementation process and identify the nuances necessary to support students in their context. ### Multi-Tiered System of Support (MTSS) Toolkit Many schools have multi-tiered systems of support (MTSS) designed to support students who are identified as struggling. But as Todd Rose points out in his research, there is no such thing as an average learner. Every learner has a unique and “jagged” learning profile. This idea is a core understanding from the research on learner variability. If more Tier 1 instruction were designed to address learner variability, then fewer students would be labeled as struggling. First explore ways to design more powerful learning experiences into Tier 1 instruction that addresses students’ learner variability. Use the Instructional Design Tool to assess how certain strategies will impact specific learner factors. The summary report provided at the end can be used to highlight the impact of changes to instruction. Secondly, ensure you are communicating and leveraging students' strengths! Use the Student Learning Needs template (in resources below) to reflect on students’ strengths and growth areas and to collaborate with other educators and adults who provide services for specific students. When we truly understand what learning sciences research says, we understand that learner variability is not a student problem but a design challenge.
* Altrichter, H., Posch, P., and Somekh, B. (1993). Teachers investigate their work: An introduction to the methods of action research. Routledge. <http://www.bris.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/> * Pape, B. (2016). Learner variability is the rule, not the exception. Digital Promise. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> * Richards, J., & Skolits, G.J. (2009). Sustaining instructional change: The impact of professional development on teacher adoption of a new instructional strategy. Research in the Schools, 16, 41–58. <https://eric.ed.gov/?id=EJ886918> * Lopez, S.J., and Louis, M.C. (2009). The principles of strengths-based education. Journal of College and Character, 10(4). <https://doi.org/10.2202/1940-1639.1041>
### The Role of Research * Understanding content versus context expertise <https://www.tamarackcommunity.ca/hubfs/Resources/Publications/The%20Context%20Experts.pdf?hsCtaTracking=56bc3396-2e91-49d8-8efc-95fa20b82878%7Cbddea62d-6f5b-4aa4-8b0d-292bbd5c5b9b> * APA article on why belief in learning styles can be harmful <https://www.apa.org/news/press/releases/2019/05/learning-styles-myth> * The Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> ### Action Research * Cycle of Continuous Improvement <https://files.eric.ed.gov/fulltext/ED556126.pdf> * What is action research <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Action-Research-What-and-Why-from-The-Onward-Workbook.pdf> * Mini inquiry cycle <https://brightmorning.wpengine.com/wp-content/uploads/2019/08/Mini-Inquiry-Cycle-from-The-Onward-Workbook.pdf> * Action Research Plan Template <https://docs.google.com/document/d/1_N5OWebY2hs8D6_2zJypoBf7QLtC2kbOR410a0eTLxc/edit?usp=sharing> ### MTSS Resources * What is MTSS? <https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/mtss-what-you-need-to-know> * The Science of the Individual <https://lsi.gse.harvard.edu/files/gse-individuality/files/roserouhanifischer2013.pdf> * Learner Variability Navigator, Instructional Design Tool <https://lvp.digitalpromiseglobal.org/instructional-design-tool> * Principles of Powerful Learning <https://digitalpromise.org/powerful-learning/> * Is strength-based learning a “magic bullet”? <https://hechingerreport.org/strength-based-learning-magic-bullet/> * Student Learning Need Exploration Worksheet <https://docs.google.com/document/d/1fEEV8GWuV892HA8vmdtcOAYdV1iKp8Tc0_KEZ4iM3ZQ/edit?usp=sharing>
To earn the micro-credential, you must receive a passing evaluation for Part 1, and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
Educator provides a thorough description of their experience and teaching context. Educator describes their challenge, why it is being addressed, and thorough analysis using their understanding of learner variability to describe student’s learner factors. The response is specific and detailed, and examples are shared when appropriate.
The Action Research Plan demonstrates extensive evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format that leverages students strengths to address challenge; Described which research-based strategies were selected and how they connect to student strengths, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Action Research Plan demonstrates effective evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format; Described which research-based strategies were selected and why, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Action Research Plan demonstrates partial evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format; Described which research-based strategies were selected and why, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Action Research Plan does not demonstrate evidence that the Educator: Identified and described the challenge and included relevant details about the current learning context; Identified a learner model and used the factor map to explain how it connected to learner factors as strengths or challenges; Identified goal for addressing the challenge using the SMART goal format; Described which research-based strategies were selected and why, using the LVN to select strategies; Identified and described outputs and outcomes of implemented strategies over a specified period of time; Clearly communicated a reflection and next steps based on the results and outcomes of the plan.
The Impact Documentation demonstrates a strong understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides extensive evidence on the impact of the strategy, noting how adjustments were made; the analysis is under 300 words.
The Impact Documentation demonstrates an understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides effective evidence on the impact of the strategy, noting how adjustments were made; the analysis is at or under 300 words.
The Impact Documentation demonstrates a beginning understanding and implementation of the plan, its impact, and how the strategy was implemented over time. The analysis provides partial evidence on the impact of the strategy, noting how adjustments were made; the analysis is at or over 300 words.
* Select a student and use the Student Learning Need Exploration sheet to reflect on their strengths and weaknesses. * How is their learner variability currently showing up in your classroom?
**Artifact 1: Action Research Plan** Download the “Action Research Plan Template” found in the Resources section above. Complete and submit the action research plan you created to address the challenge described above in Part 1. Select strategies that leverage the student’s strengths in order to address challenges they may be experiencing. **Artifact 2: Plan Impact** * Impact Documentation: Select and upload two artifacts that show the impact of the plan and what adjustments were made. Artifacts can be videos of instruction or student work that demonstrates how this strategy was implemented over time. * Analysis: In less than 300 words, write an analysis on the impact of the strategy, noting how adjustments were made.
Coaching & Supporting Diverse Adult Learners
Coach dissects the theory of andragogy and demonstrates practical, applicable steps to guide their journey of building educators’ instructional capacity.
### Key Method The coach leverages protocols to reflect and refine current professional development to meet the needs of adult learners. ### Method Components ### Professional Development Reflection Reflection is an important part of being an effective coach. Coaches should analyze previously delivered professional development workshops or learning experiences, and use a reflection guide to revise their own professional development. ### Constructivist Protocol for Adult Work In order for teachers and administrators to raise their own standards, they must be intrinsically motivated to produce consistently high-quality work. The coach serves as a facilitator as they guide the adult learner through the protocol.
### Characteristics/Standards * ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> + Professional Learning Facilitator + Data-Driven Decision Maker * Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> + Curriculum, Instruction, and Assessment + Personalized Professional Learning
* How Adults Learn <https://www.youtube.com/watch?v=3LdEwYDDJBg> * Adult Learners: Characteristics, qualities, and needs <https://drive.google.com/a/digitalpromise.org/file/d/13BCs31xVC5SeBegOAewHLdLnyp34U9FZ/view?usp=sharing> * 11 Tips to Engage and Inspire Adult Learners <https://elearningindustry.com/11-tips-engage-inspire-adult-learners> * How to Support Self-Directed Learning in a Learning Organization <https://www.td.org/insights/learning-journeys-next-step-in-performance-improvement> * Sandbox Learning <https://www.td.org/magazines/td-magazine/word-wiz-sandbox-learning> * Professional Development Reflection Template <https://docs.google.com/spreadsheets/d/1f1AvBX8PKr_BUAZwMcUn-QgYP-KPA0w7B-uOthaeZeY/copy> * Constructivist Protocol for Adult Work <https://drive.google.com/file/d/1EhT5wuzWrTPWer2S-vAQRfVbRPq2CKNj/view?usp=sharing>
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
Coach provides the appropriate information.
Professional development reflection completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Professional development reflection almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Professional development reflection partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Professional development reflection minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Constructivist Protocol for Adult Work reflection completely satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
Constructivist Protocol for Adult Work reflection almost satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
Constructivist Protocol for Adult Work reflection partially satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
Constructivist Protocol for Adult Work reflection minimally satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high- quality work.
As an instructional tech coach, what are the topic challenges you are faced with when supporting adult learners? Provide a 75 word response.
To earn this micro-credential, submit the following two artifacts: **Professional Development Reflection** You will use this Professional Development Reflection (see resources) to analyze a previously delivered professional development workshop/learning experience. Take the actual learning resources, such as slide decks, handouts, videos, etc., and compare them to the criteria listed on the reflection guide. Highlight in yellow the criteria absent in your training materials. For the absent criteria you will type the changes you will make for future sessions in the note column. Please complete and upload your Professional Development Reflection. Ensure you address the following: * Shared goals * Adult learning strategies * Follow-up support * Quality teaching * Effective use of time * Data analysis * Collaborative learning community **Constructivist Protocol for Adult Work Protocol** Conduct the Constructivist Protocol for Adult Work protocol (see resources) and ensure you address the debrief protocol and potential follow-up steps. Write a 300 word reflection or record 5 minute video that addresses the following questions: * What worked well? * What were 3-5 qualities that were most common to the entire group? * How might others (e.g., teachers, administrators, students) use this process to reflect on their work? * How might what they have learned be applied to all of their future work?
Coach creates solutions to help efficiently and effectively support educators.
introduction to instructional tech coaching year 1
# Key Method The coach implements strategies to aid in building educator capacity to build a sustainability and scalability plan for leveraging instructional technology coaching for the following school year. # Method Components In school systems there is ongoing unpredictability and disruption. The challenge is not to simply find new ways to stay relevant and innovate, but to create solutions to help you efficiently and effectively support educators. The more you create a culture that's adaptable and agile, the more you put yourself in a position to succeed as a coach.
**Characteristics/Standards** - ISTE: Connected Learner <https://www.iste.org/standards/for-coaches> - Future Ready Framework: Collaborative Leadership <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf>
- Building Relationships One Brick at a Time <https://www.youtube.com/watch?v=Dfm2s5rZa6k> - Instructional Coaches: Interior Designers in Education <https://dianesweeney.com/instructional-coaches-interior-decorators-in-education-kristy-gaudio/> - How to Be a Leader of Teacher Leaders: Building an Infrastructure for Improvement <https://www.edweek.org/tm/articles/2016/11/28/how-to-be-a-leader-of-teacher.html> - Sustainability Plan Template Copy <https://digitalpromise.box.com/s/vg8akbopxn8e7zp7cl2hng34hg4n969i>
Coach provides background on the district’s instructional technology plan.
Support Educators’ Ability to Master Device Integration in Instruction
District/school strategic plan is defined and aligns with the goal of improving student outcomes and student achievement. Plan is measurable and trackable. Note: Be aware of initiative overload.
District/school strategic plan is defined and 51-75% aligns with the goal of improving student outcomes and student achievement. Plan is 51-75% measurable and trackable. Note: Be aware of initiative overload.
District/school strategic plan is defined and 25-50% aligns with the goal of improving student outcomes and student achievement. Plan is 25-50% measurable and trackable. Note: Be aware of initiative overload.
District/school plan is not defined or is minimally aligned with the goal of improving student outcomes and student achievement. Plan is not measurable and trackable.
Diffuse Best Practices Throughout School
School’s plan is 100% measurable and trackable. Plan is defined and includes 100% of components (Teacher Leader Team, lead educators, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
School’s plan is 51-75% measurable and trackable. Plan is defined and includes 51-75% of components (Teacher Leader Team, lead educators, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
School’s plan is 25-50% measurable and trackable. Plan is defined and includes 25-50% of components (Teacher Leader Team, lead educators, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
School’s plan is not measurable and trackable. Plan does not include how the school will utilize their Teacher Leader Team, lead educators, or model/ demonstration classrooms to continue to drive technology integration, school culture change, and collaboration.
Describe your district’s instructional technology plan.
To earn this micro-credential, download and complete the Sustainability Plan Template (from the Resources section above). Submit your Sustainability Plan in pdf form. Be sure it includes the following: - Elements that support educators’ ability to master device integration in instruction, with the goal of improving student outcomes and student achievement. - Components that diffuse best practices throughout the school. Note: the plan should be measurable and trackable, being aware of initiative overload.
- Creating a Culture of Reflective Leadership <https://www.youtube.com/watch?v=jiU9x2YYKi8> - Reflecting on Yourself as a Leader <https://www.edutopia.org/blog/reflecting-yourself-leader-elena-aguilar> - How to Get Feedback on Your Coaching <http://blogs.edweek.org/teachers/coaching_teachers/2014/11/how_to_get_feedback_on_your_co.html>
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Adaptive” for each artifact in Part 2.
Submission does not meet passing requirement.
How does self-reflection practice improve leadership? Respond in 100 words.
To earn this micro-credential, submit the following artifacts: - **Letter to Past Self** (500-word maximum) Write a letter to your newly hired self as you entered the coaching role. If you knew then what you know now about being a coach, what would you say to your newly hired self? Some suggestions for your letter: - Give advice. Use the second person to make it more personal and direct. - What are your professional goals? - What are you nervous about for the future? What are you excited for? - What does your ideal coaching role look like? - **Letter to Future Self** (500-word maximum) There is nothing more rewarding than seeing oneself succeeding in the goals we set for ourselves. Not only the goals that others want us to “succeed” in, but the goals we want to achieve. By writing to your future self, you can measure the goals achieved with regard to what your past self thought you would think in the future. Some suggestions for your letter: - What can be measured? What can be improved quickly? - When you receive a letter in the future from your past self, you can draw on how different you were when you wrote it—maybe your writing habits, handwriting, usage of words, ideas and such. - **Receiving Feedback** Develop and submit a coaching feedback tool for educators.
Coaching to Create a Digital Age Learning Environment - VILS
Coach creates and supports teachers’ professional learning to maximize the learning of all students.
# Key Method The coach transforms learning experiences to result in higher levels of achievement for students through the use of digital learning frameworks. # Method Components Tools (frameworks) such as **TIM** (Technology Integration Matrix) can be used to inform the type of support provided in a digital age learning environment. The **TIM** is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide teachers with models of how technology can be integrated throughout instruction in meaningful ways to create a digital age learning environment. The model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences to result in higher levels of achievement for students
**Characteristics/Standards** - ISTE: Professional Learning Facilitator; Data-Driven Decision-Maker - Future Ready Framework: Curriculum, Instruction, and Assessment; Personalized Professional Learning
- Exploring Coaching for Powerful Technology Use in Education (pg. 10) <http://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf> - The Technology Integration Matrix <https://fcit.usf.edu/matrix/matrix/> - Brief Introduction to TIM <https://www.youtube.com/watch?v=1sGznHrOuFY> - Technology Integration Matrix (TIM) Explained <https://www.youtube.com/watch?v=Dyd4Q-g3bwc&feature=youtu.be> - Exploring the “Technology Integration Matrix” <https://www.linkedin.com/pulse/exploring-technology-integration-matrix-dr-daniel-downs/> - Introduction to the Technology Integration Matrix <https://fcit.usf.edu/matrix/project/introduction-to-the-technology-integration-matrix/> - TIM Collection <https://fcit.usf.edu/matrix/professional-learning/practice-videos/> - Editable TIM Matrix <https://drive.google.com/file/d/1YYfZ6gI9UUfyMIZy0z1E9Lglc1oGemWd/view>
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” for each artifact in Part 2.
Describe an artifact that provides extensive evidence that the learner completely satisfies the requirements necessary to demonstrate competency
Describe an artifact that provides effective evidence that the learner almost meets the requirements necessary to demonstrate competency
Describe an artifact that provides partial evidence that the learner almost meets the requirements necessary to demonstrate competency
Describe an artifact that does not meet the requirements necessary to demonstrate competency
The technology-based integration is not only better suited for the lesson than other methods, but enhancement of student learning relies on the integration. Students have options on how and why to use different technology tools for higher order thinking tasks. Technology use enhanced student learning experiences.
The technology-based integration is better suited for the lesson than other methods. Technology use enhanced student learning. The students will have to use technology to collaborate and create with peers. Students could not complete tasks without technology.
The technology-based integration is partially better suited for the lesson than other methods. Technology use enhanced student learning. Technology integration could have been left out and students would have learned okay without its presence.
The technology-based integration is not better suited for the lesson than other methods. Technology use did not enhance student learning. Technology integration could have been left out and students would have learned well without its presence. Students are not using technology to collaborate with peers
Tech Integrated Lesson Plan Collaboration
In 200 words or less, share your response to this question: How can teachers leverage the Technology Integration Matrix to increase student engagement?
To earn this micro-credential, submit the following **two artifacts**: - **Sharing and Exploring TIM Resources** - Introduce TIM to five teachers at your school. View the Introduction to the Technology Integration Matrix (found in the Resources section above) with them. - Then select one practice video from the TIM collection . As you and the group of teachers watch the videos, each teacher will complete a TIM Matrix for the video. Download the editable matrix from the Resources section above, then have teachers discuss their findings. You will have to submit five completed matrixes that were completed by the teachers. - In 100 words or less address the following question: What were the similarities and differences that the teachers observed. Include a link to the practice video within your response. - **Tech Integrated Lesson Plan Collaboration** - Pick a grade level or subject area to collaborate. - Co-develop a tech integrated lesson and/or activity for students to complete over before the end of the school semester. - The lesson/activity must require students to collaborate with peers. - Submit the lesson/activity.
**Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Change Agent - Connected Learner - Future-Ready Instructional Coaches Framework <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf> - Collaborative Leadership
- Coaching Vision and Mission Statement Template <http://brightmorningteam.com/wp-content/uploads/2017/09/Coaching-Vision-Mission.pdf> - How Great Leaders Inspire Action <https://youtu.be/qp0HIF3SfI4> - Defining Your Role as an Instructional Technology Coach - the 4 Rs <https://www.fi.ncsu.edu/news/defining-your-role-as-an-instructional-technology-coach-the-4-rs/> - The Coach-Administrator Partnership <http://www.ascd.org/publications/books/109002/chapters/The-Coach%E2%80%93Administrator-Partnership.aspx> - How to Create a Coaching Schedule <https://www.mshouser.com/organization/how-to-create-a-coaching-schedule-and-handle-your-busy-ness>
Describe your district’s professional learning offerings for instructional technology coaches.
To earn this micro-credential, submit the following three artifacts: - Your coaching vision and mission statement - Your coaching schedule - Your menu of coaching options
# Key Method The coach reexamines their methods of communication for those they coach and hones their abilities to give feedback. # Method Components As a coach, you have to be aware of your own communication style while supporting educators with different communication styles. Our communication styles determine how we offer support to our educators and how educators receive support. Association for Talent Development (ATD) has identified four types of communication styles (2009): - Expressives tend to have high energy, speak quickly, and focus on the big picture. They generally find conflict or differences in opinion invigorating. Others can perceive expressives as overly cheerful, vain, or unpredictable. - Systematics focus on the facts and details, and not the big picture. They're generally not comfortable with conflict. Others can perceive systematics as unemotional or nonchalant. - Sympathetics like to focus on people and relationships. They are good listeners and generally concerned with everyone's needs. Sympathetics typically don't like conflict. Others can perceive sympathetics as soft-hearted or overly helpful. They can also appear to be procrastinators when distracted. - Directs generally keep conversation brief and are often involved in many things at once. They tend to see the big picture and are more focused on the outcome than on smaller tasks. Directs can appear self-confident, intimidating, and opinionated.
**Characteristics/Standards** - Future Ready Framework: Personalized Professional Learning <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf>
- How to Speak So That People Want to Listen <https://www.youtube.com/watch?v=eIho2S0ZahI> - 17 Communication Habits of Highly Likable People <https://www.businessinsider.com/17-communication-habits-of-highly-likable-people-2016-2> - Design a Communication T-Shirt <https://docs.google.com/presentation/d/1zkR-lgEEpjVziKCMJ1E9w0aeTwy-4o7ffCW2s8tOIAk/edit> - Knight, J. (2017). The Impact Cycle: What Instructional Coaches Should Do to Foster Powerful Improvements in Teaching <https://us.corwin.com/en-us/nam/the-impact-cycle/book245084> - Coaching Conversation Analysis Tool. Elena Aguilar, The Art of Coaching: Effective Strategies for School Transformation. Jossey-Bass, 2013. <https://drive.google.com/file/d/1Q9K574jhZJqyI6-0KxZHio-JqePhRU5L/view>
Coach provides background on good/effective communication.
- Educator begins the reflecting conversation by reflecting on how they thought the lesson went. - Educator identifies and responds to questions that prompt them to examine the data and how they compare with what the educator intended and to identify what the educator would do the same or differently next time and why. - Educator shares evidence that demonstrates student learning and any student misconceptions that may exist. - Educator identifies what they will do next with these students based on the classroom data and the educator’s own reflections..
How would you describe good/effective communication? Respond in 100 words.
To earn this micro-credential, submit the following artifacts: - Communication Styles Using the link in the Resources section above, design and submit a pdf of a T-shirt representing your communication style. - Coaching Skills and Analysis After you conduct your physical or virtual classroom visits, you should have feedback sessions with selected educators based on the visitation notes. - Video record your coaching conversation with the educator. - Watch your coach recording and use this Coaching Conversation Analysis Tool(in Resources above) to analyze your coaching skills. - Select the skills observed. - Upload your video and write a 100 word brief summary paragraph on the coaching skills you observed during your coaching conversation. Share the glows and grows.
Conducting Productive Meetings & Building Trust - VILS
Coach hones their leadership skills and learns how to host an efficient meeting that results in streamlined processes and increases team spirit and connection.
introduction to instructional tech coaching year 2
# Key Method The coach reflects on the four stages of team building to develop meeting systems for professional learning networks and selects the most efficient meeting strategies reflective of their school’s needs. # Method Components ### Conductive Productive Meetings It is important to think about the following: - How can you design meetings that develop an effective, efficient and trusting team? - What should you do when you meet? - How do you create learning experiences where peers can build upon each other’s ideas? How might you uncover some of your assumptions about how your team works? - How might you identify and remedy negative characteristics in team meetings? What elements of a meeting can you intentionally avoid? How? ### Collaborative Team Building As a coach, you must be able to observe teams as they participate in collaborative team-building activities. - What conversations do you hear? - What strategies are your colleagues demonstrating? - How does their ability to communicate impact their capacity to conduct productive meetings? ### Four Stages of Team Building 1. **Forming**: In this stage, people get to know one another, assume roles, and get oriented. Members may be timid, afraid to speak up, as trust and relationships have not yet been developed. There may be questions about the purpose and goals of the team. 2. **Storming**: This is where members’ assertiveness may surface, where differences of opinions, roles, and competition among factions will likely enter in as members become more comfortable expressing their views. 3. **Norming**: Team cohesiveness begins to build as people have already expressed their initial views—which often helps to defuse disagreements as the energy behind them has been somewhat released—and trust begins to build. Members begin to more fully settle into the task at hand of moving forward and finding consensus. One caution exists where comfortable team members might agree too readily, running the risk of arriving at a faulty solution due to an ease in conforming. 4. **Performing**: In this stage, trust, commitment, and forward movement have improved to a point where the team is performing in a viable fashion. Continued improvement will follow as needed.
**Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Change Agent - Collaborator - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Collaborative Leadership - Personalized Professional Learning
- Build a Tower, Build A Team <http://www.ted.com/talks/tom_wujec_build_a_tower?language=en> - Every Meeting Ever <https://www.youtube.com/watch?v=K7agjXFFQJU> - A Step-by-Step Guide to Structuring Better Meetings <https://hbr.org/2016/04/a-step-by-step-guide-to-structuring-better-meetings> - Running Effective Meetings: A guide for humans <https://www.atlassian.com/blog/teamwork/how-to-run-effective-meetings> - Team Building Activities for Meetings are Essential for Success <http://meetingsift.com/team-building-activities-for-meetings/> - Using the Stages of team development <https://hr.mit.edu/learning-topics/teams/articles/stages-development> - Marshmallow Challenge <https://www.marshmallowchallenge.com/instructions/>
The marshmallow video was 4-5 minutes in length The coach’s written reflection thoroughly addressed all three questions. Word count 250 -300
The marshmallow video was 3-4 minutes in length The coach’s written narrative adequately addressed two questions. Word count 240-200
The marshmallow video was 2-3 minutes in length. The coach’s written narrative minimally addressed one question. Word count 199-100
No video submitted The coach’s written narrative does not address the questions. Word count under 100
What does trust mean in coaching relationships? Please write a 75-word minimum.
To earn this micro-credential, submit the following two artifacts: - Conduct the Marshmallow Challenge (see resources for directions) with your teacher leader team. Record a 4-to-5 minute video of the team. - Please write and upload a 250-word reflective response summary of your observation of your colleagues. Include answers to the following questions: - What conversations did you hear? - What strategies did your colleagues demonstrate? - How does their ability to communicate impact their capacity to conduct productive meetings?
Developing the Emotional Intelligence of a Team - VILS
Coach hones their leadership skills and learns how to develop their teacher leader team’s emotional intelligence.
# Key Method The coach implements protocols that are focused on leveraging emotional intelligence of teacher leader teams (A-Team) for collaboration and sustainability. # Method Components ### Temperament Analysis of Teacher Leader Team Activity It is important to understand differences in temperament to effectively lead and coach, and identify and implement strategies for the Teacher Leader Team’s benefit. Through conducting a Temperament Analysis of the Teacher Leader Team, the coach will explore the concept of temperament, understand what it means, how it is formed, and how it can influence their emotional intelligence. ### Compass Point Activity Through the Compass Point Activity, coaches learn to understand a variety of tendencies in group work behaviors, furthering their understanding of preferred actions when working together, helping to understand how one’s own and others’ tendencies affect working interactions.
**Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Visionary leadership - Content knowledge and professional growth - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Partnership and Collaboration - Systems Thinking - Culture and Relationships
- Temperament Analysis of the Teacher Leader Team <https://docs.google.com/document/d/1jY0Mu8NCHEm8aqTzSmg4laIrLMe5PdGlnSSser6hjMY/copy> - Compass Point Activity <https://docs.google.com/document/d/1bKAIoT7gmEc2MoD_Ttg5URmKl_wSQndBl1VSo83d8r8/copy> - 6 Steps to Improve Your Emotional Intelligence <https://www.youtube.com/watch?v=D6_J7FfgWVc> - Handling Tough Situations with Emotional Intelligence <https://www.td.org/insights/handling-tough-situations-with-emotional-intelligence> - 10 Reasons Teams Need Emotional Intelligence <https://www.psychologytoday.com/us/blog/leading-emotional-intelligence/201707/10-reasons-why-teams-need-emotional-intelligence> - 7 Ways to Create Emotionally Intelligent Teams <https://execed.economist.com/blog/guest-post/7-ways-create-emotionally-intelligent-teams>
Temperament Analysis completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members. The coach fully addresses questions.
Temperament Analysis almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members. The coach addresses questions.
Temperament Analysis partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members The coach addresses 1 of 2 questions.
Temperament Analysis minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the Teacher Leader Team. The coach does not address questions.
Temperament Analysis of Teacher Leader Team
Compass Point Activity completely satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach fully addresses questions.
Compass Point Activity almost satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach addresses questions.
Compass Point Activity partially satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach addresses 1 of 2 questions.
Compass Point Activity minimally satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others. The coach does not address questions.
What impact does a highly functioning emotionally intelligent teacher leader team have on student learning? Reply in 75 words or more.
To earn this micro-credential, submit the following two artifacts from the guidepost: - Complete Temperament Analysis of Teacher Leader Team.(See resource above for questionnaire) Include a 150-word summary addressing the following questions: - How did your teams’ temperament differ from yours? - Was it easy to develop strategies for changing or modifying some of the behaviors discussed within the analysis? - Upload your completed Compass Point Activity (see resources section for link). Include a 150-word summary addressing the following questions: - What did you discover during the activity? - How do you think your teacher leaders’ “directions” will impact their ability to support the teachers within your school?
Engaging in Healthy Communication - VILS
Coach hones their leadership skills and learns how to facilitate effective communication among teachers, administrators, and students.
# Key Method The coach develops communication skills and employs active listening while collaborating with teacher leaders. # Method Components Effective communication sounds as though it should be instinctive. But all too often, when we try to communicate with others, something goes astray. Not everyone is prepared for two-way communication. With two-way communication, the other person hears something else, and misunderstanding, frustration, and conflict ensues. As a coach, it is important that you are able to coach others to engage in healthy conversations that include collaborative communication. For students to achieve, teachers must be able to communicate. As a coach, you must be able to provide tools and model the skills needed for an environment conducive to healthy communication.
**Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Change Agent - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Collaborative Leadership
- Paper Chain Activity <https://docs.google.com/document/d/1jqAieVTiFBLu-yqGXeT3nuvB_3gtfXcDeCDGEc3Xz58/edit?usp=sharing> - Partner Communication: Active Listening Activity <https://drive.google.com/file/d/1DVexkCQZ9iuK_7HTxofDVL92PRoehIdi/view?usp=sharing> - 5 Ways to Improve Your Communication Skills <https://www.youtube.com/watch?v=xr1q-uBtIH4> - How to Communicate with Your Team More Effectively <https://www.inc.com/kenny-kline/5-ways-to-ensure-more-effective-communication-within-your-team.html> - The 5 Communication Habits All Leaders Need to Motivate a Team <https://www.inc.com/marcel-schwantes/first-90-days-communication-habits-all-leaders-need-to-motivate-a-team.html> - Improve Communication Skills with a Positive “No” <https://www.td.org/insights/improve-communication-skills-with-a-positive-no>
Paper Chain Activity video and summary completely satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Paper Chain Activity video and summary almost satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Paper Chain Activity video and summary partially satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Paper Chain Activity video and summary minimally satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Partner Communication video and summary completely satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Partner Communication video and summary almost satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Partner Communication video and summary partially satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Partner Communication video and summary minimally satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Partner Communication: Active Listening Activity
How do you define communication? Share in 75 words or less.
To earn this micro-credential, submit the following two artifacts: - Paper Chain Activity: (see resources for directions) - Upload a 5-minute (or less) video demonstrating the Paper Chain Activity with your colleagues. - Share a written reflection summary, between 150–200 words, which includes your colleagues’ reflections on the Paper Chain Activity. - Partner Communication: Active Listening Activity (see resources for directions) - Upload a 5-minute (or less) video demonstrating the Partner Communication: Active Listening Activity with your colleagues. - Share a written reflection summary, between 150–200 words, which includes your colleagues’ reflections on the Partner Communication Active Listening Activity.
Refining the Vision & Knowing Ourselves as Leaders - VILS
Coach deepens their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
# Key Method The coach analyzes their current vision statement and refines the statement to meet their personal needs and the needs of high-poverty schools. The coach will then summarize knowledge around high-poverty schools. # Method Components ### Coaching Mission/Vision Statement Year 1 Revision As a coach, it is important that you have a coaching vision and mission statement. Your coaching vision and mission statement will help you as you serve the teachers and students within your school. As a second year coach, it is important to analyze and revise your vision statement. Be sure to incorporate how your mission and vision statement is influenced by the high-poverty school status. ### Product/Service Vision Analysis As a coach, it is vital that you are able to communicate your vision. Think about the products and services you use daily. How does their vision inspire you to continue supporting their products and services? ### Fishbowl Protocol Reflection To be successful, you must be able to support the school’s mission and vision. Having dialogues with varying perceptions can become quite difficult if protocols are not leveraged.
- Fishbowl Discussion Protocol <https://www.facinghistory.org/resource-library/teaching-strategies/fishbowl> - Vision Statement Template <https://docs.google.com/document/d/1DLzYsi7lPatbGrlYty_ZsNKh7wjnrv-sMwXN9t4nvAs/copy> - Leadership Vision: How to change the future <https://www.youtube.com/watch?v=QDUDQnPiHYc> - Yes, there are high-poverty public schools that operate at a high level. Here’s how they succeed. <https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/21/yes-there-are-high-poverty-public-schools-that-operate-at-a-high-level-heres-how-they-succeed/?utm_term=.42eec8b3cb37> - Leading High-Poverty Schools <http://www.ascd.org/ascd-express/vol6/603-sanders.aspx> - 5 Questions that Promote Student Success in High-Poverty Schools <https://www.edutopia.org/blog/high-poverty-schools-promote-student-success-william-parrett-kathleen-budge> - The Pedagogy of Poverty Versus Good Teaching <https://www.pdkmembers.org/members_online/publications/Archive/pdf/PDK_92_2/81pdk_92_2.pdf> - 6 Inspiring Vision Statements that Built Iconic Brands <https://stickybranding.com/6-inspiring-vision-statements-that-built-iconic-brands/>
Coaching Vision/Mission Statement completely satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement almost satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement partially satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement minimally satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement Y1 Revision
Fishbowl Protocol Reflection completely satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. The coach was able to explain the teachers' thoughts over leveraging the protocol. Included a 200-word reflection.
Fishbowl Protocol Reflection almost satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. The coach was able to explain the teachers' thoughts over leveraging the protocol. Included a 200-word reflection.
Fishbowl Protocol partially satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. Included a 100–150 word reflection.
Fishbowl Protocol minimally satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. Did not include a reflection.
In 75 words, share why it is important to be able to articulate your vision to your colleagues.
To earn this micro-credential, submit the following two artifacts: **Coaching Mission/Vision Statement Revision** - Upload your completed Coaching Mission/Vision Statement Year 1 Revision. Include a 150-word reflection summary on the changes you identified during your revision. See resources for template **Fishbowl Protocol Reflection (See Resources to download)** - Schedule a meeting with a few teacher leaders (i.e., subject/department chairs, school improvement team, etc.) to analyze the school’s vision. - Use Fishbowl protocol with a few teacher leaders. Write a 200 word reflection or upload a five minute video describing their collective thoughts of the school’s vision. - What did you discover during the activity? - What themes were most frequent? - How do you think the activity impacted your understanding of your mission and vision statement?
Coach self-assesses their coaching systems and practices, and compares them to the current needs of the teachers and school.
# Key Method The coach reflects on their coaching performance and develops a staff input survey and intervisitation for continued growth and development. # Method Components ### Staff Input Survey Development Coach will use feedback from the survey to reflect on practices. Coach will submit a link to the tool and provide a summary of results. Coach will share the next steps of implementation. ### Intervisitation Coach will partner with fellow district coaches to visit their schools. The coach will have an opportunity to reflect on their work as coaches, gaining insight into their own strengths and challenges through the process of observation and feedback.
**Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Professional Learning Facilitator - Data-Driven Decision Maker - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Personalized Professional Learning
- Arianna Huffington on the need for mindful and reflective leadership <https://www.youtube.com/watch?v=WFkNeXohHA4> - Critical Self-Reflection: A primer for leadership coaches <https://drive.google.com/file/d/1Yih-34PynxcLD9N_1HGOMtAW4Y_i_5ra/view> - Killion, J. (2017) Coaching reflection and assessment. _Taking the Lead_. (pp.189-202). Learning Forward.
Staff Input Survey Development completely satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Staff Input Survey Development almost satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Staff Input Survey Development partially satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Staff Input Survey Development minimally satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Reflective piece completely satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Reflection almost satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Reflection partially satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Reflection minimally satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Why is it important to reflect as a lead and be transparent? Explain in 75-80 words.
To earn this micro-credential, submit the following two artifacts. You may upload in any accessible form, such as Google doc, Word doc, or PDF: - Staff Input Survey Development: Demonstrate your ability to collaborate with fellow teacher leader team members to build a survey tool to collect feedback from teachers. The survey must focus on your coaching service and must have 8-10 questions. Distribute the survey to 75% of the staff. You must share a viewable link of the survey. - Intervisitation Reflective Piece: demonstrate your ability to reflect on your work by analyzing the coaching feedback survey data, and gain insight into your own strengths and challenges. Address in 200-250 words what you learned about yourself through the feedback offered by the teachers. Include how you will utilize the data to enhance coaching practices. Include a screenshot of the survey results.
Coach recognizes the nature of conflict and its impact on interpersonal relationships and schools.
# Key Method The coach effectively uses and applies conflict intervention strategies such as coaching, negotiation, and system design in the management and resolution of conflict. # Method Components ### 4-Word Activity The coach will elicit a shared understanding, or a shared vision, of an idea or concept. The exercise can also provide an insight into the ways in which decisions are made within any given team or group, and, as such, is an excellent teamwork exercise. ### Peeling the Onion The coach will act as a facilitator and provide a structured way to develop an appreciation for the complexity of a dilemma in order to avoid the inclination to start solving the problem before it has been fully defined.
**Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Collaborator - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Collaborative Leadership
- Finding Confidence in Conflict <https://www.youtube.com/watch?v=F6Zg65eK9XU> - Conflict and Generations in the Workplace <https://www.td.org/insights/conflict-and-generations-in-the-workplace> - Take Emotion out of Conflict Resolution <https://drive.google.com/file/d/1fKug05-37UJ6FiVijXTVzpKDMGtaWUwY/view> - Navigating Conflict <https://hbr.org/podcast/2019/11/navigating-conflict> - 4-Word Build Activity <https://docs.google.com/document/d/14HGf8clYAgvDFnN0nDE4gYkENQ_SMvrcfcz9XGdD7wk/edit?usp=sharing> - Peeling Onion <https://drive.google.com/file/d/1sIn-uwWdAu72d37QMwnAkljgIsLsdp1H/view?usp=sharing>
4-Word Build Activity completely satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 200-word narrative describing the activity.
4-Word Build Activity almost satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 200-word narrative describing the activity.
4-Word Build Activity partially satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5- minute video and 200-word narrative describing the activity.
4-Word Build Activity minimally satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach did not submit video and/or meet the narrative word limit.
Peeling the Onion completely satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
Peeling the Onion almost satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
Peeling the Onion partially satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach included a 5-minute video and 200-word narrative describing the activity.
Peeling the Onion minimally satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict. Coach did not submit video and/or meet the narrative word limit.
How do you manage conflict? Explain in 75-80 words.
To earn this micro-credential, submit one of the following artifacts. Please upload a 5-minute (or less) video and a 200-word reflective narrative describing each activity: - 4-Word Build Activity (see resources for directions): demonstrate your ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. or - Peeling the Onion Protocol: demonstrate your ability to provide a structured way to develop an appreciation for the complexity of a conflict.
Coaching & Supporting Diverse Adult Learners - VILS
# Key Method The coach leverages protocols to reflect and refine current professional development to meet the needs of adult learners. # Method Components ### Professional Development Reflection Reflection is an important part of being an effective coach. Coaches should analyze previously delivered professional development workshops or learning experiences, and use a reflection guide to revise their own professional development. ### Constructivist Protocol for Adult Work In order for teachers and administrators to raise their own standards, they must be intrinsically motivated to produce consistently high-quality work. The coach serves as a facilitator as they guide the adult learner through the protocol.
**Characteristics/Standards** - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Professional Learning Facilitator - Data-Driven Decision Maker - Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> - Curriculum, Instruction, and Assessment - Personalized Professional Learning
- How Adults Learn <https://www.youtube.com/watch?v=3LdEwYDDJBg> - Adult Learners: Characteristics, qualities, and needs <https://drive.google.com/a/digitalpromise.org/file/d/13BCs31xVC5SeBegOAewHLdLnyp34U9FZ/view?usp=sharing> - 11 Tips to Engage and Inspire Adult Learners <https://elearningindustry.com/11-tips-engage-inspire-adult-learners> - How to Support Self-Directed Learning in a Learning Organization <https://www.td.org/insights/learning-journeys-next-step-in-performance-improvement> - Sandbox Learning <https://www.td.org/magazines/td-magazine/word-wiz-sandbox-learning> - Professional Development Reflection Template <https://docs.google.com/spreadsheets/d/1f1AvBX8PKr_BUAZwMcUn-QgYP-KPA0w7B-uOthaeZeY/copy> - Constructivist Protocol for Adult Work <https://drive.google.com/file/d/1EhT5wuzWrTPWer2S-vAQRfVbRPq2CKNj/view?usp=sharing>
As an instructional tech coach, what are the top challenges you are faced with when supporting adult learners? Provide a 75-word response.
To earn this micro-credential, submit the following two artifacts: **Professional Development Reflection** You will use this Professional Development Reflection (see resources) to analyze a previously delivered professional development workshop/learning experience. Take the actual learning resources, such as slide decks, handouts, videos, etc., and compare them to the criteria listed on the reflection guide. Highlight in yellow the criteria absent in your training materials. For the absent criteria you will type the changes you will make for future sessions in the note column. Please complete and upload your Professional Development Reflection. Ensure you address the following: - Shared goals - Adult learning strategies - Follow-up support - Quality teaching - Effective use of time - Data analysis - Collaborative learning community **Constructivist Protocol for Adult Work Protocol** Conduct the Constructivist Protocol for Adult Work protocol (see resources) and ensure you address the debrief protocol and potential follow-up steps. Write a 300-word reflection or record 5 minute video that addresses the following questions: - What worked well? - What were 3-5 qualities that were most common to the entire group? - How might others (e.g., teachers, administrators, students) use this process to reflect on their work? - How might what they have learned be applied to all of their future work?
# Key Method The coach explores ways to support educators with lesson design, developing strategies, and modeling best practices to develop responsible digital citizens and cultivate a safe and responsible digital culture. # Method Components ### Productive Digital Citizenship One of the goals of integrating technology fully into the classroom is to prepare students to be productive digital citizens by: 1. Having equitable access to technology, 2. Participating in safe and ethical computing, and 3. Participating in global communication ### Equitable Access to Technology One factor that can prevent all students from being productive digital citizens is a lack of equitable access to technology. Because students should use the tool that best supports their learning needs, equitable access does not mean that all students use the same tool. However, using technology passively for remediation, reinforcement, or independent work (in a sense, using technology as you would a paper workbook) is seen more often in lower-resourced schools and with students with special needs. In contrast, privileged students have more opportunities to use technology for authentic learning experiences that emphasize collaboration, creativity, and innovation. Digital learning coaches cannot simply provide all students access to a device, but must move all students toward using technology for higher-level learning. Students who have equitable access to technology: - Use technology for higher-order thinking, including communicating, collecting and analyzing information, collaborating with others, problem-solving, and presenting learning. - Develop technology skills with embedded civic values. ### Suggested Strategies for Advancing Equitable Access Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. - Examine technologies, including social networks and technology outside of school, that other schools and/or students have and compare them with your own. (Written comparison with analysis of where your school needs to make improvements) - Explore what technologies are available, through the district or from outside sources, that your school is not taking advantage of. (Curated list of technologies with descriptions of how your school could use each) - Study the patterns of technology use in your school alongside the ISTE Standards for Students—do all students have access to use technology in the ways advanced by the Standards? (Written analysis of technology use by all students based on the ISTE Standards for Students) - Advocate for the purchase of beneficial products. (A communication log that demonstrates advocating for equity) - Build awareness among educators of the different forms that access takes and the benefits of innovative uses of technology. (Agendas of meetings where you built educator awareness of equity, including tools they could use, or written communication, such as emails or newsletters, where you built educator awareness of equity, including tools they could use) - Share tools and resources with educators that would increase equitable access, including tools and resources that are culturally and linguistically relevant and universally accessible. (Agendas of meetings where you built educator awareness of equity, including tools they could use, or written communication, such as emails or newsletters, where you built educator awareness of equity, including tools they could use) - Provide access for students to knowledgeable peers and mentors who can provide social support in using high-quality tools and resources for high-level use, e.g., through a technology club or community mentors. (Student-written description of participation in a technology club or in work with a community mentor around technology) ### Safe and Ethical Computing Another factor that can prevent all students from being productive digital citizens is not understanding what safe and ethical computing looks like. Digital learning coaches must ensure that all school stakeholders understand what safe and ethical computing looks like. Students who practice safe and ethical computing: - Know how to discern fact from fiction. - Share information responsibly. - Interact with people in an appropriate manner online. - Maintain an appropriate digital identity online. - Know how to find, use, and cite reputable and accurate sources to inform their work. - Keep equipment in good working order. - Use adults as a resource to help them stay safe online. - Balance screen time with other activities. ## Suggested Strategies for Facilitating Safety and Ethics Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. - Read and stay up to date on the laws related to technology in education. (Analysis of the current laws related to technology in education and how they affect your school) - Create and keep a current list of expected behaviors with technology and logical consequences that will be enforced if a student breaks a rule—often called an Acceptable Use Policy, Responsible Use Policy, or Online Safety Contract—and a process for stakeholders to understand and agree in writing to the policy or contract annually. (Written policy or contract and process for understanding and agreeing to the policy or contract) - Raise awareness of safety and ethical concerns by talking about these issues with educators, students, and parents through formats such as an online forum, technology information nights, or digital newsletters. (Video footage or written communication of raising awareness of safety and ethical concerns with stakeholders) - Support educators in directly teaching lessons on how to engage in good digital behavior and cybersafety. (Video footage of modeling or co-teaching a lesson on good digital behavior or cybersafety) ### Global Communication The final component of digital citizenship is using tools and resources to provide students with opportunities to communicate and engage with people from other cultures and with different perspectives and backgrounds from their own. Digital learning coaches must create opportunities for global communication. Students who engage in global communication: - Collaborate and have meaningful discussions with a variety of people. - Engage in creative pursuits online. - Gain exposure to diverse points of view and experiences. - Make progress in having a global awareness of the world and in understanding other cultures. - Share their own perspectives and unique voices. - Access and connect with resources outside of the school (including in their homes and community) that are aligned with their educational interests. ## Suggested Strategies for Facilitating Global Communication Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. - Locate and analyze tools and resources that can be used for communication and sharing, such as Skype Education, Google Docs, or Edmodo. (Curated list of tools and resources you’ll help educators use for communication) - Model how to implement and use communication tools safely and ethically. (Video footage of modeling or co-teaching a lesson on how to use communication tools) - Connect with other classrooms, educators, and students from other schools as collaborators. (Student work that shows collaboration and communication with community or classrooms outside of school)
**Characteristics/Standards** - ISTE: Digital Citizenship Advocate <https://www.iste.org/standards/for-coaches> - Future Ready Framework: Personalized Professional Learning <https://futureready.org/wp-content/uploads/2020/04/Instructional_coaches_flyer.pdf>
- Lessons on Digital Citizenship from Charlie Brown <https://www.youtube.com/watch?v=JvDGGceA-0A> - The Common Sense Education E-rate Toolkit <https://www.commonsense.org/education/erate> - Common Sense K-12 Digital Citizenship Curriculum Scope <https://www.commonsense.org/education/> **Equitable Access to Technology** - From Forty-to-One to One-to-One: Eliminating the Digital Divide and Making Equity Actionable <https://files.eric.ed.gov/fulltext/EJ1161900.pdf> - Now We Confront the Real Equity Challenge: Providing Access to 21st Century Learning <https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real_b_8783332.html> - How Teachers Can Provide Equal Learning in a World of Unequal Access <https://www.edsurge.com/news/2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access> - 5 Ways to Make Technology More Accessible to More Students <https://www.teachthought.com/technology/5-ways-make-technology-accessible-students/> - Why Schools Need More Technology <https://www.azcentral.com/story/opinion/op-ed/2015/12/14/arizona-tech-students/77148992> - Wanted: Deeper Learning Practices for All <https://all4ed.org/wanted-deeper-learning-practices-for-all/> - One Laptop Per Child Initiative <http://one.laptop.org/> - Digital Equity Toolkit <https://cosn.org/digital-equity-toolkit> - Navigating the Digital Shift 2018 <https://www.setda.org/priorities/digital-content/navigating-the-digital-shift/navigating-the-digital-shift2018/> **Safe and Ethical Computing** - NewseumED: “Free Learning Tools on Media Literacy and Our First Amendment Freedoms” <https://newseumed.org/> - Common Sense Media digital citizenship resources: “Empower Your Students to Make Safe, Smart, and Ethical Decisions Online” <https://www.commonsense.org/education/digital-citizenship> - How School IT Directors Can Help Close the Technology Literacy Gap <https://edscoop.com/how-school-it-directors-can-help-close-the-technology-literacy-gap> - K-12 Students Must Learn About Digital Citizenship <http://www.edtechroundup.org/editorials--press/guest-post-k-12-students-must-learn-about-digital-citizenship> - Share and access open digital materials <https://creativecommons.org/licenses> - Form for students to use to request permission to use materials that do not have an open license <http://www.landmark-project.com/permission_student.php> - Digital Citizenship website <http://www.digitalcitizenship.net/> - Digital Responsibility website <http://www.digitalresponsibility.org>/ - COPPA Best Practices: Advice for Schools on Staying on the Right Side of the Law <https://www.edsurge.com/news/2018-05-09-coppa-best-practices-advice-for-schools-on-staying-on-the-right-side-of-the-law> **Global Communication** - Educators Help Students Leverage the Power of Digital Civics <https://www.teachingchannel.org/blog/2018/04/20/power-of-digital-civics/> - Teaching with Technology: Tech That Explores Diversity <https://www.scholastic.com/teachers/articles/teaching-content/teaching-technology-tech-explores-diversity/> - Transforming Your School with Digital Communication <http://www.ascd.org/publications/educational-leadership/apr15/vol72/num07/Transforming-Your-School-with-Digital-Communication.aspx> - How Technology Can Connect Children from Around the World <https://www.britishcouncil.org/voices-magazine/how-technology-can-connect-children-around-world> - Five Ways to Use Technology and Digital Media for Global Learning <https://asiasociety.org/education/five-ways-use-technology-and-digital-media-global-learning> - Culturally Responsive Teaching <https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0#ladson-billings> - Teacher's Guide to International Collaboration on the Internet <https://www2.ed.gov/teachers/how/tech/international/index.html> - Global Education Conference <http://www.globaleducationconference.org/> - 10 Social Media Sites for Education <https://www.teachthought.com/technology/10-different-social-media-sites-for-education/> - Students Step up to Lead Tech Implementation at Their Elementary School <https://www.edsurge.com/news/2018-05-25-students-step-up-to-lead-tech-implementation-at-their-elementary-school>
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for each artifact in Part 2.
Coach provides background on the district’s professional learning plan for digital citizenship.
The artifact submitted has a majority of evidence of all of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has inadequate evidence of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has a majority of evidence of all of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has inadequate evidence of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has a majority of evidence of all of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
The artifact submitted has inadequate evidence of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
Describe your district’s professional learning plan for digital citizenship.
To earn this micro-credential, submit one artifact for each of the following areas. 1. Equitable access (Example: District Instructional technology Plan) 2. Safety and ethics (Example: Digital citizenship plan) 3. Global communication (Example: School Improvement Plan ) Note: Refer to the Method Components for suggested artifacts and to understand more about each criterion listed below in the rubric.
Engaging in Continuous Improvement for Digital Learning - VILS
# Competency Information This is the fifth of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator evaluates the effectiveness of digital learning to support all learners, reflects on their practice, and uses the data to develop S.M.A.R.T. goals and pursue relevant professional learning opportunities for continuous improvement. # Method Components ### Evaluating Digital Learning To evaluate digital learning, an educator must first define “success.” Is it increased equitable access to learning materials and supports? Is it increased engagement? Only through evaluation of digital learning can an educator determine what is working, what is not working, and to continue to develop the quality of digital learning for all learners and families. This is also the time to revisit the goals set at the start of your year (which would have been developed in the 1. Conducting a Needs Assessment for Digital Learning micro-credential). While it is important to engage your learners and families throughout digital learning and to iterate as necessary, pausing to conduct summative evaluations at the end of set periods of time is critical to making key changes to how digital learning is designed and implemented. Summative evaluations should involve receiving feedback from learners, families, and other educators and administrators on the following: **Performance Outcomes** Data collected for performance outcomes includes learning outcomes around knowledge, skills, and attitudes of learners. Evaluation should focus on determining if students learned what the activities and lessons were designed to teach, by comparing learner performance to intended learning outcomes. **Attitude Outcomes** Data collected for attitude outcomes include expected attitudes of learners, including their interest, motivation, and participation, any unexpected attitudes, how learners and families perceived the design of the digital learning ecosystem, and data around concerns about social interactions. Data on attitude outcomes can be collected through questionnaires, open-ended interviews, and focus groups. Some sample items may include: - Social interactions - Well-being of learners - Clarity on goals of the learning - Motivation to engage in digital learning lessons and activities **Implementation Concerns** Data collected for implementation concerns include technology concerns (stability, maintenance), learner support and concerns around access to technology, learner and family preparedness, communication and interaction with families, and potential school/district concerns about quality. This is the broadest area for evaluation and has the widest number of stakeholders involved in the evaluation. It is helpful to collect this type of data during and at the end of your class/program. Documentation of implementation concerns can be gathered weekly or monthly and then summatively through feedback from learners and families. It is also important to note that several data collection methods may need to happen as some concerns are shared by all stakeholders such as technology and accessibility, while others are specific to individual stakeholders such as how students engage in self-directed learning. Questions may include: - Was the virtual desk easy to navigate? - Were directions clear and consistent? - Did pages in the system download easily> - If special plug-ins were needed, were links provided to acquire them? - Were alternative ways provided for sight-imparied learners to get intended information? - Were transcripts available to hearing-impaired learners for audio - Was information clearly available to learners with disabilities on where to get assistance if needed ### Professional Growth for Continuous Improvement Continual professional learning and professional growth allows educators to work on skills needed to both teach learners, and appropriately address challenges learners face every day. Iterative professional learning also instills a measure of lifelong learning, in that it “helps educators incorporate new tools and strategies into the learning process to boost their students' learning development.” (EWU, 2018) Many schools, districts, states and organizations have developed their own continuous improvement plans to strategically identify gaps, challenges, and opportunities in improving teaching and learning. An educator’s classroom is a microcosm of the school, which means that to succeed, educators must adopt a mindset of and engage in continuous improvement of their practice as well. Educators can do so by practicing reflection, self-efficacy, gaining agency, and growth mindset. This will have a positive impact on their immediate classroom, and serve as a case study for others to follow as well that will support more structural changes. **Reflective Practices** Managing a shift to digital learning -- or any complex change -- is not a simple process; continuous growth and reflection ensures your practice continues to shift and evolve to meet the needs of your learners. - What was the expected or intended outcome vs. the real outcome? - What were challenges that arose during the process? - How did your digital learning ecosystem impact learners and their families? - What accommodations for digital equity were effectively implemented? What needs to be improved in the future to support all learners? To help with the above reflection questions, you can use question stems to inspire your brainstorm: - What I know already is… - The new things I have learned are… - I don’t understand… - What I need to know is… - I will know I understand this and can use what I learned when… - I would still like to learn about… - Next time I will... ### Setting S.M.A.R.T. Goals for Continuous Improvement Once an educator has gathered baseline data and has reflected on the current state of digital learning for their learners and families, they can begin to set goals and develop plans for continuous improvement. For example, if your data shows that 85% of your English learners do not feel motivated during digital learning, you may want to set a goal around redesigning your learning to provide more online community spaces for English learners to connect with each other and you as a teacher. Being aware of the goals we want to achieve is different from making them happen, however. The S.M.A.R.T. goal format helps educators to not only verbalize a goal but to also create an in-depth plan of action. Good objectives translate broad, long-term goals into prescriptions for action that are specific, measurable, attainable, relevant, and time-bound. - Specific. The goal should not be vague or general. They specify what will be addressed by describing a clear who, what, and why. - Measurable. The goal should be measurable. How will you know when you have achieved your goal? What is the intended outcome? - Attainable. The goal should not be so far from current performance levels that they cannot be achieved, but they should still be bold and reflect a manageable stretch for an educator. Additionally, goals that are bold ye attainable can help develop a sense of community with learners, families, and other educators - Relevant. The goal should be relevant to the purposes of your classroom and school. How does the goal align with your role as an educator? Worthy goals should concern themselves with the classroom and school's core mission - Time-bound. The goal should have specific deadlines and a timeline. Goals should not be achieved “some time in the future,” but rather “between June 2021 and September 2021,” or some such date and/or time range. A time limit allows an educator to focus and to ensure that the goals they set are attainable.
**Evaluating Digital Learning** - Lockee, B., Moore, M., & Burton, J. (2002). Measuring Success: Evaluation Strategies for Distance Education. Educause Quarterly <https://library.gwu.edu/sites/default/files/tlc/eqm0213.pdf> - Palloff, R. M., & Pratt, K. (2013). Lessons from the virtual classroom. International Journal of Information and Communication Technology Education, 10(2), 93-96. <https://pdfs.semanticscholar.org/2b67/4755169ba282237db68ed40b8d27c8ed1968.pdf> This guide offers suggestions for dealing with issues as evaluating effective courseware, working with online classroom dynamics, addressing the needs of the online student, making the transition to online teaching, and promoting the development of the learning community. - Means, B. et al (2010) Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies, U.S. Department of Education. <https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf> **Impact of Professional Learning and Goal Setting** - O'Hora, D., & Maglieri, K. A. (2006). Goal Statements and Goal-Directed Behavior: A Relational Frame Account of Goal Setting in Organizations. Journal of Organizational Behavior Management, 26(1-2), 131–170. <https://doi.org/10.1300/J075v26n01_06> Throughout we relate this two-part approach to goal setting to specific recommendations for practice and future basic research. - Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015. <https://journals.sagepub.com/doi/abs/10.3102/0034654315626801> This comprehensive research review shows positive self-efficacy is linked to students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. - Philipsen, B., Tondeur, J., Roblin, N. P., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145-1174. <https://bit.ly/36zMKdb> - Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. <https://www.sciencedirect.com/science/article/abs/pii/S0742051X1830670X> This study highlights how using a research-backed scale to measure teachers’ motivation throughout professional development programs. - Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement Issues & Answers Report, REL 2007–No. 033. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from <http://ies.ed.gov/ncee/edlabs> <https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf> **Practicing Reflection** - Costa, A., Kallick, B., (eds) (2008) Chapter 12. Learning Through Reflection. Learning and Leading with Habits of Mind. ASCD. <http://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspx> - Prieto, L. P., Magnuson, P., Dillenbourg, P., & Saar, M. (2020). Reflection for action: Designing tools to support teacher reflection on everyday evidence. Technology, Pedagogy and Education, 1-17. <https://osf.io/bj2rp/download?format=pdf> - Ferraro, J. M. (2000). Reflective Practice and Professional Development. ERIC Digest. <http://www.ericdigests.org/2001-3/reflective.htm> Reflective practice can be beneficial to preservice and inservice teacher professional development. The primary benefits of reflective practice for teachers is a deeper understanding of their own teaching style and, ultimately, greater effectiveness as teachers. **Digital Equity and Accessibility** - Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182. <https://bit.ly/2ZD6T0z> Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: a sociocritical approach. The International Journal of Information and Learning Technology. <http://archipel.uqam.ca/12365/1/2019_Collin%2C%20S.%20et%20Brotcorne%2C%20P._International%20Journal%20of%20Information%20and%20Learning%20Technology.pdf> - Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225. <https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852> - Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> - Moorefield-Lang, H. (2019). Accessibility in Online Course Design. Library Technology Reports, 55(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> - Reich, J. (2019). Teaching Our Way to Digital Equity. Educational Leadership, 76(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> - Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: a grounded theory. <https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y>
**Learning Outcomes** - Learning Refitted: A Pop-Up Guide for Schools and District Leaders, Center for Collaborative Education <https://www.cce.org/uploads/files/Pop-Up-Assessment-Kit.pdf> Includes guidance on how to create meaningful, manageable, and equitable learning and assessment practices during distance learning (particularly during emergency distance learning) - Performance Assessment for Equity Micro-credentials, Center for Collaborative Education <https://microcredentials.digitalpromise.org/explore?page_size=24&page=1&organization__name=Center%20for%20Collaborative%20Education&tag=Performance%20Assessment%20for%20Equity> This stack of three micro-credentials highlight competency-based skills centering on equity. **Feedback** - Stop, Start, Continue <https://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/classroom-strategies-designing-instruction/activities-and-games/stop-start-continue.html> This activity can be used to gain feedback about digital learning methods from students - Sample Family Remote Learning Survey, NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/family-remote-learning-survey.pdf> This template serves as a method to collect anonymous answers from families about their remote learning experiences. - Sample Student Remote Learning Survey, NYCDOE <https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/student-remote-learning-survey.pdf> This example survey aims to ask students anonymously about their remote learning experience. - Guidelines for Surveying Young Learners, Colorado Legacy Foundation <http://www.coloradoedinitiative.org/wp-content/uploads/2014/07/K2GuidancedocFINAL.pdf> Guidance on how to solicit feedback from K-2 students - Best Practices for Student Surveys, Panorama Education <https://thejournal.com/~/media/F553E7CD61AC4571932E62B79636B16D.pdf> White paper outlining effective practices in how to design surveys to be effective measurement tools - Improving Teaching with Expert Feedback -- From Students, Edutopia <https://www.edutopia.org/practice/student-surveys-using-student-voice-improve-teaching-and-learning> Steps to work collaboratively with other educators to gather school-wide student feedback on teaching and learning - Using Student Feedback to Create Effective Online Learning Experiences, Wiley Education Services <https://edservices.wiley.com/how-student-feedback-creates-better-online-learning/> How student feedback can help instructors ensure the online learning experience remains on the core focus. - What Students are Saying about Remote Learning, NYTimes <https://www.nytimes.com/2020/04/09/learning/what-students-are-saying-about-remote-learning.html> Comments from teenagers on their experience with remote learning. **S.M.A.R.T. Goals** - The Essential Guide to Writing SMART Goals, Smartsheet <https://www.smartsheet.com/blog/essential-guide-writing-smart-goals> This article shares tips and examples to create and implement SMART goals, as well as a free downloadable SMART goal template. - Setting S.M.A.R.T. Goals as an Educator <https://achievethecore.org/aligned/setting-s-m-a-r-t-goals-as-an-educator/> This article shares how using the SMART goal-setting structure can assist educators in achieving their goals. - Professional Development: What is a SMART Goal?, Teachhub <https://www.teachhub.com/professional-development-what-smart-goal> This article explores using the SMART framework for professional development goals, a template, and pros and cons for writing them. - SMART Goals: How to Make Your Goals Achievable <https://www.mindtools.com/pages/article/smart-goals.htm> This article highlights the different definitions of SMART goals, as well as suggestions on how to implement them into practice. **Reflection on Practice** - Reflections on Practice and Growth, Teaching Channel <https://www.teachingchannel.org/videos/teacher-practice-growth-reflection> Watch as a group of teachers of the year reflect on their practice. - Developing a Growth Mindset in Teachers and Staff, Keith Heggart <http://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff> Using the commonly student-centered growth mindset approach, this writer centers the pedagogy with educators learning. - Guide to Starting with Digital Learning, BetterLesson <https://bit.ly/2WMhAMo> Coaches have created a guide complete with eight questions to answer when transitioning to digital learning. - Strengthen school vision with technology, ISTE <https://www.iste.org/explore/Education-leadership/Strengthen-school-vision-with-technology> Storytelling case study outlining how one district used technology to create and strengthen their shared vision. - Continuous Improvement Process for High Achieving Schools, Middleton Cross Plains Area School District <https://mcpasd.k12.wi.us/files/content/our-district/departments/educational-services/Continous%20Improv%20Proc%20for%20High%20Achieving%20Schools%20modified.pdf> Example of one school district’s Continuous Improvement Plan. **Professional Learning** - Digital Promise Micro-credential Explorer <https://digitalpromise.org/initiative/educator-micro-credentials/micro-credential-explorer/> The Digital Promise Micro-credential Explorer helps you personalize your micro-credential experience based on your job role, topics of interest, or nationwide standard. You can also search for micro-credentials that can be earned outside the classroom while schools are closed. - Digital Media Academy - STEAM Learning Lab <https://schools.digitalmediaacademy.org/teachers/> On-demand technology education for teachers. - Eduscape <https://eduscape.com/> Complimentary webinars for educators beginning with Continuity of Learning fundamentals and extending into Remote Learning with Google Classroom, Microsoft Teams and Remote Teaching for Early Learners. - Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> For research-based professional learning, using whole child factors of learning to better understand learners and strategies that compliment the factors. - Empatico <https://app.participate.com/pages/sel-in-practice?utm_source=empatico_sel_in_practice&utm_medium=comm_referral> This series aims to build and boost educator and learner self- and social awareness toward social emotional learning skills. - OTIS for Educators <https://otis.teq.com/> Online professional development platform with hundreds of PD courses for teachers to develop their edtech skills. - Why Good Educators Are Lifelong Learners, Eastern Washington University (EWU), 2018 <https://online.ewu.edu/articles/education/good-educators-lifelong-learners.aspx> This article outlines three characteristics of successful lifelong learners. - Learning Forward, Standards on Professional Learning The Learning Forward Standards aims to lead the field in understanding what links professional learning to improved student achievement. <https://learningforward.org/standards-for-professional-learning/> These standards aims to lead the field in understanding what links professional learning to improved student achievement. **Digital Equity & Accessibility** - Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and edtech products to support learners with disabilities in a distance learning context. - Educating All Learners To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. - Resources and Guidance <https://www.educatingalllearners.org/educator-resources> - Tools and Technology Resources <https://www.educatingalllearners.org/tools-and-technology-resources> - Accessibility Matters: Creating Content for All, the**digitalcitizenship**instittue <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all. - Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. - English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments. **Privacy & Safety** - EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. - Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. - Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the U.S. Department of Education’s Privacy Technical Assistance Center (PTAC).
Responses clearly outline the student and school population, including relevant demographic information. The educator describes their professional learnings and rationale behind choosing those professional learning opportunities. The response is specific and includes examples where necessary.
Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant) Data collection methods and tools are accessible to learners and families and are culturally responsive The evaluation summary clearly and concisely synthesizes data around performance outcomes, attitude outcomes, and implementation Digital equity is addressed throughout the data collection and evaluation
Links or screenshots are included for the data collection methods and tools used by the educator to collect data on digital learning but it only reflects data from some key stakeholders (learners, families, and other educators and administrators where relevant) Data collection methods and tools are not always accessible to learners and families or culturally responsive The evaluation summary does not clearly synthesize data around performance outcomes, attitude outcomes, and implementation Digital equity is inconsistently addressed throughout the data collection and evaluation
Links or screenshots may or may not be included for the data collection methods and tools used by the educator to collect data on digital learning that reflect data from learners, families, and other educators and administrators (where relevant) Data collection methods and tools are not accessible to learners and families and are not culturally responsive The evaluation summary does not clearly synthesizes data around performance outcomes, attitude outcomes, and implementation Digital equity is not addressed throughout the data collection and evaluation
Action plan for continuous improvement includes the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in S.M.A.R.T. format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collecting data to measure progress toward goals - Action plan is specific and clear - Action plan addresses digital equity throughout
Action plan for continuous improvement includes only some of the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in S.M.A.R.T. format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collecting data to measure progress toward goals - Action plan lacks specificity Action plan inconsistently addresses digital equity
Action plan for continuous improvement may or may not be uploaded and/or does not include the following: - Educator’s personal vision statement for digital learning that is specific and inclusive - A narrative reflection that addresses gaps and challenges in digital learning; reflections should be authentic and specific - At least 3 goals written in S.M.A.R.T. format that relate to the data provided in Artifact 1 - Specific information on professional learning opportunities for growth - Clear and concise plan and timeline for evaluation and collecting data to measure progress toward goals - Action plan is not specific or clear - Action plan does not address digital equity
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. Be sure to include the following: - Describe the student population of your classroom(s), including: - grade level - content area - number of students in each class - race/ethnicity - percent students receiving free or reduced lunch (FRL) - percent students with individualized education programs (IEPs) - any other demographic data you believe is important to share about your students - Describe the student population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Students receiving free or reduced lunch (FRL) - Students with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe what professional learning is provided to you by your school and/or district. What professional learning opportunities have you sought out or engaged with on your own? Why?
To earn this micro-credential, submit the following: **Artifact 1: Data Collection Tools and Summary** Include links or upload screenshots to any data collection methods or tools, including, but not limited to, surveys, focus group protocols and questions, and performance assessments. Also include a high-level summary of the evaluation data reflecting data collected around performance outcomes, attitude outcomes, and implementation (250-word limit). **Artifact 2: Action Plan for Continuous Improvement** Create and upload a copy of your continuous improvement and action plan. It should include: - A personal vision statement for digital learning - A narrative reflection on your current state and future goals; be sure to identify gaps and challenges. (250-word limit) - Your S.M.A.R.T. goals. There should be at least three goals included written in S.M.A.R.T. format that directly relates to the evaluation data in Artifact 1. - Information on any planned professional learning and activities you will pursue that relate to your reflection and goals. - Information on planned evaluation timelines and data to collect that will help measure the progress toward your goals.
Communicating with Learners and Families to Support Digital Learning - VILS
# Competency Information This is the fourth of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator develops consistent and culturally responsive communications to provide individualized communication to learners and families and support and updates to the classroom community. # Method Components ### Developing an Ongoing Communication Schedule Through the previous three micro-credentials in the _Transitioning to Remote Learning_ stack, the educator has completed a needs assessment, created their virtual desk, and has established their synchronous (live) and asynchronous learning environment. Developing a regular schedule to communicate with learners and their families outside of synchronous learning sessions fosters strong home-school connection, builds authentic relationships, ensures open and transparent communication, and creates a strong community of support for learners. **Culturally responsive family engagement** Based on _Critical Practices for Anti-Bias Education_ from Teaching Tolerance, the following are effective practices in engaging with learners and families while also building a culturally responsive classroom culture: “Culturally relevant family engagement strategies communicate to students that their family identities are understood and valued. It also demonstrates respect for families with a diverse range of backgrounds and structures.” Strategies include: - Start with questions and conversations: connect with families at the beginning of the school year by demonstrating collaboration through asking about learner strengths, homelife, and challenges outside of school. This sets the tone for the year, and prioritizes whole child learning. - Recognize key relationships: learners may have adults at home who may not be legal parents, but closely involved in the learners’ life. Educators should learn of these relationships to create understanding of the learner’s home context. - Utilize a home language: the home language of the learner should be used as much as possible, including communications, family materials, and the like. If a translator is needed, the educator should not rely on the learner, as that creates undue pressure and confusion. - Use inclusive materials and language: use inclusive language in writing and speaking, and remove assumptions of home cultural practices, traditions, or even political affiliations. _Example: when sending an email, educators may write “Dear Families” instead of “Dear Parents” to include the learner in the communication_. **Setting up and implementing one-on-one meetings** - Meet with learners and their caregivers one-on-one at least monthly – if not weekly – for learners who utilize accommodations. If unable to meet, establish a way to communicate ie: shared notes document - Integrate the needs of other educators into the schedule; coordinating schedules supports meeting overload and overlap for families that may have multiple children or multiple educator contacts. When possible, educators should consider collaborating on joint family meetings. _(example: Teacher 1 and Teacher 2 both teach 7th graders with 25% overlap in students. Teacher 1 and Teacher 2 combine meetings with students with IEPs - including their caseworkers - to support the need of those students and their families)_ - Ensure culturally responsive agendas and scheduling, be it by hosting the learner and family one-on-one in their home language, or scheduling conversations outside of school time. - Consider the goal of each conversation. What will be discussed? - Class-based elements, such as attendance, grades, or engagement - Upcoming class, school, or community events - IEPs and 504 plans if needed - Other learner needs that haven’t been addressed - Develop and deepen the relationship with the learner and family so the learning environment can meet the needs of the whole child. **Office Hours, Feedback, and Support** In addition to the structured one-on-one meetings, educators should allow for more flexible, accessible time to interact with learners and families. They can do this via: - Office hours: set aside time where students and families can access the educator; whichever method the learner and family are most comfortable -- be it computer, tablet, or telephone. Include your office hours in a prominent area in your virtual desk. - Support: should the learner have accommodations or request additional supports, collaborate on challenges with individualized, targeted structures. - Feedback: when communication feedback is provided to learners, it should be specific, timely, direct, on a regular basis, and iterative. With earlier relationship building, educators will come to understand the types of feedback their learners best respond to. **Newsletters, Email, and Text** Outside of synchronous (live) instruction and one-on-one learner and family meetings, educators share important updates to learners and families about classroom, school, and district news, as well as course updates, or online community and family events. When creating written communications, it is often expected that learners and families will adapt to education norms instead of co-created agreements. With this in mind, educators should ask themselves the following before sending newsletters, emails, or written communication: - Is the content accessible for learners and families? Is there jargon or language used that the learner or family is not yet familiar with? - Is the communication circumventing language barriers? Is there a way to share in multiple languages? - Is it delivered in an accessible manner? Does accessing it require equipment requiring a specific operating system? (Example: must require a family-supplied iPad, the most recent operating system, and an application that does not comply with many 504 plans.) - Is the communication responsive to cultural differences?
**Communicating with Learners and Families** - Bordalba, M. M., & Bochaca, J. G. (2019). Digital media for family-school communication? Parents' and teachers' beliefs. Computers & Education, 132, 44-62. <https://repositori.udl.cat/bitstream/handle/10459.1/65716/comedu_a2019v132p44.pdf?sequence=1> - Natale, K., & Lubniewski, K. (2018). Use of communication and technology among educational professionals and families. International Electronic Journal of Elementary Education, 10(3), 377-384. <https://www.iejee.com/index.php/IEJEE/article/download/418/330> - Snell, E. K., Hindman, A. H., & Wasik, B. A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: Teacher and family perspectives. Early Child Development and Care, 190(4), 447-460. <https://sites.temple.edu/texttotalk/files/2020/03/Snell-Hindman-Wasik-_2020-ECDC.pdf> - Zhang, C., Du, J., Sun, L., & Ding, Y. (2018). Extending face-to-face interactions: Understanding and developing an online teacher and family community. Early Childhood Education Journal, 46(3), 331-341. <https://bit.ly/2yxCQwa> - Leo, A., Wilcox, K. C., & Lawson, H. A. (2019). Culturally Responsive and Asset-Based Strategies for Family Engagement in Odds-Beating Secondary Schools. School Community Journal, 29(2). <http://www.adi.org/journal/CurrentIssue/CurrentIssue.pdf#page=255> **Culturally Responsive Teaching** - Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching addresses the needs of diverse learner populations; shows that learner performance increases across multiple measures of achievement when instruction is framed through learner-centered cultural experiences. - Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 6(3), 2158244016660744. <https://journals.sagepub.com/doi/pdf/10.1177/2158244016660744> **Digital Equity and Accessibility** - Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182. <https://bit.ly/2ZD6T0z> - Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: a sociocritical approach. The International Journal of Information and Learning Technology. <http://archipel.uqam.ca/12365/1/2019_Collin%2C%20S.%20et%20Brotcorne%2C%20P._International%20Journal%20of%20Information%20and%20Learning%20Technology.pdf> - Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225. <https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852> - Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> - Moorefield-Lang, H. (2019). Accessibility in Online Course Design. Library Technology Reports, 55(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> - Reich, J. (2019). Teaching Our Way to Digital Equity. Educational Leadership, 76(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> - Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: a grounded theory. <https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y>
**Supporting Learners and Families** - Example of a student and family guide for learning at home, Jillian Wetzel, Harris Middle School <https://read.bookcreator.com/EY535wd8iyVubgvx8S0iycFonIo1/3JyJ3nwZSAy-rAzQl7KL1w> This interactive guide for parents includes a video welcome from the educator, comprehensive menu of tools and their use in the digital classroom, learning schedule, family activities, and more. - Example Parent’s Guide to Distance Learning - ACS International Schools <https://www.acs-schools.com/parents-guide-distance-learning> The guidance shared is aimed to help families prepare for more practical aspects of learning from home. - Creating and Implementing a Family Partnership Plan <https://betterlesson.com/strategy/146/creating-and-implementing-a-family-partnership-plan?from=search> This resource supports building authentic, trusting relationships with learners’ - Engaging Families in Distance Learning - Supporting from Afar, Getting Smart <https://www.gettingsmart.com/2020/04/engaging-families-in-distance-learning-supporting-from-afar/> A guide for educators and families seeking to make a smooth transition to distance learning in the wake of coronavirus school closures. - Creating Powerful Home-based Learning, Digital Promise Learner Variability Project <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> These strategies were written for middle grades but can be adjusted for younger and older learners. Resources are available with details and videos of how the strategies work in the classroom that families can watch together. - Learner Variability Project: Creating Powerful Home-based Learning <https://lvp.digitalpromiseglobal.org/my-workspace/8uh0y83zyG> For educators, learners, and families to create a workspace to gather research-based strategies that can supplement lessons and resources you received from schools. The strategies can also be used as stand-alone learning experiences. **Communicating with Learners and Families** - Student Led Conference <https://www.cce.org/uploads/files/Student-Led-Conference.pdf> This quality performance assessment tool aims to organize and share a methodology on how learners can lead their own conference. - Distance Learning: Communicating with Families, Minnesota Rural Education Association <http://www.mreavoice.org/distance-learning-guide-to-communicating-with-families/> This guide shares practices they’ve identified in communication that assists families in navigating distance learning, sharing about digital learning plans throughout the district, and how to communicate during an extended period of digital learning. - Apps and Websites for Improving Parent-Teacher Communication, Common Sense Education <https://www.commonsense.org/education/top-picks/apps-and-websites-for-improving-parent-teacher-communication> These apps and websites provide instant, practical, and regular communication tools to encourage active engagement between students, teachers, and families. - Learn how digital tools can help with communication logs <https://districtadministration.com/learn-how-digital-tools-can-help-with-communication-logs/> Here are tips and tools for streamlining the task of summarizing, documenting and sharing daily activities. - 8 Resources for Effective Digital Learning Communication <https://venngage.com/blog/digital-learning-tips-templates/#1> Resources and templates to help educators keep communication open as educators, learners, and families adapt to new digital learning. - 5 Smart Online Parent-Teacher Communication Tools for Keeping Connected <https://wabisabilearning.com/blogs/technology-integration/best-platforms-parent-teacher-communication> This article describes and highlights five tools to help educators which to use in order to keep home-school communications clear and connected. - Do’s and Don’ts of Effective Communication With Parents, Teaching Tolerance <http://www.tolerance.org/sites/default/files/documents/tt_abc_do_and_dont.pdf> Beyond the language we speak, the words we choose can help or hinder the effectiveness of communication with families. **Scheduling Tools** The following tools assist in scheduling without the back-and-forth of emails. - Calendy - Online Scheduling <https://calendly.com/> - Meetingbird - Online Scheduling <https://meetingbird.com/> - How to Do Virtual Parent-Teacher Conferences <https://www.techlearning.com/how-to/how-to-do-virtual-parent-teacher-conferences> Here is the guidance to help make virtual conferences work via Microsoft Teams, Google Meet and Hangouts, and Microsoft Translator for Education. **Cultural Responsiveness** - How to Develop Culturally Responsive Teaching for Distance Learning, Amielle Major, KQED <https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning> This article dives into resources and frameworks to support culturally responsive teaching for digital learning. - Family and Community Engagement, Teaching Tolerance <https://www.tolerance.org/magazine/publications/critical-practices-for-antibias-education/family-and-community-engagement> In this chapter of Critical Practices for Anti-Bias Education, Teaching Tolerance shares strategies for culturally sensitive communication, inclusion of family and community wisdom, increasing connections among families, using local resources, and engaging with community issues and challenges. - Culturally Responsive-Sustaining Remote Learning, Culturally Responsive Education Hub <https://crehub.org/remote-learning> This resource with downloadable guides, aims to ensure that educators continue to center equity and culturally responsive-sustaining education as teaching and learning moves online. - Classroom Culture 6; Honoring Student Experience Description, Teaching Tolerance <http://www.tolerance.org/publication/classroom-culture> Strategies to support creating an environment that honors students experiences. - Online Teaching Can Be Culturally Responsive <https://www.tolerance.org/magazine/online-teaching-can-be-culturally-responsive> Amid school closures, online classes can offer new opportunities for culturally responsive teaching. This article highlights what one educator is trying with their fifth grade students. - Learner Variability Navigator Learner Model on Stereotype Threat <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/factors/stereotype-threat-literacy-7-12/summary> Evidence-based description of how learning is affected when students are faced with stereotype threat and strategies teachers can use in the classroom to counter stereotype threat. This factor that affects learning is presented in each learner model for grades Pre-K to 12 in reading, literacy, and math. - Culturally Responsive Teaching: Strategies So All Learners Are Seen and Understood <https://home.edweb.net/webinar/personalizedlearning20190923/> A webinar with two state teachers of the year and a former bilingual teacher, now policy associate. **Digital Equity & Accessibility** - Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and edtech products to support learners with disabilities in a distance learning context. - Educating All Learners (EALA) To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. - Resources and Guidance <https://www.educatingalllearners.org/educator-resources> - Tools and Technology Resources <https://www.educatingalllearners.org/tools-and-technology-resources> - Accessibility Matters: Creating Content for All, the**digitalcitizenship**instittue <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all. - Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. - English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments **Privacy & Safety** - EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. - Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. - Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the U.S. Department of Education’s Privacy Technical Assistance Center (PTAC).
Responses clearly outline the learner and school population, including relevant demographic information. The educator describes in detail the data they relied on for their communication decisions. Educator describes in specific how they ensured their communications were culturally responsive.
The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated to include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators - Communication schedule addresses the needs of learners and families throughout and is culturally responsive
The communication schedule screenshots or PDF reflects communications over the course of one month. The communication schedule is annotated but only includes and highlights some of the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators - Communication schedule inconsistently addresses the needs of learners and families and is not culturally responsive
The communication schedule screenshots or PDF may or may not be included and/or does not reflect communications over the course of one month. The communication schedule may or may not be annotated and/or does not include and highlight the following: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators - Communication schedule does not address the needs of learners and families and is not culturally responsive
Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning
Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes provide inconsistent evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes inconsistently reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning
Communication notes are included for one of the learners included in Artifact 2 over a month or two sessions. Notes do not provide sufficient evidence the one-on-one conversations with the learner and family are progressing to support the growth and well-being of the learner. Notes do not reflect cultural responsiveness and learners and their family as partners and collaborators in digital learning
Reflections clearly indicates challenges and resolutions in setting up the communication schedule. Educator shares what they learned about their learners and families during the one-on-one meetings, as well as how those relationships were strengthened. Educator shares how the schedule will shift in the future. Reflections are specific with examples provided when necessary.
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. Be sure to include the following: - Describe the learner population of your classroom(s), including: - grade level - content area - number of learners in each class - race/ethnicity - percent learners receiving free or reduced lunch (FRL) - percent learners with individualized education programs (IEPs) - any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Learners receiving free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - What data did you rely on to make decisions to communicate with learners and families? - Describe how you have ensured that your communications are culturally responsive to your learners and their families.
To earn this micro-credential, submit the following: **Artifact 1: Communications Schedule** Upload screenshots or a PDF of your ongoing communications schedule over the course of one month. Annotations should include and highlight: - Individualized communications (e.g. one-on-one family meetings, emails to caregivers) versus whole class communications (e.g. newsletters, classroom blog) - Ongoing communication versus one-time communication - Culturally responsive and accessible methods of communication with learners and families. - Collaboration with other educators **Artifact 2: Sample Meeting Agendas** Upload a screenshot or PDF of sample individualized agendas you used with **three learners and their families** during one-on-one meetings. **Artifact 3: Communications Notes** Choose one learner from Artifact 2 and upload a PDF of your notes from the one-on-one meetings that took place over the course of a month (or two sessions). Be clear about how notes are being organized.
Designing Synchronous and Asynchronous Instruction - VILS
# Competency Information This is the third of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator designs synchronous and asynchronous instruction for learners that utilizes the needs assessment data and virtual desk; the instruction takes into account the needs of all stakeholders through scheduling and community agreements. # Method Components ### Synchronous Teaching and Learning Synchronous learning instruction in this context refers to digital learning that takes place live and in real time; it uses video and audio to relay lessons and concepts by educators, host live class discussions, and small group work. This could include a lesson led by the educator or learner, a virtual game, learner presentations, small group work, or peer to peer collaboration. To extend this into asynchronous learning, educators may record synchronous learning sessions and post them so they may be accessed later by learners and families at a time more conducive to learning. Recordings must adhere to learner privacy rules as laid out by your district or network of schools. Synchronous learning includes: - Agreements and plans for digital classroom management. Agreements between learners, families, and educators about the shared learning space. They include policies, procedures, and agreements as if it were a physical classroom space. - The method by which learning takes place should be approved by the district or school and supported by your district or network IT office. - Considerations for online safety for students and educators. For example, adults should not conduct private one-on-one sessions with students. This can be supported through staggering synchronous learning with another educator’s schedule. - Communication with students and families on security and safety protocols. - Consistent access to the learning platform and materials link unless there is a need to change these for safety concerns. Synchronous learning is also a time to connect with students, develop social and emotional learning, and create a sense of belonging for students. ### Asynchronous Teaching and Learning Asynchronous learning that learners and their families can conduct on their own, at a time they choose, at a pace they choose, with a confirmed completion date. Ideally these are projects and tasks that do not require an educator to provide synchronous instruction. Learners and families are accessing their learning and completing tasks without or with minimal intervention from an educator. - Learners will continue learning beyond the “live classroom” experience - Educators should use their virtual desk to share out content (eg: access to presentation, instructional videos, etc) - Clear directions - Rubrics for assignments - A centralized space where assignments are turned in and where students receive specific feedback on their submitted work. - Informal conversation space, like a discussion board for learners to discuss with each other or post open ended questions for the group. - Materials are organized in an accessible, consistent method, based on the needs of learners, families, and educators. Asynchronous teaching and learning is flexible so that it can adapt to the needs and schedules of students. ### Meeting the Needs of Educators, Learners, and Families for Both Synchronous and Asynchronous Instruction In developing both synchronous and asynchronous instruction for learners, take into account the needs of the stakeholders involved, including access to resources such as; devices, wifi, and the number of family members in a household requiring access to a device for instruction. **Meeting the needs of all learners** The appropriate synchronous instruction process would include a time to address specific accommodations and services as noted in the learner’s IEP, ELL designation, and/or 504 plan. (Such as reading text aloud, or adding text to images for those with low vision or blindness.) This includes accommodations for pacing, read aloud recordings, visual and color acuities, and other accessibility features as needed by learners on their devices. For example, will synchronous instruction be recorded and posted for learners to review at their own pace and include closed captioning? **Meeting the needs of families and caregivers** Instructional schedules should take into account your learners’ families specific needs to ensure they are provided with equitable access and capacity for instruction both in synchronous and asynchronous learning environments. Use the information from your needs assessment to support this design and to provide a diverse and equitable learning experience. This is critical for learners and families to spend more time engaging with the learning experiences than struggling to access technology resources. To consider: - Is the instructional process for where learners will access their latest learning experiences and archived learning experiences be easy to find and well organized? - Will the timing of synchronous instruction take into account the needs for families and age range of learners? - Will the recordings of synchronous instruction be posted and families notified when new instructional recordings are available and where they are housed? - What training will families need and receive to ensure efficient and equitable access? **Meeting the needs of educators** In a distance learning environment, educators must balance personal and professional priorities. Educators should prioritize their well-being and not recreate the traditional in-person school model, which will cause too much strain. You will need to develop a schedule that takes into account your home schedule as well. To consider: - Does your synchronous and asynchronous learning schedule enable you to meet your personal needs and time constraints? - How can staggering your schedule to allow for another educator to support you help enhance the learning experience? - Ensuring that the schedule allows you to take care of your needs will help you provide the effective possible learning experiences for your learners. ### Digital Classroom Culture and Management Similarly to an in-person classroom management plan, a digital classroom management plan integrates the community agreement plan, clearly communicates about organization, goals, feedback, and expectations, and focuses on developing and sustaining a strong classroom community. Additionally, in a digital learning environment, relationships look and feel different than they do in the physical classroom. Teaching and learning from our home environments can leave both educator and learner feeling vulnerable. Authentic and meaningful relationships are the cornerstone of our school communities, and they should continue to be prioritized in a digital learning environment. Things to consider: - Build learning partnerships and engage in culturally responsive teaching. HIgh-trust, low stress environments provide a welcoming environment for marginalized students to feel welcome and take risks. flourish - Take the beginning of class to talk to students about their lives and their well-being helps build deeper connections with students - Craft learner-centered instruction that seeks student input - Include social learning to support communal learners and promote creativity, communication, collaboration, and critical thinking in a digital learning environment - Develop organization and routines to put students and families at ease - Be present. Share your thoughts in classroom discussion boards and support students learning at their own pace by giving scaffolds and strategies to help students become more independent. - Promote digital citizenship and ethics in online spaces. ### Community Agreements Community agreement plans, regardless of the nature of the learning environment, creates a cohesive community in that it moves learners and families from a “group to a team.” Families and caregivers are critical partners to educators during digital learning. (See “Developing Community Agreements” from the National Equity Project in the Resources section below.) Community agreements should: - Be a partnership. Construct the agreement by engaging and collaborating with learners and their families. You may also draw on the data from your needs assessment to determine exactly what your agreement should be. I.e. do you have large numbers of ELL students, SPED, or students who are familiar with the platforms you are planning to use. - Include information on how digital learning and necessary materials will be accessed and when by students and families. I.e. space for new materials, historical assignments, completed assignments, enrichment or remediation materials - Include information on how students requiring accommodations will have them met - Include information on what additional support will be provided - Provide a common framework for how the community will collaborate and have discussions in both the synchronous and asynchronous learning environment. Note: A community agreement does not cover rules and laws pertaining to learner and family privacy. It is important that educators share that information with families, however.
**Digital Learning** - Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://eric.ed.gov/?id=EJ992485> - Collison, George, Bonnie Elbaum, Sarah Haavind, and Robert Tinker. Facilitating Online Learning: Effective Strategies for Moderators. MiraCosta College. Atwood Publishing, 2000. Authors aim to share a comprehensive analysis of online education and strategies used in their online classes. - Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. <https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf> - Vural OF (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory and Practice 13, 1315-1323. <https://eric.ed.gov/?id=EJ1017292> - Gallardo-Echnique, E. E. Let's Talk about Digital Learners in the Digital Era Gallardo-Echnique, Eliane Esther; Marques-Molias, Luis; Bullen, Mark; Strijbos, JW. International Review of Research in Open and Distance Learning, 16, 3. <https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf> **Culturally Responsive Teaching** - Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press. <https://eric.ed.gov/?id=ED581130> This seminal research-based text on culturally responsive teaching addresses the needs of diverse learner populations; shows that learner performance increases across multiple measures of achievement when instruction is framed through learner-centered cultural experiences. - Byrd, C. M. (2016). Does culturally relevant teaching work? An examination from student perspectives. Sage Open, 6(3), 2158244016660744. <https://journals.sagepub.com/doi/pdf/10.1177/2158244016660744> **Engaging Learners and Families** - Constantino, S. M. (2015). Engage Every Family: Five Simple Principles. United States: SAGE Publications. <https://www.google.com/books/edition/Engage_Every_Family/GzV_CgAAQBAJ?hl=en&gbpv=0> This book includes a practical steps, reflections, and case studies to understand and build engagement for learners, families, and communities. - Casimiro, L. (2015). Engagement-for-Achievement: Creating a Model for Online Student Engagement. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 11-20). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2020 from <https://www.learntechlib.org/primary/p/151597/> This conference paper examines the nature of engagement online and developed a model that is unique to this modality with the goal of improving student achievement. - Milheim, K. (2017). A Fundamental Look at Cultural Diversity and the Online Classroom. eLearn, 2017(2), 1. <https://dl.acm.org/ft_gateway.cfm?id=3041614&type=html> - Grant, K. B., & Ray, J. A. (Eds.). (2018). Home, school, and community collaboration: Culturally responsive family engagement. Sage Publications. <https://www.google.com/books/edition/_/80dLDwAAQBAJ?hl=en> In this fourth edition, authors use the culturally responsive family support model as a framework to prepare teachers to work effectively with children from diverse families. - National Center for Family and Community Connections with Schools (2002). A New Wave of Evidence. The Impact of School, Family, and Community Connections on Student Achievement. An Annual Synthesis. Anne T. Henderson and Karen L. Mapp <https://www.sedl.org/connections/resources/evidence.pdf> - Reinke, W. M., Smith, T. E., & Herman, K. C. (2019). Family-school engagement across child and adolescent development. School Psychology, 34(4), 346–349. <https://doi.org/10.1037/spq0000322> This brief study on engagement not just with elementary learners, but in middle grades and high school, while offering important implications for school personnel. - Williams, L. & Lahman, M. (2011). Online Discussion, Student Engagement, and Critical Thinking. Journal of Political Science Education, 7(2), 143-162. Retrieved May 26, 2020 from <https://www.learntechlib.org/p/50625/> When students engage one another in online discussions in a focused way, their capacity for reasoned discourse becomes more evident. **Digital Equity and Accessibility** - Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182. <https://bit.ly/2ZD6T0z> - Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: a sociocritical approach. The International Journal of Information and Learning Technology. <http://archipel.uqam.ca/12365/1/2019_Collin%2C%20S.%20et%20Brotcorne%2C%20P._International%20Journal%20of%20Information%20and%20Learning%20Technology.pdf> - Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225. <https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852> - Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> - Moorefield-Lang, H. (2019). Accessibility in Online Course Design. Library Technology Reports, 55(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> - Reich, J. (2019). Teaching Our Way to Digital Equity. Educational Leadership, 76(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> - Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: a grounded theory. <https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y>
**Synchronous and Asynchronous Instruction** - When to Teach Online Classes Live and When to Let Students Learn on Demand, EdSurge <https://www.edsurge.com/news/2020-04-08-when-to-teach-online-classes-live-and-when-to-let-students-learn-on-demand> First person account of benefits and suggestions on implementing synchronous and asynchronous teaching. - Virtual Education Dilemma: Scheduled Classroom Instruction vs. Anytime Learning, Mark Lieberman, EdWeek <http://blogs.edweek.org/edweek/DigitalEducation/2020/03/synchronous_or_asynchronous_e-.html> Resource on the Pros and Cons of both synchronous and asynchronous learning. - So You Want to Make a Great Instructional Video, The Modern Classrooms Project <https://docs.google.com/presentation/d/1gx4v7YbJl-u8KQuG5aLSlqqhJWY1a-tgdebsG3mEZq0/edit#slide=id.g5b530453ca_0_81> Research-backed tutorial on creating a useful and great instructional video for use in a digital learning classroom - Sample Weekly Virtual Student Schedule, Jillian Wetzel, Harris Middle School <https://docs.google.com/document/d/162PPKSRn0Tpggbx_c9Rc70rMdIxGcE7_H5lvH3aLBdc/edit> This comprehensive sample learner schedule includes all elements in order to learn in a digital environment. - Superhero Remote Learning: How Sadler Means YWLA made Remote Learning Fun for Students <https://docs.google.com/presentation/d/1V8_KpZUwhN7OYp7kIbipJ3WnpOGiiitcug4TYEQYEvc/edit#slide=id.p> This powerpoint includes teacher and student schedules for remote learning and expectations - Preparing and Planning, Distance Learning Readiness Kit from Schoology <https://www.schoology.com/prepare/plan> This set of resources, as part of the “Distance Learning Readiness Kit” that Schoology offers, aims to help guide planning during a school closure. - Educating Over Zoom <https://zoom.us/docs/en-us/covid19.html#education> This list of blogs, papers, and tutorials aim to share how educators, administrators, and learners can effectively use Zoom for digital learning. - Tips and Tricks: Teachers Educating on Zoom <https://zoom.us/docs/doc/Tips%20and%20Tricks%20for%20Teachers%20Educating%20on%20Zoom.pdf> This paper is a high-level outline, including tips and tricks, on implementing zoom in a digital learning environment. - How to Keep Uninvited Guests out of your Zoom Event <https://blog.zoom.us/wordpress/2020/03/20/keep-uninvited-guests-out-of-your-zoom-event/> This blog shares effective practices and tools on how to keep your zoom meetings secure. - Using Video for Flipped Learning Environments <https://betterlesson.com/strategy/292> This resource helps educators use teacher-created learning videos to support learners to work at their own pace, with personalized embedded supports and checks for understanding **General Resources** - Online Learning Resource Library, Digital Promise <https://digitalpromise.org/online-learning/online-learning-resources/?fwp_online_learning_resource_types=communication%2Clearning-management%2Cinteractive-learning-tools> This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet learner privacy criteria. - COVID-19 Resource Library, Google for Education <https://edu.google.com/latest-news/covid-19-support-resources/?modal_active=none&topic=view-all> For educators and IT administrators preparing for potential school closures — or currently facing them - Guide to Starting with Digital Learning, BetterLesson <https://bit.ly/2WMhAMo> Tips and lessons from BetterLesson coaches on making the shift to distance learning or virtual learning. - Eduscape <https://eduscape.com/> Complimentary webinars for educators beginning with Continuity of Learning fundamentals and extending into Remote Learning with Google Classroom, Microsoft Teams and Remote Teaching for Early Learners. - 1:1 Cloud <https://www.securly.com/> 1:1 Cloud offers filtering, MDM, classroom-management, and parental-controls for take-home 1:1 devices (Chromebooks, iPads, Windows and Macs). It requires teacher facilitation while learners are using it. It can be assigned by a teacher and used independently by a learner. - Actively Learn <https://www.activelylearn.com/> Actively Learn is a digital curriculum platform for middle school and high school ELA, science, and social studies. It requires teacher facilitation while learners are using it. It can be assigned by a teacher and used independently by a learner. - Modern Teacher: Free Training & Resources to Deploy a Virtual Classroom Immediately <https://www.modernteacher.com/virtual-learning/> Professional learning for educators, ready to use, personalized, and on-demand. - FlipGrid <http://blog.flipgrid.com/remotelearning> FlipGrid is a tool that aims to foster short video-based class discussions. - Edcite <https://www.edcite.com/bystate/US/distance-learning> Platform for teachers to find, customize, and create online assignments. **Engaging Learners** - How to Get Kids Ready to Video-Chat for Online Classes, CommonSense Media <https://www.commonsensemedia.org/blog/how-to-get-kids-ready-to-video-chat-for-online-classes> This article shares beneficial methods and what mistakes to avoid on while working with learners in a digital learning environment. - Don’t teach digital citizenship - embed it! <https://www.iste.org/explore/In-the-classroom/Don> This article explores an authentic learning approach in learning digital citizenship skills. - Engaging Students, Distance Learning Readiness Kit from Schoology <https://www.schoology.com/prepare/engage> This set of resources, as part of the “Distance Learning Readiness Kit” that Schoology offers, aims to help guide student engagement during a school closure. - How Innovative Educators are Engaging Students Online by Brenda Alvarez, NEA Today <http://neatoday.org/2020/04/07/pandemic-pedagogy-educators-engage-students-online/> Stories from around the country on how educators are engaging students during COVID-19 school closures. - Keeping Students Engaged in Digital Learning, Edutopia <https://www.edutopia.org/video/keeping-students-engaged-digital-learning> Six tips on digital learning student engagement such as creating your own digital instruction and planning for interactivity. - Coronavirus and Teaching from Home: Ten Ways to Engage and Instruct Students Remotely, Connections Academy <https://www.connectionsacademy.com/support/resources/article/coronavirus-and-teaching-from-home-ten-ways-to-engage-remotely> This article shares impactful ways to instruct and engage students in a digital learning environment. - Learner Variability Navigator, factors of learning and strategies that focus on motivation. <https://lvp.digitalpromiseglobal.org/> **Social and Emotional Well-Being** - Social-Emotional Learning Should be Priority during COVID-19 <http://neatoday.org/2020/04/15/social-emotional-learning-during-covid/> Educators share about the importance of Social and Emotional Learning during the Coronavirus pandemic. - Virtual Instruction with a social-emotional learning lens <https://www.njea.org/tips-for-managing-virtual-instruction-during-the-covid-19-crisis/> Translating Social and Emotional professional development into practice: guidelines for virtual instruction in digital learning environments. - Teacher Wellness, Edutopia <https://www.edutopia.org/topic/teacher-wellness> Self-care strategies to battle teacher burnout, and rediscover your inner superhero to bring excitement and creativity back into your classroom. - Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> Factors of learning and strategies that focus on social and emotional learning. **Digital Learning Culture and Management** - How to Develop Culturally Responsive Teaching for Distance Learning, Amielle Major, KQED <https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning> This article dives into resources and frameworks to support culturally responsive teaching for digital learning. - Online Teaching Can Be Culturally Responsive <https://www.tolerance.org/magazine/online-teaching-can-be-culturally-responsive> Amid school closures, online classes can offer new opportunities for culturally responsive teaching. This article highlights what one educator is trying with their fifth grade students. - Responsive Classroom <https://www.responsiveclassroom.org/> Models for building classroom norms. - Extending Classroom Management Online, Edutopia <https://www.edutopia.org/article/extending-classroom-management-online> Nine suggestions to help you provide online learners with class norms and expectations and a sense of community. - 8 Ways to Build Blended Learning Class Culture <https://www.edsurge.com/news/2014-05-15-eight-ways-to-build-blended-learning-class-culture> This article discusses how to communicate and uphold norms and expectations in a virtual learning space. - Thresholding to Greet Students at the Door <https://betterlesson.com/strategy/152/thresholding-to-greet-students-at-the-door?from=search> This resource includes tips for using thresholding to greet learners in a distance learning context to provide consistency - Checklist for Distance Learning, AFT Share My Lesson <https://sharemylesson.com/teaching-resource/covid-19-school-closure-checklist#> Checklists in both PDF and interactive form, are provided to assist in preparation for school closures in light of COVID-19. **Supporting Learners and Families** - Creating and Implementing a Family Partnership Plan <https://betterlesson.com/strategy/146/creating-and-implementing-a-family-partnership-plan?from=search> This resource supports building authentic, trusting relationships with learners’ families - Engaging Families in Distance Learning - Supporting from Afar, Getting Smart <https://www.gettingsmart.com/2020/04/engaging-families-in-distance-learning-supporting-from-afar/> This guide for educators and families seeks to make digital learning transitions a smooth one. - 8 Resources for Effective Digital Learning Communication <https://venngage.com/blog/digital-learning-tips-templates/#1> Resources and templates to help educators keep communication open as educators, learners, and families adapt to new digital learning. - Engaging Families to Support Distance Learning During COVID-10 School Closures, Oklahoma State Department of Education <https://sde.ok.gov/sites/default/files/Engaging-Families-to-Support-Distance-Learning.pdf> This guide recognizes that digital learning environments are not recreations of the school and classroom environment; however encourages digital learning as an opportunity to partner with learners and families. **Community Agreements** - Student/Family Technology Compact (Example) <https://docs.google.com/document/d/1oxwLspnU-OiFJ9sYF71vf24oaMX9Itr8BKX1BN3zbLs/edit?usp=sharing> This agreement example is specific and focused to allow for conversations and agreements about digital technology in a digital learning environment. - Developing Community Agreements, National Equity Project <http://nationalequityproject.org/wp-content/uploads/Community-Agreements-Developing.pdf> This guide is a primer for developing a community agreement; from framing the conversation to engaging people in the process, it prompts valuable questions and shares important information in building a successful agreement, so educators, learners, and families are in a safe, supported, and trusting environment. - SEL Tip: Start the Year with Community Agreements, Morningside Center for Teaching Social Responsibility <https://www.morningsidecenter.org/teachable-moment/lessons/sel-tip-start-year-community-agreements> The Morningside Center shares these Social and Emotional tips on how to implement a positive classroom culture by developing a community agreement. **Digital Equity & Accessibility** - Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and edtech products to support learners with disabilities in a distance learning context. - Educating All Learners To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. - Resources and Guidance <https://www.educatingalllearners.org/educator-resources> - Tools and Technology Resources <https://www.educatingalllearners.org/tools-and-technology-resources> - Accessibility Matters: Creating Content for All, the**digitalcitizenship**institute <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all - Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. - English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments. **Privacy & Safety** - EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. - Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. - Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the U.S. Department of Education’s Privacy Technical Assistance Center (PTAC).
The online course schedule includes a robust annotated screenshot or PDF of the online learning schedule that highlights all of the following: - synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - office hours for enrichment and additional support, and - supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide evidence of educator’s decision-making process Online course schedule addresses digital equity throughout
The online course schedule includes an annotated screenshot or PDF of the online learning schedule that highlights only some of the following: - synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - office hours for enrichment and additional support, and - supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide little or no evidence of educator’s decision-making process Online course schedule is inconsistent in addressing digital equity throughout
The online course schedule may or may not include annotations and/or does not highlight the following: - synchronous, asynchronous instructional time and rationale, - Where other teachers are providing support, - office hours for enrichment and additional support, and - supports for learners with IEP accommodations and ELL designation Online course schedule annotations provide no evidence of educator’s decision-making process Online course schedule does not address digital equity
The learning materials include screenshots or links that include the following: - Instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and how to get help and support. - Instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. - The organization of materials is clear and it is evident how it meets the needs of all learners and families. - Access to synchronous and asynchronous learning materials centers digital equity throughout
The learning materials include screenshots or links that include only some of the following: - Instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and how to get help and support. - Instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. - It is unclear how the organization of materials meets the needs of all learners and families - Access to synchronous and asynchronous learning materials inconsistently centers digital equity
The learning materials include screenshots or links may or may not be included and/or does not include the following: - Instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and how to get help and support. - Instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. - Organization of material does not meet the needs of all learners and families - Access to synchronous and asynchronous learning materials inconsistently centers digital equity
The digital classroom culture and management plan is clear, concise, and includes the following: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Evidence is provided on how student voice and collaboration was part of the development of the plan.
The digital classroom culture and management plan includes only some of the following: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is provided on the development of the plan but it is not clear how student voice and collaboration was included.
The digital classroom culture and management plan may or may not be provided and/or does not include the following: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms Additional evidence is not provided on student voice and collaboration.
The community agreements are clear and include: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course Schedule - Community agreement is culturally responsive and the language reflects that learners and their families as partners and collaborators for digital learning.
The community agreements include some of the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course Schedule - Community agreement language is inconsistent in being culturally responsive and reflecting that learners and their families as partners and collaborators for digital learning.
The community agreements may or may not be included and/or do not include the following: - The Classroom Culture and Management Plan - Expectations from families and educator - The tools that will be used for digital learning and links to access the synchronous and asynchronous learning and materials - The online course Schedule - Community agreement is not culturally responsive and the language does not reflect that learners and their families as partners and collaborators for digital learning.
Please share context for your classroom, school, and experience. Be sure to include the following: - Describe the learner population of your classroom(s), including: - grade level - content area - number of learners in each class - race/ethnicity - percent learners who qualify for free or reduced lunch (FRL) - percent learners with individualized education programs (IEPs) - any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe the process of creating your synchronous and asynchronous instruction. - How did you use your needs assessment to influence or drive the creation and organization of materials for your synchronous and asynchronous instruction?
To earn this micro-credential, submit the following artifacts. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. **Artifact 1: Online Learning Schedule** Upload annotated screenshots or a pdf of the online learning schedule over the course of one (1) month. Annotations should highlight: - What instruction is synchronous vs. asynchronous and why you made that determination - Where additional educators are supporting synchronous and/or asynchronous instruction - When office hours are scheduled to support learners - When additional support will be provided for learners with IEP accommodations, ELL designation, and/or 504 plans. **Artifact 2: Access to Synchronous and Asynchronous Learning Materials** - Screenshots or link(s) to instructional materials provided to learners and their families on how they will access synchronous instruction, asynchronous instructional materials, and get help and support. - Screenshots or link(s) to instructional material provided to learners and their families on how accommodations will be provided for learners with special needs, ELL designation, and learners requiring additional support. **Artifact 3: Digital Classroom Culture and Management Plan** Upload a copy of digital classroom culture and management plan for learners and families, including written evidence or additional links as evidence of student voice and collaboration on this plan. The plan should include: - Expectations and norms for educator and learners behavior - How behavior that does not meet expectations will be addressed - Incentive plans - Classroom cultural agreements and norms - Evidence of student voice **Artifact 4: Community Agreements** Upload a copy of your digital community agreement The agreement should include: - Classroom Culture and Management Plan - Expectations from families and educator - The tools and links to access the synchronous and asynchronous learning and materials - Online course Schedule
Developing a Virtual Desk for Remote Learning - VILS
# Competency Info _This is the second of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack._ # Key Method The educator selects and organizes a virtual desk to support equitable access to materials and promote two-way communication. # Method Components ### What is a Virtual Desk? A virtual desk is an online space that recreates a teacher’s desk organization. There is a space for learners to find their assignments that are due, assignments they have turned in, and any past due or missed assignments. It also acts as a communication hub. ### Selecting a Virtual Desk When you decide on your virtual desk, consider the needs of your learners. (See the _Conducting a Needs Assessment_ micro-credential in this stack.) After analyzing the learner needs assessment, answer these additional questions to set up your virtual desk: - What are the accessibility needs of your learners? Are there navigation or visual challenges? Limited mobility? - How can your virtual desk support both learners and families? (A robust virtual desk enables you to setup ‘view only’ accounts for families) - Is your chosen virtual desk supported by your school and/or district? Is there a system already in place at your school and/or district? - What privacy concerns should be considered and planned for? These will vary depending on the virtual platform. Common virtual desks are hosted on Google Classroom, Microsoft Teams, SeeSaw, and Canvas, among others. ### Promoting Two-Way Communication In addition to being an assignment hub for the whole classroom, virtual desks are the hub of communication between educators, learners, and families. Educators can use their virtual desk to: - **Provide a space where learners access materials.** The virtual desk should be a space for learners to access materials by assignment, unit, or theme in a highly organized and logical layout of materials to enable learners and families to find and complete assignments. The logic and organization of your materials will differ based on your needs assessment, subject/grade level taught, and your own teaching style. - **Post about virtual office hours, or methods by which to access the educator virtually.** (eg: “My office hours are from 9-11 am each day at this google hangout link or by appointment at this Calendy link"). - **Organize the system for learning**. This is how your classroom will function, based on a calendar, unit, or lesson. It is suggested to not use a long list, as learners and families will find it overwhelming. - **Create content for all.** Creating content that can be accessed in multiple ways ensures that digital learning supports all learners engagement and learning. This can include sharing assignments for different learners based on their accommodations and ensuring that you use text captions for visualizations and closed captioning for videos. (See Digital Equity & Accessibility in Resources below.) - **Provide feedback to learners**. The educator’s virtual desk should serve as a process for providing feedback, and providing learners with individual information on their learning goals and growth.
**Virtual Desk** - Borup, J., & Archambault, L. (2019). Designing for Young Learners. _Library Technology Reports, 55_(4), 17. <https://journals.ala.org/index.php/ltr/article/download/7001/9497> - Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019, March). The use of Google classroom in the learning process. In Journal of Physics: Conference Series (Vol. 1175, No. 1, p. 012165). IOP Publishing. <https://iopscience.iop.org/article/10.1088/1742-6596/1175/1/012165/pdf> - Drennan, R. L. (2019). Digital Portfolio Use in the First-Grade Classroom: Perceptions of Seesaw. <https://digitalcommons.acu.edu/cgi/viewcontent.cgi?article=1024&context=metl> **Digital Learning** - Anderson, T., & Dron, J. (2012). Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy. European Journal of Open, Distance and e-learning. <https://files.eric.ed.gov/fulltext/EJ992485.pdf> - Gallardo-Echnique, E. E. Let's Talk about Digital Learners in the Digital Era Gallardo-Echnique, Eliane Esther; Marques-Molias, Luis; Bullen, Mark; Strijbos, JW. International Review of Research in Open and Distance Learning, 16, 3. <https://www.rug.nl/research/portal/files/49894564/Let_s_Talk_about_Digital_Learners_in_the_Digital_Era.pdf> - Goodwin, Bryan. “Which Strategy Works Best?” Educational Leadership Oct. 2014: 77–78. <http://bit.ly/1dHG1kh> - Thurber, A. and Bandy, J. (2018). Creating Accessible Learning Environments. Retrieved May 13, 2020 <http://cft.vanderbilt.edu/guides-sub-pages/creating-accessible-learning-environments> - Wery, Jessica, and Margareta Maria Thomson. “Motivational Strategies To Enhance Effective Learning In Teaching Struggling Students.” Support For Learning 28.3 (2013): 103-108. <https://bit.ly/2TEHaRE> **Digital Equity and Accessibility** - Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182. <https://bit.ly/2ZD6T0z> - Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: a sociocritical approach. The International Journal of Information and Learning Technology. <http://archipel.uqam.ca/12365/1/2019_Collin%2C%20S.%20et%20Brotcorne%2C%20P._International%20Journal%20of%20Information%20and%20Learning%20Technology.pdf> - Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225. <https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852> - Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> - Moorefield-Lang, H. (2019). Accessibility in Online Course Design. Library Technology Reports, 55(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> - Reich, J. (2019). Teaching Our Way to Digital Equity. Educational Leadership, 76(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> - Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: a grounded theory. <https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y>
**Virtual Desk** - Google Drive and Docs Tutorial For Blended Learning <https://drive.google.com/file/d/1Fns0oFn0nN-ZHoaaDemgcmYqiys69419/view?usp=sharing> This tutorial guides educators in blending learning with technology with the goal of asynchronous learning. - Google Classroom <https://drive.google.com/file/d/1m5oTP_S-PPoLOUHD7-AuPETFElWODUqB/view?usp=sharing> This tutorial guides educators in how to structure assignments and organize materials for learners both synchronously and asynchronously. - Remote Learning with Microsoft Teams <https://drive.google.com/file/d/1JdswB4nOLePGYXVYhrmZ2GTYT9onX9rH/view?usp=sharing> This tutorial assists educators in using Microsoft Teams with their digital learning efforts and synchronous instruction. - Getting Started with Canvas as an Instructor <https://community.canvaslms.com/docs/DOC-18573-getting-started-with-canvas-as-an-instructor> This resource shares how to begin using Canvas as an instructor, including setting up an account, course setup, and more. - Remote Learning with SeeSaw: Guide for Teachers <https://web.seesaw.me/remote-learning-for-teachers> This guide assists educators in creating their digital learning environment with Seesaw. - Modern Teacher: Free Training & Resources to Deploy a Virtual Classroom Immediately <https://www.modernteacher.com/virtual-learning/> Professional learning for educators designed to focus on both synchronous and asynchronous learning. **Online Learning Resources** - Online Learning Resource Library, Digital Promise <https://digitalpromise.org/online-learning/online-learning-resources/?fwp_online_learning_resource_types=communication%2Clearning-management%2Cinteractive-learning-tools> This library of online learning resources is intended for educators and can be filtered by type, grade, and subject. All of the included resources are free and meet student privacy criteria. - COVID-19 Resource Library, Google for Education <https://edu.google.com/latest-news/covid-19-support-resources/?modal_active=none&topic=view-all> For educators and IT administrators preparing for potential school closures — or currently facing them - Guide to Starting with Digital Learning, BetterLesson <https://bit.ly/2WMhAMo> Tips and lessons from BetterLesson coaches on making the shift to distance learning or virtual learning - Learning Refitted: A Pop-up Guide for Schools and Districts <https://www.cce.org/uploads/files/Pop-Up-Assessment-Kit.pdf> This guide assists district leaders in working through meaningful, manageable and equitable learning practices, and assessment during digital learning scenarios. - Eduscape <https://eduscape.com/> Complimentary webinars for educators beginning with Continuity of Learning fundamentals and extending into Remote Learning with Google Classroom, Microsoft Teams and Remote Teaching for Early Learners. **Digital Equity and Accessibility** - Resources for Supporting Learners with Disabilities, Digital Promise <https://digitalpromise.org/online-learning/sped-resources/> This page contains a curated list of special education resources and edtech products to support learners with disabilities in a distance learning context. - Educating All Learners To help ensure the continuity of special education services during remote instruction and to spotlight effective practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. - Resources and Guidance <https://www.educatingalllearners.org/educator-resources> - Tools and Technology Resources <https://www.educatingalllearners.org/tools-and-technology-resources> - Accessibility Matters: Creating Content for All, the**digitalcitizenship**institute <https://wakelet.com/wake/843a27e1-4d1e-4192-9cd2-dabed9540342> Guidance on how to make content accessible to all. - Ellevation Distance Learning <https://distance.ellevationeducation.com/> Resource that includes research-based activities specifically adapted to support teachers of English learners in distance learning environments. - English-Language Learners, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/english-language-learners/> Resources to support English learners in digital learning environments. **Privacy & Safety** - EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. - Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. - Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the U.S. Department of Education’s Privacy Technical Assistance Center (PTAC).
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a “Yes” for Part 2.”
Screen recording or documentation clearly illustrates the virtual desk ecosystem and how it supports the needs of learners, including the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes supporting screenshots for each of the key points. Virtual desk ecosystem addresses equitable access throughout
Screen recording or documentation illustrates the virtual desk ecosystem and how it supports the needs of learners, but only includes some of the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Documentation, if chosen, includes screenshots but the screenshots inconsistently support it. Virtual desk ecosystem is inconsistent in addressing equitable access throughout
Screen recording or documentation does not show the virtual desk ecosystem and/or does not include the following: - Rationale for tool and organization system - Accessibility capabilities of the selected tools - How the virtual desk ecosystem can be differentiated to meet the accommodations needed by learners with IEPs, ELL designations, and other special needs - How the virtual desk platform supports two-way communication Screenshots for documentation, if chosen, are not includes or do not support the documentation. Virtual desk ecosystem does not center equitable access.
Reflections clearly indicate surprises, challenges, and resolutions in setting up their virtual desk. The educator addresses digital equity and access while they build their virtual desk, and shares their professional learning, as well as how they may improve their virtual desk in the future. Reflections are specific with examples provided when necessary.
Please share context for your classroom, school, and experience. Be sure to include the following: - Describe the learner population of your classroom(s), including: - grade level - content area - number of learners in each class - race/ethnicity - percent learners who qualify for free or reduced lunch (FRL) - percent learners with individualized education programs (IEPs) - any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe the process for selecting your virtual desk; please include what classroom data you used.
To earn this micro-credential, submit **one** of the following. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. **Option 1: Screen Recording** (15-minutes maximum) Submit a screen recording that captures the virtual desk ecosystem and includes: - Rationale behind choosing the tool and organization system - How the tool and organization meets the accessibility needs of all learners - Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs? If you have none, please note that. - How the virtual desk platform allows for two-way communication **Option 2: Virtual Desk Documentation** Submit a documentation that describes in detail the virtual desk ecosystem, including: - Rationale behind choosing the tool and organization system - How the tool and organization meets the accessibility needs of all learners - Any accommodations that have been made for learners with IEPs, ELL designations, or other special needs? If you have none, please note that. - How the virtual desk platform allows for two-way communication Screenshots should be included in the documentation as support.
# Competency Information This is the first of five micro-credentials in the “Transitioning to Remote Learning” stack. It is encouraged that the micro-credentials in this stack are earned in sequence as each skill builds on the previous one in the stack. # Key Method The educator creates or adapts an existing technology needs assessment to gather data on their classroom learners’ access to and use of technology. The educator analyses the results to inform the design of digital learning. # Method Components ### Conducting the Needs Assessment The first step in understanding how learners access and use technology is to conduct a technology needs assessment in your classroom. While it is tempting to jump into the design and development of your digital learning ecosystem, taking the time to gather information about the needs of your learners and their families is a critical step to ensuring that you are meeting the needs of all students. This is a crucial step in forming your understanding of what motivates your learners, their wants, needs, and to address potential biases or preconceived notions you may have. addresses potential biases they may bring to your classroom. By skipping this step you will be creating an end product for an unknown user, instead of a diverse community of learners and families. This information will inform all of your decisions about digital learning and how to address any digital equity gaps for your class. Whether creating a new assessment or adapting an existing one, the following components are essential: - **Context**: The needs assessment should provide clear context on why the school needs this information. - **Information is collected anonymously**: The method of data collection should anonymize answers to maintain bias-free assessment and prioritize learner privacy - **Questions are learner and family-centered**: The needs assessment questions must focus on learners’ and families’ needs and their familiarity with technology tools for training/organization - **Home environment information is collected**: Build in questions for home access and context. If you have families who need the survey in a different language, leverage multilingual educators in your network or tools like Google Translate to develop surveys in multiple languages. What is internet connectivity like? Are devices available in the home? Are there family members who work remotely or out of the home? ### Analyzing Data from the Needs Assessment Once the needs assessment is complete, the educator can begin the process of analyzing, understanding, and interpreting the information collected. Educators can ask themselves the following questions when analyzing the data: - Are the data quantitative or qualitative? - How will the data be filtered or organized? - What are the data telling you about your classroom and the environment learners are in at home? - What percent of learners have challenging access to the internet at home? To technology? - What historical data are available to compare new data against? - Are you comparing your survey with Special Education 504 data, IEPs, and accommodations as listed in those documents?
**Needs Assessment and Data Analysis** - Advancing Digital Equity: An Update on the FCC’s Lifeline Program, Consortium for School Networking <https://www.cosn.org/sites/default/files/FCC_lifeline_5.16.17.pdf> - Corn, J.O. Investigating the quality of the school technology needs assessment (STNA) 3.0: A validity and reliability study. Education Tech Research Dev 58, 353–376 (2010). <https://doi.org/10.1007/s11423-009-9140-y> <https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4996/etd.pdf?sequence=1&isAllowed=y> - Lewis, D., Madison-Harris, R., Muoneke, A., Times, C. (2010) Using Data to Guide Instruction and Improve Student Learning. SEDL Letter: Linking Research and Practice, 22(2) <http://www.sedl.org/pubs/sedl-letter/v22n02/using-data.html>. - Wilder Research (2009). Analyzing and Interpreting Data: Evaluation resources from Wilder Research. Wilder Research. <https://bit.ly/2qnyKzI> **Digital Equity and Accessibility** - Baquedano-López, P., Alexander, R. A., & Hernández, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182. <https://bit.ly/2ZD6T0z> - Collin, S., & Brotcorne, P. (2019). Capturing digital (in) equity in teaching and learning: a sociocritical approach. The International Journal of Information and Learning Technology. <http://archipel.uqam.ca/12365/1/2019_Collin%2C%20S.%20et%20Brotcorne%2C%20P._International%20Journal%20of%20Information%20and%20Learning%20Technology.pdf> - Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of research in education, 34(1), 179-225. <https://pdfs.semanticscholar.org/afce/e00ca804a27e0abc4263fb526532c2b71c22.pdf?_ga=2.65489454.1620667607.1590528076-1259900025.1588271852> - Katz, V. S., & Levine, M. H. (2015). Connecting to Learn: Promoting Digital Equity Among America’s Hispanic Families. Joan Ganz Cooney Center. <http://files.eric.ed.gov/fulltext/ED555584.pdf> - Moorefield-Lang, H. (2019). Accessibility in Online Course Design. Library Technology Reports, 55(4), 14. <https://www.journals.ala.org/index.php/ltr/article/download/7000/9496> - Reich, J. (2019). Teaching Our Way to Digital Equity. Educational Leadership, 76(5), 30-35. <http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/Teaching-Our-Way-to-Digital-Equity.aspx> - Shaheen, N. L. (2020). The five elements of technology accessibility policy enactment in K-12: a grounded theory. <https://mdsoar.org/bitstream/handle/11603/17533/DF2019Shaheen_Redacted.pdf?sequence=1&isAllowed=y>
**Needs Assessment** - Technology Uses and Perceptions Survey (TUPS), Florida Center for Instructional Technology, University of South Florida <https://fcit.usf.edu/matrix/evaluation-tools/tups/> This online survey provides information about current use and perceptions of technology; results can be used to collect baseline data. - A Rubric for Assessing Schools’ Plans for Rapid Improvement, The Center on School Turnaround at WestEd <https://drive.google.com/file/d/1172ciMLxMIsB6EivOCAxusyVZHNJGRd6/view?usp=sharing> This study highlights the importance of school improvement planning (SIP), ways of using the SIP assessment rubric, how the rubric was created, and directions on how to use the rubric itself. The study lists 12 different planning domains. - Conduct a Needs Assessment, Digital Learning Playbook: Technology, Digital Promise <https://digitalpromise.org/online-learning/technology/> This resource shares important components of a needs assessment process. - EdTech Pilot Framework: Identify Need, Digital Promise <https://edtech.digitalpromise.org/identify-need/> This resource hub shares case studies, downloadable resources, and suggested processes for identifying needs that are learner-centered. - Meeting the Digital Needs of Underserved Families, Wide Open School by Common Sense Education <https://www.youtube.com/watch?v=l-WnIqwxVKg> Interview with Arcelia Gonzalez, regional family engagement liaison at Oakland Unified School District in California, where Arcelia shares ways to identify communication gaps and support students with limited tech access. **Translation** Support on translation will depend on resources available. The following is a list of helpful guidance and resources for translation - Tools like SurveyMonkey offer translation services at a cost through their paid subscriptions. Check to see if your school has a subscription with a tool like SurveyMonkey - Colleagues who are multilingual are a good support resource for translation. Check to see if colleagues or educators in your network can support you on translating your surveys. - Often translations will already exist as resources online or through school resource sites. Check to see if what you need already exists. **Data Analysis** - Strategic Data Project (2017). Toolkit for Effective Data Use. Center for Education Policy and Research at Harvard University. <https://sdp.cepr.harvard.edu/toolkit-effective-data-use> Use of this toolkit will yield essential information that each school can build a strong foundation for strategic plans and policies. - Using Data Conversations to Accelerate Impact and Improve Outcomes, Getting Smart <https://www.gettingsmart.com/2016/01/using-data-conversations/> This article explores methods by which having data tools, “positive data culture” and proactive educator conversations about data lead to positive impacts for student learning. - How to Analyze Survey Data, SurveyMonkey <https://www.surveymonkey.com/mp/how-to-analyze-survey-data/> A data research scientist explains how to analyze quantitative data given context, goals, questions, answers, and coming to conclusions. - Make the Most Out of Student Data, ISTE <https://www.iste.org/explore/Lead-the-way/Make-the-most-of-student-data?articleid=120> This article outlines ways educators can engage with capturing, understanding, and analyzing learner data to improve learning. - EdTech Pilot Framework: Analyze and Decide, Digital Promise <https://edtech.digitalpromise.org/analyze-and-decide/> This resource hub shares case studies, downloadable resources, and suggested processes for analyzing data. **S.M.A.R.T. Goals** - The Essential Guide to Writing SMART Goals, Smartsheet <https://www.smartsheet.com/blog/essential-guide-writing-smart-goals> This article shares tips and examples to create and implement SMART goals, as well as a free downloadable SMART goal template. - Setting S.M.A.R.T. Goals as an Educator <https://achievethecore.org/aligned/setting-s-m-a-r-t-goals-as-an-educator/> This article shares how using the SMART goal-setting structure can assist educators in achieving their goals. - Professional Development: What is a SMART Goal?, Teachhub <https://www.teachhub.com/professional-development-what-smart-goal> This article explores using the SMART framework for professional development goals, a template, and pros and cons for writing them. - SMART Goals: How to Make Your Goals Achievable <https://www.mindtools.com/pages/article/smart-goals.htm> This article highlights the different definitions of SMART goals, as well as suggestions on how to implement them into practice. **Digital Equity** - Digital Bridge K-12 <https://digitalbridgek12.org/> An initiative working to increase connectivity outside the classroom by providing every public school district in America with a playbook to connect their students to high-speed Internet. - Internet Access + Devices, Wide Open School by Common Sense Education <https://wideopenschool.org/programs/educator/6-12/access-for-all/> These resources support meeting the needs of underserved families and helping low-income families with free and low-cost internet connection and devices. - Supporting Students & Families in Out-of-School Learning, Digital Equity Toolkit, Consortium for School Networking (CoSN) <https://cosn.org/DEtoolkit> The toolkit discusses strategies that schools and districts can implement to address equitable solutions, as well as methods of collaboration with community leaders and governments. - Digital Learning Day: Digital Equity & Access: Connecting Students Beyond School, Alliance for Excellent Education <https://www.youtube.com/watch?v=GvWGv6KlsuM> This video highlights methods on how schools and districts are working to increase equitable internet access in - and out of - school time. - Guide to Starting with Digital Learning, BetterLesson <https://bit.ly/2WMhAMo> This resource prompts educators to think through eight questions to consider prior to engaging in digital learning. - Educating All Learners - Tools and Technology Resources <https://www.educatingalllearners.org/tools-and-technology-resources> This curated list of ed-tech tools was selected meeting special education needs. **Privacy and Safety** - EdTech Guidance, Consortium for School Networking (CoSN) <https://covid19edtechguidance.com/cosn-guidance/> This site offers guidance in distance learning implementation, cybersecurity, and privacy for education leaders. - Protecting Privacy in Connected Learning, Consortium for School Networking (CoSN) <https://www.cosn.org/ProtectingPrivacy> This resource assists educators and policymakers to inform decisions regarding potential new technologies while protecting learner privacy. - Protecting Student Data Privacy while Using Online Educational Services: Requirements and Best Practices, U.S. Department of Education <http://bit.ly/2e9eEB6> This paper describes effective practices and requirements, as established through the U.S. Department of Education’s Privacy Technical Assistance Center (PTAC).
Link or screenshots to Needs Assessment Tool is included. Link or screenshots to survey reflects the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)
Link or screenshots to Needs Assessment Tool may or may not be included. Link or screenshots to survey only reflect some of the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated survey (if necessary)
Link or screenshots to Needs Assessment Tool may or may not be included. Link or screenshots to survey may or may not be included and/or does not reflect the following: - Anonymous data collection - Student-centered questions that allow the educator to understand learner needs - Questions about family needs that help the educator understand the home environment - Translated surveys (if necessary)
Needs Assessment analysis is a robust, clear, and concise summary of the survey data, including what the data is telling the educator about the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families to different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services - Needs Assessment analysis centers digital equity throughout
Needs Assessment analysis summarizes the data and only addresses some of the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families to different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services - Needs Assessment analysis is inconsistent in its focus on digital equity
Needs Assessment analysis does not present a clear and concise summary of the data and/or does not address the following: - Student needs regarding technology and internet access - Family needs regarding technology and internet access - Familiarity of students and families to different technology tools - The needs of special education students and their accommodations - The needs of students requiring English Language accommodations/services - Needs Assessment analysis does not address digital equity
Reflections clearly indicates the current state of digital equity and instruction in their classroom. The goal(s) to address equity gaps are aligned with the SMART framework and aim to effectively shift future digital instruction. Reflections are specific with examples provided when necessary.
Please share context for your classroom, school, and experience. This information is important in determining if the needs of learners are being met, and if work samples included in Part 2 are reflective of the diversity of learners and families. Be sure to include the following: - Describe the learner population of your classroom(s), including: - Grade level - Content area - Number of learners in each class - Race/ethnicity - Percent learners who qualify for free or reduced lunch (FRL) - Percent learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about your learners - Describe the learner population of your whole school using the same metrics as above, including: - Average class size - Race/ethnicity - Learners who qualify for free or reduced lunch (FRL) - Learners with individualized education programs (IEPs) - Any other demographic data you believe is important to share about the whole school - Describe your experience with digital learning, including - Any professional learning opportunities you have attended - Which technology tools you are most familiar with and use regularly - What type of district support is available - Experience with instructional coaching - Why do you feel a Needs Assessment should be conducted for your school? How will it benefit your classroom/school?
To earn this micro-credential, submit the following: **Artifact 1: Needs Assessment Tool and Survey** Include a link or upload screenshots to the technology needs assessment tool and survey you created or adapted. **Artifact 2: Needs Assessment Analysis (200-word limit)** Include a link to the needs assessment analysis. This should include: - Screenshot or image of data with identifying names removed - High-level summary of the data collected - Summary of gaps in equitable access to technology and internet - Summary of accommodation needed by learners
Provide a reflection using the following: 1. What is the current state of digital equity and instruction in your classroom? 2. What SMART goal(s) (specific, measurable, attainable, relevant, time-based) will you set to address gaps in equity moving forward? Please ensure that your SMART goals include all elements mentioned.
Evergreen Tools for Remote Learning - VILS
Being able to thoughtfully choose the right technology tool for a learning task from the vast array of choices available digital devices, educational websites, cell phone apps, simulations and games, webinars, MOOCs, project organizers, coding tools, sensors, data analysis tools, and more-can be a significant challenge; using an evaluation strategy to make good technology tool choices is an important tool for increasing one's learning power.
- Bill and Melinda Gates Foundation, Teachers Know Best, 2017 <https://usprogram.gatesfoundation.org/news-and-insights/articles/teachers-know-best> - Center for Implementing Technology in Education, Learning with Computer Games and Simulations, CITEd Research Center <https://bit.ly/2ZJXjZj> - International Society for Technology in Education, ISTE Standards: Students, 2014 <https://www.iste.org/standards/for-students>
- Kimberly Tyson, "6 Tips & 18 Resources To Extend Learning Beyond The Classroom, " TeachThought, December 28, 2015 <https://www.teachthought.com/literacy/6-tips-and-18-resources-to-extend-learning-beyond-the-classroom/> - Pam Berger and Sally Trexler, Choosing Web 2.0 Tools for Learning and Teaching in a Digital World (Santa Barbara, CA: Libraries Unlimited, 2003) <https://products.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=F2143P> - KQED, "The MindShift Guide to Digital Games and Learning," Mind/Shift, 2014. <http://blogs.kqed.org/mindshift/series/guide-to-games-and-learning/> - Common Sense Media, Find Reviews for Learning, commonsensemedia.org. <https://www.commonsensemedia.org/learning-ratings/reviews>
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a "Yes" for Part 2.
Student work demonstrates learning from applying the choosing technology tools guidelines through some examples of evaluations and analyses, but few examples of discussions and reflections on the value of the strategies, lessons learned, and ideas to improve choosing helpful learning tools.
Student work shows some learning from applying the choosing technology tools guidelines, with some examples of the strategies used, but few examples of discussions on effective strategies, and no reflections on lessons learned or ways to improve the tool choosing process.
Teacher reflections clearly indicate how the activity affected both the students and the teacher and clearly state how the experience will affect the teacher's future practice. The reflections are specific and convincing.
Activity Description: How do you know your students increased their proficiency by engaging in the Choosing Technology Tools activities and what evidence did you collect that demonstrates these learning gains?
Please submit work examples from two students (such as links to writing, audio, images, video, and other appropriate media) that demonstrate progress toward the choosing technology tools competency, including such items as evidence of discussions of helpful strategies for choosing technology tools, examples of student analyses of their technology tool choices, samples of student reflections on how they improved their technology tool use decision­ making process, and other appropriate artifacts.
The Talk: Valuing Diversity in Teaching Practices - VILS
Educator implements instructional strategies that value diversity as a strengths-based classroom resource. This includes the building of effective classroom environments and learning experiences that represent and include student diversity.
# Key Method The educator will demonstrate evidence of classroom culture or environment in which students’ diverse identities are visible. In addition, the educator will demonstrate evidence of inclusive instructional strategies that reduce barriers for students. # Method Components ### What teaching practices value diversity? Culturally responsive learning environments are those that value diversity as a strength and resource for building knowledge within a classroom community of learners (Kieran & Anderson, 2018). According to Harvard University (2020), diversity refers to “all of the characteristics that make individuals different from each other.” With a growth-mindset and culture of mutual respect (Kieran & Anderson, 2018), diversity is seen as learners experiencing a sense of belonging within these classrooms. Using research-based pedagogical practices, educators can intentionally evaluate materials, strategies, and tools to ensure that all students have the opportunity to benefit from the learning experience. ### What criteria can be applied to create a culture or learning environment that values diversity? A classroom culture or learning environment that values diversity leverages high-impact instructional strategies and practices. These inclusive pedagogical practices are derived from research-based frameworks such as Universal Design for Learning and culturally responsive teaching. Although not limited to these strategies, inclusive pedagogical teaching strategies include the following: - Evaluating the curriculum to include a diversity of perspectives and representation, - Using a variety of teaching strategies, formats, and assessments, - Creating a supportive culture of learning that reduces barriers for all types of learners, - Providing explicit learning expectations, resources, and self-help strategies, - Leveraging technology to personalize learning (Kieran & Anderson, 2018; Sanger, 2020; Wood et al., 2020, Woodley et al., 2017). ### What criteria can be applied to evidence-based teaching practices that value student diversity? When student diversity is valued within the classroom, there is evidence of student representation and inclusion throughout the learning process. Instructors choose learning materials that visually represent people with diverse identities, experiences, and cultures. The classroom learning community continually works towards creating a supportive culture of learning with the goal of reducing barriers to the learning process. In addition, the instructor provides explicit learning expectations, resources, and self-help strategies to support students in successfully mastering content. Teachers and students leverage technology to personalize learning through a variety of learning formats, strategies, and assessments.
- Harvard University. (2020). Foundational Concepts & Affirming Language. <https://dib.harvard.edu/files/dib/files/foundational_concepts_and_affirming_language.pdf?m=1605601285> - Kieran, L., & Anderson, C. (2018). Connecting universal design for learning with culturally responsive teaching. _Education and Urban Society_, 1-15. - Sanger, C. (2020). Inclusive pedagogy and universal design approaches for diverse learning environments. In C. S. Sanger & N. W. Gleason (Eds.), _Diversity and inclusion in global higher education_ (pp. 31-71). <https://library.oapen.org/bitstream/handle/20.500.12657/23168/1006985.pdf?sequence=1#page=46> - Wood, C., Wofford, M. C., & Hassinger, A. (2018). Acknowledging challenges and embracing innovative instructional practices in response to cultural and linguistic diversity. _SAGE Open, 8_(2) <https://doi.org/10.1177/2158244018771110> - Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating difference: Best practices in culturally responsive teaching online. _TechTrends, 61_(5), 470-478. <https://link.springer.com/article/10.1007%2Fs11528-017-0207-z>
- Digital Promise Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> - Digital Promise Powerful Learning <https://digitalpromise.org/powerful-learning/> - Making Learning Personal for All: The Growing Diversity in Today’s Classroom <https://digitalpromise.org/wp-content/uploads/2016/09/lps-growing_diversity_FINAL-1.pdf> - 7 Ways to Support Diversity in the Classroom [With Examples] <https://www.prodigygame.com/main-en/blog/diversity-in-the-classroom/> - Cultural Inclusion <https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/culture-and-diversity/cultural-inclusion> - Culturally Inclusive Practices <https://www.tn.gov/education/student-support/special-education/culturally-inclusive-practices.html> - How to Better Support Your Marginalized Students <https://theartofeducation.edu/2019/09/02/how-to-better-support-your-marginalized-students/> - 5 ways to boost students' sense of school belonging <https://www.monash.edu/education/teachspace/articles/5-ways-to-boost-students-sense-of-school-belonging> - 4 ways to use tech to create a culturally responsive classroom <https://www.iste.org/explore/featured-videos/4-ways-use-tech-create-culturally-responsive-classroom> - Building Culturally Responsive Classrooms with Digital Content <https://www.gettingsmart.com/2017/02/culturally-responsive-classrooms-digital-content/> - Strategies for Implementing Online Culturally Responsive Teaching <https://www.edweek.org/teaching-learning/opinion-strategies-for-implementing-online-culturally-responsive-teaching/2020/10>
Educator identified at least one factor in the areas of student background, social emotional learning, cognition, and content skills. Educator identified at least one teaching practice or strategy implemented to address and value student diversity. The description of positive impacts addresses the specific changes the educator measured or observed from the implementation.
The file demonstrates a strong understanding of how student diversity can be represented in learning materials.
The file demonstrates an understanding of how student diversity can be represented in learning materials.
The file demonstrates a beginning understanding of how student diversity can be represented in learning materials.
The file does not demonstrate an understanding of how student diversity can be represented in learning materials.
Artifact 1: Evidence of Diverse Student Representation
The file demonstrates a strong understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
The file demonstrates an understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
The file demonstrates a beginning understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
The file does not demonstrate an understanding of: How teaching activities, practices, and strategies can be used to include students within the learning process; and how teaching activities, practices, and strategies can be used to reduce barriers during the learning process.
Artifact 2: Evidence of Diverse Student Inclusion
Educator briefly describes the data or evidence used to determine the impact on classroom culture, in 250 words or less.
Educator briefly described two examples of technology used to implement a teaching strategy, in 250 words or less. One example should address how a tech tool worked well in the implementation of this practice. The second example should address how the integration of technology could be improved in the future.
Educator provides a brief description of additional practices for future implementation. This may include extending a practice into new areas or using additional strategies, in 250 words or less.
**Activity Description:** What is your instructional context? Please include the following: - Educational role, - Grade level(s) served, - Content area(s), - Any other relevant information.
**Activity Description:** Identify four factors that contribute to diversity in your classroom. How did you adapt your teaching practice and what impact did you notice? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Identify **at least one factor** in **each of the following areas** that contributes to student diversity: - student’s background - social emotional learning - cognition - content skills - Identify at least one teaching strategy or practice implemented to address and value student diversity. - Briefly describe the positive impacts you noticed in the classroom from implementing the identified teaching strategy or practice. Impacts might be measurable (i.e., higher rates of mastery, attendance, etc.) or observable (i.e., increased collaboration, higher quality discussions, etc.). _The Digital Promise Learner Variability Navigator (found in Resources above) can be used to identify factors in each of these areas._
**Artifact 1: Evidence of Diverse Student Representation** Please submit a link to a file such as a document or slide deck that includes multiple pieces of evidence. This file should include one example of how student diversity was represented within the classroom environment. This artifact should include the following: - A before-and-after of learning materials that have been revised to better represent diverse identities, experiences, and cultures (_example: revising a classroom library or presentation images_); - Any relevant context for the example. This may include why or how the learning materials were revised. **Artifact 2: Evidence of Diverse Student Inclusion** Please submit a link to a file such as a document or slide deck that includes multiple pieces of evidence. This file should include one example of how students were included within the learning experience in a manner that honored their diversity. This artifact should include the following: - Evidence of activities, strategies, or practices that allowed the student diversity to be valued in the classroom as a strength (_example: honoring diversity by providing opportunities for choice within the learning process_); - Any relevant context for the example—this may include why or how a particular activity, strategies, or practice was used during the learning process; - A brief explanation of how this particular activity, strategies, or practice reduced barriers for students during the learning process. Note: For all evidence, make sure that no identifying student information is visible or referenced in the artifacts. Ensure that you have the correct permission settings so the files can be read and assessed.
Based on your experience in using teaching practices that valued diversity, what was the impact of such practices on the classroom culture?
Based on your experience in using technology tools used to implement strategies that support student diversity, provide an example of what worked well and one example of an opportunity for improvement.
Based on your experience in implementing strategies that value student diversity, describe additional practices that you would like to implement in this area.
Enhance Learning with Augmented Reality (AR) - VILS
Educator explores and creates Augmented Reality experiences to open new learning opportunities for individual students.
# Key Method The educator creates learner-centered AR activities using inquiry-based strategies to discover new and previous content. # Method Components ### Understand Augmented Reality The beauty of Augmented Reality is the access to learning anywhere. To begin the journey of exploring Augmented Reality (AR), the educator must understand the basic concepts including device requirements, limitations, behaviors, possible problems to avoid, and new opportunities. Many times, the technology options are limited by the device available in the classroom. Most Augmented Reality is viewed through a mobile device, but the creation of the AR can be done through a mobile app, on the web or a program installed on a computer. Understanding the ways the technology functions best and the open possibilities will ignite a new enthusiasm for teaching and learning. It’s no surprise that Augmented Reality is an emerging technology because it provides a “wow factor” that will surely pique your students’ interest and enthusiasm to learn. The AR experience creates the unexpected as objects magically appear in the real world using a mobile device. Instead of spending time finding ways to capture the attention of your students, you now have the power to delight your students with AR learning. ### Discover practical Augmented Reality experiences for the classroom A strong emphasis will be on the practical implementation of AR to deliver the greatest opportunity of success. The experiences will vary by content area and grade levels to inspire customization for individual learners. We will begin with the learning objective, rather than the technology, to determine the difference between a need to enhance learning and just a novel experience. Exploring Augmented Reality is all about the end-user experience—your students’! The AR activities are building to pique the interest of the student to want to dig into learning further. Like any good magic trick, we are challenged to understand how the technology makes the impossible possible. Augmented Reality immediately poses the question of “how” before any teaching begins, making the discovery of content more beneficial. The discovery process can introduce new content or spiral previous content to deepen the understanding. ### Create Augmented Reality content All technology should move from consumption to production, and Augmented Reality is no different. Understanding how to build content that aligns with students’ interests and needs to deliver the most immersive experience is the goal of creating AR. Various creation tools are available to select the best option for your classroom. Not only is creating content more enjoyable, it’s more memorable, allowing students to retain the information and take ownership of their learning. To make the Augmented Reality function and useful, it’s best to include the following criteria: 1. Wi-Fi: strong and consistent internet bandwidth 2. Lighting: a well-lit or brightly lit space 3. Trigger image: this is the image that works like a barcode. When the device sees the image through the camera, the image marks where to place the AR experience. A good trigger image has high contrasting colors to easily detect the picture. 4. Device capabilities: the device must be able to run ARKit/ARCore technology and has enough space to download new applications (See the Resources section below for more information on ARKit/ArCore.) 5. Physical space: plenty of space to walk in the AR scene 6. Flat surface: the device is able to detect a level area to place AR Some of the ways to enhance the learning experience with AR can include: - manipulatives that would be costly or impossible without AR - zoom into objects such as a cell - show the inner working of a machine - display a scene from history - deliver a story in AR with characters and props - visualize geometry and proportionality of objects However you choose to create learner-centered Augmented Reality experiences, your students will never forget it!
- Aukstakalnis, S. (2016). Practical augmented reality: A guide to the technologies, applications, and human factors for AR and VR. Addison-Wesley Professional. <https://www.amazon.com/Practical-Augmented-Reality-Technologies-Applications/dp/0134094239> - Donally, J. (2021). The immersive classroom: Create customized learning experiences with AR/VR. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Donally, J. (2018). Learning transported: Augmented, virtual and mixed reality for all classrooms. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Lion-Bailey, C., & Shippee, M. (2020). Reality bytes: Innovative learning using augmented and virtual reality. <https://www.amazon.com/Reality-Bytes-Innovative-Learning-Augmented/dp/1949595919> - Poth, R. D. (2020). Chart a new course: A guide to teaching essential skills for tomorrow’s world. International Society for Technology in Education. <https://www.amazon.com/Chart-New-Course-Essential-Tomorrows/dp/1564848299>
**Understanding Future Tech** - 2021 top ed-tech trends parents should know <https://www.verizon.com/about/news/ed-tech-trends> - Motion capture and more: How Apple is revolutionizing Augmented Reality <https://www.edsurge.com/news/2019-09-26-motion-capture-and-more-how-apple-is-revolutionizing-augmented-reality> - Using Artificial Intelligence with Augmented Reality <https://www.verizon.com/about/news/ai-changing-history-class> - The future of AR <https://www.emergingedtech.com/2021/04/augmented-reality-in-education-looking-forward/> - The projected growth of AR <https://www.marketsandmarkets.com/Market-Reports/augmented-reality-market-82758548.html> **Getting Started** - Everything you need to know to get started with AR/VR in the classroom <https://www.edsurge.com/news/2018-08-22-everything-you-need-to-know-to-get-started-with-ar-vr-in-the-classroom> - ARKit (Apple) <https://developer.apple.com/augmented-reality/> - ARCore (Android) <https://developers.google.com/ar> - Blogs on Merge <https://www.arvrinedu.com/blog/categories/merge> - Merge Wakelet <https://wakelet.com/wake/dfe475a9-8b99-4b93-aba2-40924fc9b47a> **Exploring AR** - The 10 best VR apps for classrooms using Merge VR’s new Merge Cube <https://www.edsurge.com/news/2018-03-14-the-10-best-vr-apps-for-classrooms-using-merge-vr-s-new-merge-cube> - Merge Cube with social media <https://vrscout.com/news/merge-cube-ar-teaching-social-media/> - Augmented Reality <https://www.arvrinedu.com/blog/categories/augmented-reality> - Additional AR Apps <https://www.gettingsmart.com/2020/04/15-ar-and-vr-immersive-learning-tools/> **Create Augmented Reality** - Create AR using these 5 apps <https://www.iste.org/explore/tools-devices-and-apps/create-ar-using-these-5-apps> - Creation tools <https://www.arvrinedu.com/blog/categories/creation-tools> - Create AR using myWebAR video <https://youtu.be/TVwHXyJN_Bc> - Use and create AR <https://www.edsurge.com/news/2018-01-22-five-ways-teachers-can-use-and-create-augmented-reality-experiences> **Join the #ARVRinEDU Community** - Twitter <https://twitter.com/search?q=%23ARVRinEDU%20&src=typed_query&f=live> - Facebook Group <https://www.facebook.com/groups/208017029807896/> - ARVRinEDU <https://www.arvrinedu.com/>
Educator highlights three of the six criteria (listed in Method Components) and is specific as to why they are essential to the function and to engagement in the classroom. Educator describes how they used AR to enhance a current – or created a new – learning experience; educator is specific in their answer and how it relates to current classroom goals.
The Augmented Reality experience consistently works. A short description explains a practical and personalized way to use the experience in classroom lessons. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses over 5 animated objects. Option 2 only: The myWebAR.com experience uses over 5 of the available 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, a constructed miniature scale model of a place in your surrounding area uses over 5 items from the city builder collection. The experience displays a learning space that is well beyond the traditional classroom. The link to the scene is properly set up, active, and available.
The Augmented Reality experience consistently works. A short description explains a practical way to use the experience in classroom lessons. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses at least 5 animated objects. Option 2 only: The myWebAR.com experience uses at least 5 of the available 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, the miniature scale model of a place in your surrounding area uses at least 5 items from the city builder collection. The experience displays a learning space that is somewhat better than a traditional classroom. The link to the scene is properly set up, but somewhat difficult to find.
The Augmented Reality experience mostly works. A short description explains a way to use the experience in classroom lessons. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses fewer than 5 animated objects. Option 2 only: The myWebAR.com experience uses fewer than 5 of the available 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, the constructed miniature scale model of a place in your surrounding area uses fewer than 5 items from the city builder collection. The experience displays a learning space that is similar to the traditional classroom. The link to the scene is hard to access.
The Augmented Reality experience does not work. A short description of the experience is missing. Option 1 only: The AR scene of a learning environment built in the Merge Cube using CoSpaces uses no animated objects. Option 2 only: The myWebAR.com experience uses no 3D objects to describe the content area. Option 3 only: In the Object Viewer app by Merge, the miniature scale model of a place in your surrounding area uses no items from the city builder collection. The experience displays a learning space that is not useful for a learning environment. The link to the scene is no longer active or is linked to the wrong project.
Artifact 1: Create an augmented reality experience
The video or photo captures the AR scene with a short description that clearly shows the benefits of using AR in the classroom.
The video or photo demonstrates the AR experience and includes a short description.
The video or photo demonstrates the AR experience but does not include a short description.
The video, photo and description of the AR experience is missing.
Artifact 2: Capture the augmented reality experience by photo or screen recording
Educator lists more than a substitute of traditional learning opportunities such as 3D geometric objects and instead includes impossible situations like exploring the moon. The example of greater depth should extend understanding beyond the required knowledge, and spark an exploration into the content beyond the expectations. Using AR, these new learning opportunities do more than engage students to retain information, and instead inspire research and understanding because of a new-found interest.
1. List 3 important criteria for making Augmented Reality function best. Why are these criteria essential? 2. Describe how you can use Augmented Reality to enhance a current learning experience or create entirely new learning experiences.
**Artifact 1: Create an Augmented Reality experience** - Submit a link to view your finalized Augmented Reality experience using one of the three options below. If a trigger image is used, include a link to that image. The Augmented Reality experience will include one of the following: AR in a Merge Cube, AR on a trigger image, or AR on the floor. The experience is dependent on key factors such as optimal lighting, device capabilities, internet connection, the size of the experience to load, and the parameters of the room to explore the technology. - Write and submit (200 words maximum) a brief explanation of the learning objective and practical application of the AR content. Select one of the Augmented Reality options: 1. **Create an AR Scene** Create an animated AR scene in the Merge Cube using CoSpaces. Start a CoSpaces account at CoSpaces.io. In CoSpaces Edu Basic, click the “Upgrade to Pro” button at the bottom-left corner, select “Activate trial” and simply enter COSJAIMEDO. Using a minimum of 5 objects, build a scene that shows a learning environment where students would thrive. Place objects inside or around the cube and share the link to the scene. 2. **Build an AR Experience** Using myWebAR.com, build an AR experience using some of the available 3D objects. Create a visual display of your content area such as math with letters and/or objects. Publish the AR scene, and share the link and QR code provided to your experience. 3. **Create a Mini City** With the Object Viewer app by Merge, use the collections to create a personalized mini city. Construct a miniature scale model of a place in your surrounding area using the city builder collection. Place 3D objects on your floor using “World” view to build and scale the objects to accurately represent your community. Add your selected 3D objects in your scene to a collection and share the collection code. **Artifact 2: Capture the augmented reality experience by photo or screen recording** When viewing your AR experience, capture a screenshot or video of the Augmented Reality creation. Submit a link to the video or photo, showing evidence of the Augmented Reality experience created in artifact. 1. Create a screenshot or capture video of the Augmented Reality experience created in artifact 1. The capture of the AR experience must demonstrate the way it has enhanced the learning experience. 2. Save the photo/video to a cloud storage (Google Drive, OneDrive, etc.) and submit the accessible link to the multimedia. 3. Include a short description of at least two ways the AR experience benefits the lesson.
Explain how Augmented Reality can open new opportunities for learning for individual students. - Explain one way augmented reality can offer new learning opportunities that would be impossible without the technology. - Provide one example of an Augmented Reality activity that could provide greater depth of understanding.
Effectively Leveraging Virtual Reality in the Classroom - VILS
Educator adapts their lessons to incorporate Virtual Reality experiences that bring learning into a completely digital, 360-degree world.
# Key Method The educator incorporates Virtual Reality into their classroom by building digital, learner-centered environments for a personalized experience. # Method Components ### Understand and Explore Virtual Reality Spaces Virtual reality (VR) spaces offer realistic digital environments for meeting and collaborating on a whole new level. Virtual reality doesn’t require big budgets or high-end VR headsets, but can be explored on most web-based devices. We will cover the basic concepts of VR such as understanding the controls to navigate in the virtual space and device compatibility for best functionality. Keeping the students as the focus of the VR experience, the space will present a collaborative learning environment for students. Having a foundation to use the space will set up the success for purposeful engagement and content creation to follow. ### Interact in VR Spaces Unlike traditional classrooms, Virtual Reality environments bring in new learning opportunities that are impossible without this technology. Whether you are displaying your ideal classroom environment or building an actual VR space for students to join, the goal is to keep each interactive area purposeful for student collaboration. Using Mozilla Hubs, engage in chats and discussions while dragging in 3D objects with a click of a button. Display presentation slides or view the participants by webcam along with a personalized avatar for maximum collaboration. From drawing to selfies, these spaces offer all the interactions in a traditional classroom plus much more. Not only do VR meeting spaces offer so many new interactions, but it’s also customizable to fit the needs of the students, making a truly personalized experience. Using CoSpaces, build your ideal learning environment to display in Virtual Reality. Add 3D objects, animate and code objects to adequately reflect the innovation your students need. Adjust the environments from their library of spaces or use a 360-degree image to completely personalize the space. Publish the CoSpace and invite individual students to explore the space in VR. ### Build VR Spaces Educators can bring their students into new Virtual Reality spaces and create customized spaces that are flexible to change as the learning evolves. Using an intense library of free 3D objects, personalize a space that will fit the needs of your classroom (desks optional). Build your VR meeting space and invite students to actively engage in learning, or allow students to create the ideal learning environment. Take learning to the next step by empowering your students to design their own virtual environment. These environments are limited only by our imagination, so students can create game rooms, museums, habitats, movie theaters, and so much more.
- Donally, J. (2021). _The immersive classroom: Create customized learning experiences with AR/VR_. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Donally, J. (2018). _Learning transported: Augmented, virtual and mixed reality for all classrooms_. International Society for Technology in Education. <https://www.arvrinedu.com/copy-of-learning-transported-book> - Lion-Bailey, C., & Shippee, M. (2020). Reality bytes: Innovative learning using augmented and virtual reality. <https://www.amazon.com/Reality-Bytes-Innovative-Learning-Augmented/dp/1949595919> - Poth, R. D. (2020). Chart a new course: A guide to teaching essential skills for tomorrow’s world. International Society for Technology in Education. <https://www.amazon.com/Chart-New-Course-Essential-Tomorrows/dp/1564848299> - Emerging tools and applications of virtual reality in education. (2016). United States: IGI Global. <https://www.igi-global.com/book/emerging-tools-applications-virtual-reality/140959>
**Understanding Future Tech** - 2021 top ed-tech trends parents should know <https://www.verizon.com/about/news/ed-tech-trends> - VR Review: Here’s how Oculus Quest compares with Go — apps and all <https://www.edsurge.com/news/2019-05-23-vr-review-here-s-how-oculus-quest-compares-with-go-apps-and-all> **Getting Started** - Everything you need to know to get started with AR/VR in the classroom <https://www.edsurge.com/news/2018-08-22-everything-you-need-to-know-to-get-started-with-ar-vr-in-the-classroom> - CoSpaces <https://www.arvrinedu.com/post/day-30-cospaces> **Exploring VR** - Stay active at home with these 6 fun AR/VR apps <https://www.edsurge.com/news/2020-05-28-stay-active-at-home-with-these-6-fun-ar-vr-apps> - Virtual reality <https://www.arvrinedu.com/blog/categories/virtual-reality> **Create Virtual Reality** - Spoke by Mozilla <https://www.arvrinedu.com/post/day-6-spoke> - Mozilla Hub <https://www.arvrinedu.com/post/day-8-mozilla-hub> - VR webinar on Mozilla Hubs <https://www.arvrinedu.com/post/vr-webinar-on-mozilla-hubs> **Join the #ARVRinEDU Community** - Twitter <https://twitter.com/search?q=%23ARVRinEDU%20&src=typed_query&f=live> - Facebook Group <https://www.facebook.com/groups/208017029807896/> - ARVRinEDU <https://www.arvrinedu.com/>
Educator lists at least two ways that the virtual environment invites more learner-centered interactions than a traditional classroom space. Educator describes how the VR space is personalized specifically for their individual learner.
The Virtual Reality environment is easily accessible. There are multiple 3D objects in the VR environment. The virtual environments provide more than 2 collaborative spaces. Option 1 only: The Mozilla Hubs created in Spoke are personalized and proportionally accurate (size and rotation). Option 2 only: The CoSpace is personalized and the environment reflects the space well. Option 2 only: Most of the 3D objects used in the CoSpace are animated to reflect a realistic environment. The virtual environment reflects a learning space that is well beyond the traditional classroom. The link to the scene is properly set up, active, and available.
The Virtual Reality environment is available. There are two 3D objects in the VR environment. The virtual environments provide 2 collaborative spaces. Option 1 only: The Mozilla Hubs created in Spoke are personalized but not proportionally accurate (size and rotation). Option 2 only: The CoSpace is personalized and the environment somewhat connects to the space. Option 2 only: Some of the 3D objects used in the CoSpace are animated to reflect a realistic environment. The virtual environment reflects a learning space that is somewhat better than a traditional classroom. The link to the scene is somewhat difficult to access.
The Virtual Reality environment is somewhat hard to access. There is only one 3D object in the VR environment. The virtual environments provide one collaborative space. Option 1 only: The Mozilla Hubs created in Spoke are not personalized but are proportionally accurate (size and rotation). Option 2 only: The CoSpace uses a template, but the environment reflects the space well. Option 2 only: Some of the 3D objects used in the CoSpace are animated but poorly reflect a realistic environment. The virtual environment reflects a learning space that is similar to the traditional classroom. The link to the scene is hard to access.
The Virtual Reality environment is difficult to access. There are no 3D objects in the VR environment. The virtual environment is missing collaborative spaces. Option 1 only: The Mozilla Hubs created in Spoke are neither personalized nor proportionally accurate (size and rotation). Option 2 only: The CoSpace uses a template, and the environment does not reflect the space well. Option 2 only: None of the 3D objects used in the CoSpace are animated making it difficult to reflect a realistic environment. The virtual environment does not reflect a learning space. The link to the scene is no longer active.
The video or photo captures the VR environment with a short description clearly showing the benefits of using VR in the classroom.
The video or photo demonstrates the VR environment and includes a short description.
The video or photo demonstrates the VR experience but does not include a short description.
The video, photo, and description of the VR experience is missing or is difficult to find.
Educator includes details of a personalized VR space listing at least two of the spaces specifically for student collaboration. The virtual environment extends beyond the traditional classroom environment such as rows of desks or computer centers, but instead has impossible, but important, spaces such as the vent of a volcano.
In 200 words or less, answer the following questions. 1. List two interactive features in Virtual Reality that can bring new learning experiences into the lesson. 2. Describe a customized Virtual Reality space that offers an optimal environment for student collaboration and engagement.
**Artifact 1: VR Environment** - Submit the link to join the customized Virtual Reality environment that you created or adapted. - Write and submit an explanation (200 words maximum) of the primary learning objective used to create this VR environment. Key factors to consider when working and creating VR environments are: - audio settings - attendee control limitations - listing expectations and objectives - secured/safe space for the class only - providing clear instructions to effectively navigate and interact - consideration of spacing of objects - appropriate animations and objects that reflect the space Select one of the Virtual Reality options: 1. Build VR Meeting Spaces: Create a customized space in Mozilla Hubs using Spoke. The space must contain 3D objects with proper spacing for collaboration and exploration. a. Upload 3D objects from the Spoke library; resize and rotate the objects to personalize the virtual environment. b. When the space is complete in Spoke, publish the work to Mozilla Hubs and share the invite link. 2. Build Virtual Scenes: a. Start a CoSpaces account at CoSpaces.io. (You can find more information about CoSpaces in the Resources section above.) In CoSpaces Edu Basic, click the “Upgrade to Pro” button at the bottom-left corner, select “Activate trial” and simply enter COSJAIMEDO. b. Create your ideal learning environment. The space must be personalized and show optimal classroom collaboration places. Remember, you don’t need to recreate a classroom because any environment is possible. Add objects from the library and modify the environmental surroundings to suit your students. Animate the objects to bring in a realistic experience. c. When the CoSpace is complete, publish your work and share the invite link. As a bonus, the CoSpaces trial allows the educator to add students to collaboratively build VR scenes. **Artifact 2: VR Video** When the VR environment is complete, screen record or capture a picture of your experience, save it to a cloud storage (Google Drive, OneDrive, etc.), and submit the accessible link to the multimedia.
Explain how Virtual Reality can open new opportunities for learning by empowering our students to collaborate and interact in VR. - In two sentences, explain one new learning opportunity with Virtual Reality that is unavailable without the technology. - In less than 300 words, describe a possible VR space that is personalized for your learners.
Social-Emotional Learning in Today’s Classroom - VILS
Educator understands and implements major themes of social-emotional learning (SEL) into their classroom practice.
# Key Method The educator investigates and implements CASEL’s five key areas of social-emotional learning with students in classrooms via a written lesson plan and cultivates implementation in other classrooms across the school. # Method Components ### What is social-emotional learning and why is it valuable? “Social-emotional learning is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” (CASEL, 2020). SEL is valuable, as it advances educational equity and excellence through school family-community partnerships. One goal of SEL is to build classrooms that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities. (CASEL, n.d.) In addition to these valuable elements, social-emotional learning leads to improving social skills, attitudes, behaviors, and academic performance. (Durlak et al., 2011; Sklad, Diekstra, Ritter, Ben, and Gravesteijn, 2012). While SEL can be formally taught with curriculum and specific lessons, it doesn’t have to be. In fact, pulling elements of SEL to the surface during normal collaboration activities is a great way for all teachers to pull SEL ideas into classrooms. For example, ask students to share a photo or artifact that might represent a story or concept relevant to the content, and explain why they selected what they did. Another, more involved way to pull SEL into a lesson would be to co-design a lesson with students. This approach can facilitate conversations such as “How would ____ think about these instructions/content/video?” Co-designing a lesson will naturally take time but can allow for learners and educators to clearly highlight and engage with each other around the five key areas of SEL. ### How can educators showcase the five key areas of SEL with their learners? The Collaborative for Academic, Social, and Emotional Learning (CASEL) provides an organizational framework for bringing abilities into the forefront of a classroom as well as providing practical suggestions for accomplishing each. Below are the five key areas of competence: - **Self-awareness**: the ability to understand one’s own emotions and thoughts as they present across different contexts - **Social awareness**: the ability to understand perspective and empathize - **Self-management**: the ability to manage emotions, thoughts, and behaviors - **Relationship skills**: the ability to establish and maintain healthy relationships - **Responsible decision-making**: the ability to make caring and constructive social choices consistently ### What might social-emotional learning look like in a classroom or school? In a classroom: - Explicit instruction on the five areas of competence where students might practice responding in developmentally, contextually, and culturally reasonable ways - Cooperative learning or project-based learning where all students successfully work together to accomplish learning objectives - Regular outreach (phone call, text, email) to student families to establish rapport and notify families of services available and social-emotional learning taking place in your classroom - Frequent check-ins, such as entry or exit tickets, for student to complete that specifically ask about their social-emotional learning - Mood aligned activities—choice boards for all students where high-energy activities or individual-based work can be selected based on how a student might feel in the moment In a school: - Aligned school culture that is experienced by all students, and measured by all students, to be respected, supported, and engaged - Ongoing commitments to planning, implementation, evaluation and improvement of the social-emotional learning and health of faculty, staff, and students - Invest in resources to support a growing understanding of social-emotional learning. Many popular education tools have accompanying resources that speak to social-emotional learning (Pear Deck, Nearpod, MS Teams).
- Duchesneau, N. (2020, August 6). Social, emotional, and academic development through an equity lens. The Education Trust. <https://edtrust.org/social-emotional-and-academic-development-through-an-equity-lens> - Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019, May). _The core components of evidence-based social emotional learning programs_. Prevention science: The official journal of the Society for Prevention Research. Retrieved September 7, 2021, from <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544145/> - Malti, T. (2020). Children and violence: Nurturing social-emotional development to promote mental health. Toronto; University of Toronto. - _SEL is..._ CASEL. (n.d.). Retrieved September 7, 2021, from <https://casel.org/what-is-sel/> - Venzant, Z., Shaheen, K., & Dyer, A. (2020, May 18). _Trauma-informed and SEL practices to support students makes a difference_. Connect. Design. Learn. Retrieved September 7, 2021, from <https://connect-design-learn.org/2020/05/18/trauma-informed-and-sel-practices-to-support-students-makes-a-difference/>
- Ohio Department of Education (2021). _PBS LearningMedia_. PBS LearningMedia & CASEL. Retrieved September 7, 2021, from <https://vpm.pbslearningmedia.org/resource/self-awareness-social-emotional-learning/social-emotional-learning-video/> - Farber, M. (2021, September 7). _A path to improving students’ emotional intelligence_. Edutopia. Retrieved September 10, 2021, from <https://www.edutopia.org/article/path-improving-students-emotional-intelligence> - Jones, T. (2021, September 1). _Supporting tweens and teens during a challenging life stage_. Edutopia. Retrieved September 7, 2021, from <https://www.edutopia.org/article/supporting-tweens-and-teens-during-challenging-life-stage> - What is the CASEL framework?: “Casel 5” 5 Areas of Competence, CASEL <https://casel.org/sel-framework/> - Niemi: CASEL Is Updating the Most Widely Recognized Definition of Social-Emotional Learning. Here’s Why, The 74 Million <https://www.the74million.org/article/niemi-casel-is-updating-the-most-widely-recognized-definition-of-social-emotional-learning-heres-why/> - Social Emotional Learning and Equity, The National Equity Project <https://www.nationalequityproject.org/frameworks/social-emotional-learning-and-equity>
Description clearly describes answers to the questions with specific observations, influences, or data for validation.
The artifact(s) provides extensive evidence of a clear and powerful demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 5 elements of social-emotional learning as well as how they are to be executed
The artifact(s) provides evidence of a clear demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 4 elements of social-emotional learning as well as how they are to be executed
The artifact(s) provides some evidence of a clear demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 3 elements of social-emotional learning as well as how they are to be executed
The artifact(s) provides little to no evidence of a demonstration of social-emotional learning in action in a classroom: - pictures, videos, or written statements do not connect the lesson plan to the students’ social-emotional learning - lesson plan document has clearly denoted 2 or fewer elements of social-emotional learning as well as how they are to be executed
The artifacts provide extensive evidence of a clear and powerful long-term plan focused on the social-emotional learning and health across a school. The plan includes: - all 5 key elements of social-emotional learning - School Improvement Plan (SIP) or portions of an SIP - statements and/or plans moving forward showcase the investment in training staff, securing sustained volunteers and/or experts in SEL, gathering and sharing resources, and improvement in student social and emotional health from year to year Evidence also includes a written statement of how schoolwide support systems and resources were linked to classroom practices OR how SEL classroom practices are being adopted by other educators or in your school.
The artifacts provide effective evidence of a clear and powerful long-term plan focused on the social-emotional learning and health across a school, and includes one or more of the following: - at least 4 of the 5 key elements of social-emotional learning - School Improvement Plan (SIP) or portions of an SIP - statements and/or plans moving forward showcase the investment in training staff, securing sustained volunteers and/or experts in SEL, gathering and sharing resources, and improvement in student social and emotional health from year to year Evidence also includes a written statement of how schoolwide support systems and resources were linked to classroom practices OR how SEL classroom practices are being adopted by other educators or in your school.
The artifacts provide evidence of a clear and powerful long-term plan focused on the social- emotional learning and health across a school, and includes one of the following: - at least 3 of the 5 key elements of social-emotional learning - School Improvement Plan (SIP) or portions of an SIP - statements and/or plans moving forward showcase the investment in training staff, securing sustained volunteers and/or experts in SEL, gathering and sharing resources, and improvement to student social and emotional health from year to year Evidence also includes a written statement of how schoolwide support systems and resources were linked to classroom practices OR how SEL classroom practices are being adopted by other educators or in your school.
The artifacts provide little to no evidence of a clear and powerful long-term plan focused on the social-emotional learning and health across a school.
Artifact 2: SEL in classrooms across your school
The reflection clearly describes methods of examining the success of existing SEL and how to continue investing in the social and emotional health of learners.
1. Why were you motivated to bring social-emotional learning into your classroom? 2. How did you know you were making progress with your students?
**Artifact 1: SEL in your classroom** Please submit an example of social-emotional learning in action. Be sure to include the following in your example: - A lesson plan that specifically calls out the five key elements of social-emotional learning - Evidence of student engagement such as media, student work, or written testimonials **Artifact 2: SEL in classrooms across your school** - Plan of Action: Submit a long-term plan of action focused on bringing the success of one classroom’s focus on student social-emotional learning to other classrooms in your school. The following must be clear and present in the plan: - Five key elements of social-emotional learning - Portions of or a full school improvement plan (SIP) - Commitments such as fiscal investments, commitments to sustain volunteers and social-emotional learning experts, or program expansion into other schools in the district - Provide a written statement of how you linked schoolwide support systems and resources to your classroom practices OR how your effort to support social-emotional learning in your classroom is being adopted by your school (or other teachers in your school). Note: If you collaborated with other educators on the long-term plan of action, please make note of that somewhere in your evidence.
- How have other classrooms and schools developed SEL practices over time? How could you build and grow SEL with your students? Staff? - What are your plans to extend the social-emotional learning support into homes within your school’s community?
Leverage the Power of Podcasts and Video - VILS
Educator understands and regularly incorporates media into their classroom practice and pedagogy.
# Key Method The educator investigates and implements consumption of media regularly in their pedagogical practices—as demonstrated by published media, lesson plans, and learner testimony. # Method Components ### Why is media valuable to learners? Over the past decade, technology has opened new avenues for creating and consuming media. In 2016, the search term “podcast” became more popular than “newspaper” for the first time, and that trend hasn’t reversed. The video streaming platform YouTube has a huge viewing user base; 80% of U.S. parents report their kids stream videos from YouTube, and of those children, 53% watch at least once a day. Both podcasts and YouTube are largely available for free. With technology becoming increasingly affordable and content creation having few barriers, a wealth of information is available to educators and learners. Why is media important to classrooms now? The wealth of content plays to learners’ needs. Educators around the world can create and consume with a wider range of vocabulary, content depth, and tone. This massive media library makes it easier to find content that is personalized to students (O’Bannon et al. 57:1885–1892, 2011). Students with different vocabulary levels or comfort levels with languages can access the content they need to learn effectively. Regardless of the cause, students miss days of school. Podcasts offer students opportunities to revisit classroom content and instruction while providing greater critical thinking opportunities (Shumack and Gilchrist 1:5–9, 2009). Students might be able to passively listen or watch a recorded lecture on their way to school as a review activity or to make up for missing school one day. Students from other classrooms might benefit from seeing content presented in a different medium. Student engagement is crucial in education. Research studies, educational articles and blogs, podcasts, and books focus on engaging learners. Media, specifically podcasts, can increase student engagement and improve communication skills (Jabari Cain, Sylvia Cain & Brent Daigle, 2021). The key to engaging learners might be in how to turn them toward specific media at the opportune time. ### How can educators leverage existing media in their content and lesson plans? A majority of students agree that podcasts present “high educational value” and could provide better educational content than peer-reviewed articles (Tarchichi et al., 2020). This isn’t to say that research is bad, but instead, that maybe its presentation isn’t captivating. Video media and podcasts might offer the same rigorous content but capitalize on other features better suited to learners. Simply stated, students prefer the same rich content found in textbooks presented to them in podcast or video forms. Utilize podcasts as a supplemental resource or library of information. Many educators across the world record lectures for absent students, or simply for students to use in preparation for assessments. Like many popular mainstream podcasts, consider recording conversations or classroom presentations to create an artifact easily cataloged and referenced at a later time. Videos and podcasts are great for language learning and reading fluency, too. Consider reading books aloud over a recording, so your students who are learning the language can follow along. Additionally, leverage closed captioning features on videos so learners might digest dialogue within a familiar classroom story or popular culture cartoon.
- Amicone, J. & Li, L. (2014). Podcasting use in a junior high social studies class: A research study of impact of podcasting on student performance. In M. Searson & M. Ochoa (Eds.), _Proceedings of SITE 2014: Society for Information Technology & Teacher Education International Conference_ (pp. 841–844). Retrieved October 26, 2021 from <https://www.learntechlib.org/primary/p/130868/> - Besser, E. D., Blackwell, L. E., & Saenz, M. (2021). Engaging students through educational podcasting: Three stories of implementation. Tech Know Learn <https://doi.org/10.1007/s10758-021-09503-8> - Evans, Chris. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. _Computers & Education 50_ (2008) 491-498 <https://www.sciencedirect.com/science/article/pii/S0360131507001182> - Cain, J., Cain, S., & Brent Daigle, B. (2021). Constructivist podcasting strategies in the 8th grade social studies classroom: “StudyCasts” support motivation and learning outcomes. _The Social Studies, 112_(6), 310–321. doi: 10.1080/00377996.2021.1934810 - Tarchichi, T. R., & Szymusiak, J. (2020). Attending physician’s attitudes toward podcasting as a source of medical education: An exploratory study._Journal of Continuing Education in the Health Professions 40_(2), 141–144. doi: 10.1097/CEH.0000000000000291 <https://journals.lww.com/jcehp/Abstract/2020/04020/Attending_Physician_s_Attitudes_Toward_Podcasting.10.aspx>
- Dharmadhikari, S. (2021, May 9). 8 Benefits of podcasts in education. <https://blog.epravesh.com/podcast-in-education/#2_It_is_easier_to_listen_to_podcasts_longer_than_reading_for_a_long_time> - Godsey, M. (2018, July 6). The benefits of using podcasts in the classroom. Reading Rockets. Retrieved November 12, 2021, from <https://www.readingrockets.org/article/benefits-using-podcasts-classroom> - Logue, A. (2020, July 23). The why & how of using podcasts in Education. Podcast.co. Retrieved November 12, 2021, from <https://www.podcast.co/reach/podcasts-in-education> - Network, T. L. (2020, April 22). On-demand webinar: Teaching students how to produce their own podcasts. _The New York Times_. Retrieved November 12, 2021, from <https://www.nytimes.com/2020/04/22/learning/on-demand-webinar-teaching-students-how-to-produce-their-own-podcasts.html?.%3Fmc=aud_dev&ad-keywords=auddevgate&gclid=CjwKCAjwzt6LBhBeEiwAbPGOgTTmQ0Ra1GRRFEVnzzTTjxs3J2ex215gK2-rKerSH7UQhr9MOOXe0xoCgWoQAvD_BwE&gclsrc=aw.ds>
Description clearly answers the questions and includes specific observations, influences, or data for validation.
The artifact(s) provides extensive evidence of a clear and purposeful use of media in pedagogy: - use of media specifically supports the lesson plan and students’ learning - media resources are presented holistically in a searchable library in order to provide students learning enrichment opportunities based on their interests
The artifact(s) provides evidence of a clear use of media in pedagogy: - use of media supports the lesson plan and students’ learning - media resources are presented holistically in a searchable library in order to provide students learning enrichment opportunities
The artifact(s) provides some evidence of a media use in pedagogy: - use of media somewhat supports the lesson plan and students’ learning - media resources are presented in a limited library to provide students learning enrichment opportunities
The artifact(s) provides little to no evidence of media use in pedagogy: - use of media vaguely supports the lesson plan and students’ learning - media resources are presented in a disorganized library fashion to provide students learning enrichment opportunities
Artifact 1: Lesson Plan or Unit of Study
The artifacts provide extensive evidence of a clear and powerful long-term plan focused on the use and growth in use of media across a school. The plan includes: - a proposal for collecting, organizing, and monitoring the health of the media educators and learners find relevant - a clear method for socializing the library of media to the school community and guardians
The artifacts provide evidence of a clear long-term plan focused on the use and growth in use of media across a school. The plan includes: - a proposal for collecting and organizing the media educators and learners find relevant - a method for socializing the library of media to the school community or guardians
The artifacts provide evidence of a long-term plan focused on the use and growth in use of media across a school. The plan includes: - a proposal for collecting the media educators and learners find relevant - a method for socializing the library of media
The artifacts provide little or no evidence of a long-term plan focused on the use and growth in use of media across a school.
Artifact 2: School and School Community Strategy
The reflection clearly describes methods of examining the success of media usage in your school or classroom and how to continue evolving the use of media to support learning.
Submission does not meet passing requirements
1. What are your goals for using media (podcasts/videos) as a tool for teaching and learning? 2. How did you know the use of media supported learning?
**Artifact 1: Lesson Plan or Unit of Study** Please submit an example of a lesson plan or unit of study where media is used as a significant means of information consumption. The lesson plan should include: - Links to playlists, media libraries - A clear purpose for using each media resource - Additional media libraries to extend learning **Artifact 2: School and School Community Strategy** - Plan of Action: Submit a plan of action aimed to share the media library/playlists you use with learners with the rest of your school - This plan should include organization elements, links to media artifacts, and clear connections to content - An example message of how the community and guardians can leverage the media library/playlists to support their children’s learning Note: If you collaborated with other educators on the long-term plan of action, please note that in your evidence.
- How has the use of media in pedagogy evolved over the last few years in your school or classroom? - What plans do you have to expand the use or consumption of media within your school or classroom?
Building a Collaborative Data Culture - VILS
Educator understands and regularly participates in conversations and professional learning around data and the data culture.
# Key Method The educator investigates and implements practices that promote good data health, analysis, and review. # Method Components ### What is a collaborative data culture? Passion is a key factor in building anything of great meaning. The strategies used to build a collaborative data culture are important, but there might be greater value in having people who are passionate about the purpose. Thinking specifically about building a collaborative data culture, formulate a plan that seeks individuals who are passionate about data-driven decision-making, have trust among peers, and lean into leadership roles. According to Kara Lasater et al. (2020), there are six “data factors” that significantly influence data cultures at schools. They are: 1. Trust and collaboration 2. Purpose of data use 3. Leader expectations and teacher agency 4. Data ownership 5. Leader competency 6. Data as a tool ### Why is a collaborative data culture valuable? A strong positive data culture in a school can assist school leaders and leadership teams in understanding and implementing supports and programs to better meet student, teacher, and community needs. Building culture is hard work that must be reinforced day in and day out. Consider each of the following ideas and whether your school is ready to implement them: 1. Determine if a collaborative and collective organization around the data in your school is needed. 2. Determine who should steer the direction of data analysis and collaborative teamwork. 3. Assess and support data literacy learning in all stakeholders. 4. Build a strategy for transparency and excitement for sharing findings.
- The Adolescent Community of Engagement Framework: A Lens for Research on K-12 Online Learning - Learning & Technology Library (LearnTechLib) <https://www.learntechlib.org/p/112371/> - Lasater, K., Albiladi, W.S., Davis, W.S., & Bengtson, E. (2020). The Data Culture Continuum: An Examination of School Data Cultures. _Educational Administration Quarterly (56)_4, 533-569. <https://journals.sagepub.com/doi/abs/10.1177/0013161X19873034> - Establishing a Data Culture Using a Data-Driven Instructional System for School Improvement: Education Book Chapter | IGI Global <http://www.worldcat.org/oclc/1017754236> <https://www.igi-global.com/chapter/establishing-a-data-culture-using-a-data-driven-instructional-system-for-school-improvement/193548> - Building a High-Performing Data Culture <https://au.corwin.com/sites/default/files/upm-binaries/27678_Love___Chapter_1.pdf> - Data in Education | Learning A-Z <https://www.learninga-z.com/site/breakroom/data-in-education> - Brion, C. (2021). Creating Intentionally Inviting School Cultures. _Journal of Interdisciplinary Studies in Education, (10)_1, 160-181. <https://eric.ed.gov/?id=EJ1315199> - Bustamante, R.M. (2006). The Culture Audit: A Leadership Tool for Assessment and Strategic Planning in Diverse Schools and Colleges. _International Journal of Educational Leadership Preparation, (1)_2. <https://eric.ed.gov/?id=EJ1066685> - Chikwe, M., & Cooper, R. (2020). School Leaders’ Sense-Making and Use of Equity-Related Data to Disrupt Patterns of Inequality. _Journal of Educational Leadership and Policy Studies, (3)_3. <https://eric.ed.gov/?id=EJ1252030> - Hamilton, L., Halverson, R., Jackson, S.S., Mandinach, E., Supovitz, J.A., & Wayman, J.C. (2009). _Using Student Achievement Data to Support Instructional Decision Making._ National Center for Education Evaluation and Regional Assistance. <https://eric.ed.gov/?id=ED506645> - Lange, C., Range, B., & Welsh, K. (2012). Conditions for Effective Data Use to Improve Schools: Recommendations for School Leaders. _International Journal of Educational Leadership Preparation, (7)_3. <https://eric.ed.gov/?id=EJ997478> - Lasater, K., Albiladi, W.S., & Bengtson, E. (2021). Developing Positive Data Cultures in High-Stakes Environments: The Role of School Leaders. _Journal of Cases in Educational Leadership, 24_(3), 49-62. doi:10.1177/1555458921992402 - National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education <https://nces.ed.gov/>
- A Framework for Effective Data Use in Schools, Learning for Action <http://learningforaction.com/lfa-blogpost/data-matters-framework> - ACE Framework - The Ace Framework <https://colab.plymouthcreate.net/ace/> - Resource #2 <https://www.forbes.com/sites/tableau/2020/08/28/3-ways-data-culture-can-unify-your-people-in-a-time-of-crisis/?sh=59ed455575a4> - How to teach data science in K-12 schools? Stanford-led team launches “Big Ideas” | Stanford Graduate School of Education <https://ed.stanford.edu/news/how-teach-data-science-k-12-schools-stanford-led-team-launches-big-ideas> <https://www.youcubed.org/data-big-ideas/> - Data Collaboration Plan: Template <https://digitalpromise.box.com/s/gmndqan4j5f8bdfvcadtxm9028jdfgf7> - Plan of Action - School and School Community Engagement Strategy Example <https://digitalpromise.box.com/s/15mtikliuq7if9dd1900ck57os72rq16>
To earn the micro-credential, you must receive a passing evaluation for Part 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
The artifact(s) provides extensive evidence of a clear, collaborative, and purposeful use of data: - The use of data specifically supports a school’s defined need. - The data plan and participants are regularly engaging and fostering a collaborative culture. - The collaborative data plan demonstrates goals and milestones where sharing and transparency are evident.
The artifact(s) provides evidence of a collaborative use of data: - The use of data supports a school’s defined need. - The data plan and participants are regularly engaging with each other. - The collaborative data plan demonstrates goals and milestones.
The artifact(s) provides some evidence of a collaborative use of data: - The use of data supports a school’s defined need. - The data plan and participants are regularly engaging with each other. - The collaborative data plan denotes where sharing and transparency are evident.
The artifact(s) provides little to no evidence of a collaborative use of data: - The use of data vaguely supports a school’s defined need. - The data plan and participants are not regularly engaging with each other with little collaboration. - The collaborative data plan vaguely demonstrates goals and milestones. Transparency and sharing findings are not mentioned.
The artifacts provide extensive evidence of a clear and powerful plan focused on building a collaborative data culture: - The plan clearly defines how and how often school personnel and the community members engage with data together. - The plan clearly defines more than two methods to access the findings from the collaborative data plan.
The artifacts provide evidence of a clear plan focused on the use and collaboration around building a data culture: - The plan defines how school personnel and the community members engage with data together. - The plan clearly defines a method to access the findings from the collaborative data plan.
The artifacts provide evidence of a plan focused on the use of data: - The plan defines how school personnel engage with data together. - The plan defines that the findings are to be made available but does not state how or who can access them.
The artifacts provide little or no evidence of a plan focused on building a collaborative data culture at a school.
Artifact 2: Plan of Action: School and School Community Strategy
The reflection clearly describes how data is used and who contributes to its use.
1. What are your goals for using data as a tool for informing your practice? 2. How did you know the use of data is building the culture you desire?
**Artifact 1: Data Collaboration Plan** Please submit an example of a school/classroom data plan; you may use the _Data Collaboration Plan: Template_ found in the Resources section above. Components of a great collaborative data plan should include: - A clear purpose for data analysis, deliberate collaboration, and sharing/transparency practices that foster a healthy culture - Consensus goals and objectives for the usage of available data at a district or school **Artifact 2: Plan of Action: School and School Community Engagement Strategy** Please submit a plan of action aimed to engage with and share the findings reached from the Data Collaboration Plan. You may use or modify the _Plan of Action: Example_ found in the Resources section above. Your plan of action should define how school personnel and the community members engage with data together. Note: If you collaborated with other educators on the long-term plan of action, please note that in your evidence.
- Describe the culture in your school or community around data. Describe who has access to raw data and how does your school/district provide transparency? - What plans do you have to foster a collaborative data culture in your district/school/classroom?
# Key Method The coach reflects on their coaching performance and develops a staff input survey and intervisitation for continued growth and development. # Method Components ### Staff Input Survey Development Coach will use feedback from the survey to reflect on practices. Coach will submit a link to the tool and provide a summary of results. Coach will share the next steps of implementation. ### Coach Feedback Reflection Coach will partner with fellow district coaches to visit their schools. The coach will reflect on their work as coaches, gaining insight into their own strengths and challenges through the process of analyzing teacher feedback.
- Albaugh, Michelle. (2017). An Evaluation of Digital Portfolios in Coach Education: Developing Reflective Coach Practitioners. _Philosophy of Coaching: An International Journal. 2_. 6-28. 10.22316/poc/02.2.02. - Farres, Laura. (2004). Becoming a Better Coach through Reflective Practice. - Flaherty, James. (2022). The Coaching Relationship. 10.4324/9781003206422-5. - Killion, J. (2017) Coaching reflection and assessment. Taking the Lead. (pp.189-202). Learning Forward. <https://eric.ed.gov/?id=ED581452> - Roy, X., Gavrila, S. E., & Sercia, P. (2021). Reflective practice: Helping coaches improve their coaching. International Journal of Strength and Conditioning <https://doi.org/10.47206/ijsc.v1i1.55> ### Characteristics/Standards - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Professional Learning Facilitator - Data-Driven Decision Maker - Future-Ready Instructional Coaches Framework <https://futureready.org/wp-content/uploads/2020/02/FRS_Instructional-Coaches_Framework_FINAL-2020.pdf> - Personalized Professional Learning
- Arianna Huffington on the need for mindful and reflective leadership <https://www.youtube.com/watch?v=WFkNeXohHA4> - Critical Self-Reflection: A primer for leadership coaches <https://drive.google.com/file/d/1Yih-34PynxcLD9N_1HGOMtAW4Y_i_5ra/view>
Coach Feedback Reflection completely satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Coach Feedback Reflection almost satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Coach Feedback Reflection partially satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Coach Feedback Reflection minimally satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
To earn this micro-credential, submit the following two artifacts. You may upload in any accessible form, such as Google doc, Word doc, or PDF: - **Staff Input Survey Development**: Demonstrate your ability to collaborate with fellow teacher leader team members to build a survey tool to collect feedback from teachers. The survey must focus on your coaching service and must have 8-10 questions. Distribute the survey to 75% of the staff. You must share a viewable link of the survey. - **Coach Feedback Reflection**: demonstrate your ability to reflect on your work by analyzing the coaching feedback survey data, and gain insight into your own strengths and challenges. Address in 200-250 words what you learned about yourself through the feedback offered by the teachers. Include how you will utilize the data to enhance coaching practices. Include a screenshot of the survey results.
Building Powerful Community & Family Partnerships - VILS
# Key Method The educator develops or modifies a program, event, or method used to build powerful partnerships among people at school and people in the community. # Method Components ### Why is a powerful family and community partnership valuable? Schools are often nestled in the geography of neighborhoods. Success, academic or otherwise, is bolstered when the families and community around the school are actively involved. Decades of research connects the involvement of guardians in their child's schooling to improved academic success. Additional benefits of strong partnerships between the school and the community include: - Better serving the needs of the child. - Improving the quality of education the child experiences. - Parents feel more confident in the help they can provide. ### How can schools take the lead in establishing powerful partnerships? **Understand Challenges & Provide Conditions** While it may be more common knowledge for educators to understand some of the challenges families face as they begin engaging with schools, many educators have little or no training in impactful engagements with families. Think about how teachers are coached, trained, and supported in their engagements with families. Do they have access to resources, mentors, or other experiences that could prepare them to better form partnerships with guardians? **Focus Your Efforts** Before offering services or soliciting the support of the community, critically review the partnerships between parties. Schools, students, and the community will need different support from year to year, and not every school, student, or community needs the same things. Leverage leadership teams in your school to offer more sustained and valued support where it is needed. Be diligent about how you communicate with and about your community, school, and people. **Connect Personally** Relationships are more easily built face-to-face. So if you have the opportunity to hold in-person meetings, take it. This facilitates the personal connection, as your emotions are not just heard or seen but also felt in the room. If in-person meetings are not an option, how are you making the most out of the “next best” communication method available? **Convey Value in Growth, Learning, and Camaraderie** One overarching goal of creating powerful family and community partnerships is to improve the value of education students have access to in their school. Take every opportunity to connect the partnerships, events, and programs to educational efforts in classrooms. Highlighting these connections bolsters the value of each. **Support Guardians by Sharing Resources and Being Transparent** Guardians need support, and often they need different types of support than students need. Take the opportunity to be proactive and provide resources guardians need to stay engaged with their child’s education. This may include building a parent portal website, conducting in-person or online seminars, or simply holding coffee hours at your school to get to know the people in and around the school. ### What criteria would be used to define a strong partnership? Partnerships are built on each participant/party working together. That partnership and the corresponding effort will look different at each school and for each individual program. Strong partnerships are built on foundations of transparency, open and frequent communication, and collective beneficial goals. In order to determine if your partnership is strong, you may consider conducting a needs assessment to learn where both the school and community need to focus time and attention. Publish these findings, draft goals, work to achieve them, and celebrate everyone’s work when milestones are met. In some cases, key measures for strong partnerships might include large turnout for events in the face of obstacles, dedicating significant amounts of time to a program/project, or even active participation from both new and existing families/community members in school programs. What would demonstrate a powerful partnership between families and communities? - Pictures or videos of families at school events, field trips, or after school events. - Guardians and community members attending/leading after school clubs. - Testimony videos, texts, emails to showcase the bond people form between the school and community. - Guardians proactively asking for ways they can support school efforts or lead new clubs/programs. What are some specific examples of powerful partnerships among schools, families, and communities? Examples include: - Student organized school maintenance programs where families, community members, school staff, and students are involved in the regular upkeep of the school campus and facilities. - Guardian academy run by school staff and students designed to acclimate guardians on some of the technology systems used in classrooms. Some guardian academies evolve into informal classes used to build skills used in the job market.
- Barbour, L. (2018, December 7). EEF Parental Engagement Summary. Education Endowment Foundation. - Community Partnerships. Digital Promise. (2020, November 20). <https://digitalpromise.org/initiative/learning-studios/learning-studio-experience/community-partnerships/> - Evans J. (2016). Trends in Digital Learning: How K-12 Leaders Are Empowering Personalized Learning in America’s Schools. Project Tomorrow: Irvine, CA. <https://tomorrow.org/speakup/2016-digital-learning-reports-from-blackboard-and-speak-up.html> - Howard, N. R. (2020). Terms of Engagement: Redefining Parental Involvement and STEM Identity for Black Girls. Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM. Charlotte, NC: Information Age Publishing. <https://eric.ed.gov/?id=ED611167> - Powerful Learning is Collaborative and Connected. Digital Promise. (2021, April 7). <https://digitalpromise.org/2019/01/22/powerful-learning-collaborative-connected/> - Provide Ongoing Support to Promote Families' and Caregivers' Engagement. Digital Promise Verizon Innovative Learning Schools. (2021, June 8). <https://verizon.digitalpromise.org/elements-of-success/provide-ongoing-support-to-promote-families-and-caregivers-engagement/> - Mapp, K. L. & Bergman, E. (2019). Dual Capacity-Building Framework for Family-School Partnerships (Version 2). <http://www.dualcapacity.org>
- Building Positive Relationships with Parents <https://medium.com/@twosigmas/building-positive-relationships-with-parents-9351604ecc6b> - How to Begin Positive Relationships with Families: 8 Tips to Try <https://www.understood.org/articles/en/eight-tips-to-build-a-positive-relationship-with-your-students-families> - Teacher and Parent Relationships - A Crucial Ingredient <https://www.youtube.com/watch?v=FxJIsZsYKQQ> - Dr. Karen Mapp on Parent and Family Engagement in Education <https://www.youtube.com/watch?v=5YXH8VfZ89Y>
The artifact provides extensive evidence of a powerful connection between families, schools, and communities; it includes all of the following - Pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
The artifact provides effective evidence of a functional partnership among families, schools, and communities; it includes one or more of the following: - Pictures, videos, or written statements connect the school and community partnership to the satisfaction of service provided
The artifact provides limited evidence of relationships among families, schools, and communities; it includes one of the following: - Pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
The artifact provides little to no evidence of relationship building among families, schools, and communities; it includes one or fewer of the following: - Pictures, videos, or written statements connect the school and community relationship to the satisfaction of service provided
**Artifact 1: School and Community Connection** Please submit an example that displays the ongoing and robust connection between the school and community. Connections could be represented by: - artifact that spans over the course of (or part of) the school year - pictures, videos, or written statements - robust connections between families, schools, and communities that showcase depth of effort, such as time volunteered, or images demonstrating the volume of output from a program **Artifact 2: Powerful Partnerships** Please submit an example demonstrating the powerful nature of the partnership among families, communities, and the school. Partnerships could be represented by: - a culmination video (or slideshow of pictures) at the conclusion of a program - formal commitments such as fiscal investments, commitments to sustain volunteers, or program expansion into other neighborhood schools In addition, please provide a written statement or plan that explains the investment both families and the school have in each other from year to year.
- Based on an existing partnership, do you need to focus on new/additional objectives, extend existing objectives, or conclude this partnership in favor of new ones? Why? - How do you plan to grow the partnerships among families, communities, and your school?
### Key Method The coach effectively uses and applies conflict intervention strategies such as coaching, negotiation, and system design in the management and resolution of conflict. # Method Components ### 4-Word Activity The coach will elicit a shared understanding, or a shared vision, of an idea or concept. The exercise can also provide an insight into the ways in which decisions are made within any given team or group, and, as such, is an excellent teamwork exercise. ### Peeling the Onion The coach will act as a facilitator and provide a structured way to develop an appreciation for the complexity of a dilemma in order to avoid the inclination to start solving the problem before it has been fully defined.
### Characteristics/Standards - ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> - Collaborator - Future-Ready Instructional Coaches Framework <https://futureready.org/wp-content/uploads/2020/02/FRS_Instructional-Coaches_Framework_FINAL-2020.pdf> - Collaborative Leadership
Effective Use of Learner Profiles - VILS
Educator understands and implements use of learner profiles to better understand and address learner variability. This includes developing a general understanding of students, their goals, interests, and technology skills.
# Key Method The educator develops learner profiles by following best practices, which includes gathering information about student needs, evaluating and collecting student data, and identifying the profile’s goal. The educator shows how the selected learner profile was used to address student needs in classroom instruction. # Method Components ### What is Learner Variability? Learner variability is the recognition that every student has a unique set of strengths and challenges across a whole child framework that is interconnected and varies according to the students’ context. This concept recognizes that each individual is the result of a multitude of characteristics or abilities that will manifest differently based on the learning context. This means that any learner might experience advantages or disadvantages based on how instruction and the learning environment are designed. Learner variability is often confused with the debunked myth of learning styles. While educators should offer learners an opportunity to learn from different formats, learner variability is more expansive in how learner needs are addressed through the entirety of the learning experience. ### What is a Learner Profile? It is likely that you already have access to some data about your students’ backgrounds and content knowledge. You may even have access to some information about students’ social-emotional status or cognitive development. While this information is valuable, you will likely need to ask your learners more about them. Learner profiles consist of multiple types of data that allow the educator to become familiar with the individual characteristics of students that may impact their learning. These profiles are not static and should change over time. More importantly, they should not be used to stereotype students. It is common for students to have different needs based on the task, environment, and content. ### How do you select the appropriate learner profile to address your students’ instructional needs? There are many great examples of learner profiles that you use in your classroom. Many teachers ask students to fill out get-to-know-you surveys at the beginning of the year. However, you can be strategic about the questions you ask. You can also gather this information periodically to adapt to changes over time or to new types of content. Great learner profiles are implemented with the following in mind: - Identify the goal of the profile. - Review formal and informal data that you have about the students and determine what information you still need and want to collect with the learner profile. - Determine the tool you will use to collect student information. - Use the learner profile information to find strategies to support your students. You can use the Learner Variability Navigator, found in the Resources section below, to find strategies.
- Corley, M. A. (2005). Differentiated instruction: Adjusting to the needs of all learners. _Focus on Basics, 7_(C). <https://www.researchgate.net/profile/Maryann-Corley/publication/265047853_Differentiated_Instruction_Adjusting_to_the_Needs_of_All_Learners/links/55436dc30cf23ff71684098c/Differentiated-Instruction-Adjusting-to-the-Needs-of-All-Learners.pdf> - Douglas, D. (2004). Self-advocacy: Encouraging students to become partners in differentiation. _Roeper Review_, _26_(4), 223–228. <https://doi.org/10.1080/02783190409554273> - Pape, B. (n.d.). _Learner variability is the rule, not the exception_. <https://digitalpromise.org/wp-content/uploads/2018/06/Learner-Variability-Is-The-Rule.pdf> - Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561301.pdf> - Powell, A., Rabbitt, B., & Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561318.pdf>
- Digital Promise’s Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> - Universal Design for Learning Implementation and Research Network’s video on Learner Variability <https://www.youtube.com/channel/UCfqz5CPyw2r09x6DVc5wKxA> - New Zealand Ministry of Education’s guide to Developing Learner Profiles: <https://inclusive.tki.org.nz/assets/inclusive-education/resources/files/Developing+Learner+Profiles+infosheet.pdf> - Whole Child Approach to Education <https://chanzuckerberg.com/education/whole-child-approach-to-education/>
Educator effectively described their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
Educator made clear connections between the goal of the learner profile and the data that was collected to inform instruction. Educator specifically identified how and when students submitted their learner profile. Educator named 2-3 instructional strategies used to support learners based on specific learner profile data.
The video demonstrates a strong understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs and how strategies were selected to support varying learner needs.
The video demonstrates an understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs; how strategies were selected to support varying learner needs; and how these practices impacted learners and supported their needs.
The video demonstrates a beginning understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs; how strategies were selected to support varying learner needs; and how these practices impacted learners and supported their needs.
The video does not demonstrate an understanding of how learner profiles were used to collect specific data to develop a deeper understanding of learner needs; how strategies were selected to support varying learner needs; and how these practices impacted learners and supported their needs.
The file demonstrates a strong understanding of how the educator implemented strategies identified by learner profile supported specific student needs and How students were impacted by the strategies implemented to meet their needs.
The file demonstrates an understanding of how the educator implemented strategies identified by learner profile supported specific student needs and how students were impacted by the strategies implemented to meet their needs.
The file demonstrates a beginning understanding of how the educator implemented strategies identified by learner profile supported specific student needs and how students were impacted by the strategies implemented to meet their needs.
The file does not demonstrate an understanding of: How the educator implemented strategies identified by learner profile supported specific student needs and how students were impacted by the strategies implemented to meet their needs.
Artifact 2: Evidence of Instructional Strategies Implemented
Educator briefly described the data or evidence used to determine the impact on learning in 250 words or less.
Educator briefly described at least one practice learned from implementing learner profiles that they would like to continue using to support student needs, and one that they would like to adapt to better support student needs.
**Activity Description:** What is your instructional context? Please include the following: - educational role, - grade level(s) served, - number of students served, - content area(s), - and any other relevant information.
**Activity Description:** How were students’ learning needs determined and supported using a learner profile? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Identify the goal of the profile. Select the type of learner profile instrument (e.g., general learner profile, goal interest survey, technology skills survey) you are going to use. - Identify the goal or purpose of the profile instrument you selected. - Name 2-3 types of data that your chosen learner profile instrument helped you collect. - Identify how and when students had the opportunity to submit their learner profile responses. - Identify the trends or needs from the learner profile instrument data. - Identify 2-3 instructional strategies to support learners identified using specific learner profile data. Note: You can use the Learner Variability Navigator to identify strategies.
**Artifact 1: Video** Please submit a link to a 5- to 7-minute video in which you show and discuss how you applied a learner profile to support student needs during a learning experience. _The video should not have any identifying student information visible or referenced_. Please address the following: - Elaborate on the answer to Part 1, Prompt 2 regarding your students’ learning needs. Provide examples of specific data or information that you learned about your students based on their learner profile submission. Identify how this data was used to guide your exploration for and selection of strategies to support learner needs during instruction. - Articulate how using a learner profile supported changes to instruction in a way that addressed the students’ learner needs. For example, student answers may have inspired the educator to make changes to the physical learning environment. **Artifact 2: Evidence of Instructional Strategies Implemented** Please submit a link to a file such as a document or slide deck. The file should include one (1) example of the instructional strategy used by the educator and one (1) example of how students used the strategy. The strategy should directly meet learner needs or preferences identified in the learner profile. _The documents should not have any identifying student information visible or referenced_. Please address the following: - The educator example may include evidence of the strategy in action, such as lecture slides, digital templates, images, or directions used to support specific student needs. - The student example may include evidence of how the strategy was implemented to support student learning. The example may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include the learner profile data used to determine the use of a particular strategy or when it was used during the learning process. - Identify student impact by including evidence of how student learning was impacted and/or how students felt about the learning experience. _Note: The work examples should not have any identifying student information visible or referenced._
Based on your experience in using learner profiles to identify strategies to support instruction, what impact did it have on student learning?
Based on your experience in using learner profiles to identify strategies to support instruction, which aspect(s) of this practice would you continue to support student needs? Which aspect(s) of this practice would you adapt to better support student needs?
Educator examines and implements strategies to curate digital content to support student learning within a learning management system (LMS).
# Key Method The educator curates digital content to support student learning within an LMS by following best practices that include conducting a learner analysis and using UX design strategies for curating lessons in a digital format. # Method Components ### Begin with Students in Mind When it comes to curating digital content that will be used within an LMS, it is important to keep your students at the forefront of your curation process. Conduct frequent surveys with your students to help you understand what is working and more importantly what is NOT working. This will allow you to make in-the-moment adjustments that will alleviate any barriers that may be hindering their overall user experience with your content. A best practice is to create an onboarding experience by logging into your LMS as a student to create a screencast that addresses the following: 1. How do students access assignments? 2. How do students submit assignments? 3. How do students ask for help? This will ensure students have clarity about how to navigate the LMS to complete assignments and tasks. If you are curating content for a virtual environment, it is imperative that you create opportunities for students to connect virtually with you and their peers. To keep students engaged, develop a schedule for responding to students’ posts and questions within 24–48 hours. Students’ motivation and engagement increases when teachers foster an environment that creates a sense of belonging for all, grounded in mutual respect between student and teacher. This is central to the learning process. _Building Trusting Relationships_ from Digital Promise’s Learner Variability Navigator (in the Resources section below) is an example of a strategy that can be used to build positive and trusting relationships with learners, which is essential for gaining insight into the instructional needs of students. A good way to continually connect with students throughout the school year is by integrating brainteasers, icebreakers, or culturally oriented attention-getting strategies into your content. This is a quick and effective way to check in with students. Opening each period or learning experience with a community activity, ritual, or inclusion activity contributes to a caring and trusting learning environment that provides safe space in which students can take academic risks connected to their learning. ### Be Linear but Be Connective One thing to keep in mind when curating digital content is to be linear by posting tasks and assignments in sequential order. Content should be listed within the LMS in the order that it is expected to be consumed in by students. Students should also be able to easily move forward and backward through your content as needed. Another idea to consider when it comes to organizing your digital content is using hyperlinks to connect students to resources inside and outside of the LMS. A good rule of thumb is to avoid having students utilizing more than two apps or websites to complete an assignment. It may also be helpful to compile all resources and tasks needed to complete an assignment into one hyperdoc each week. This way, students have one document within the LMS that contains their resources for learning for the week. (For more information about using hyperdocs, see How Hyperdocs Can Transform Your Teaching in the Resources section below.) ### Keep It Simple and Focus on Clarity This begins by designing your digital content in a manner that makes it easy for students to intuitively figure out how to navigate their coursework. Phrases such as “Start here” make it simple for students to understand where to begin when it comes to learning within an LMS. It is also a good idea to use visual cues such as arrows and bolded text. This will make important content and navigational information identifiable to students. Be clear and consistent when writing directions as this will reduce the amount of questions and emails you receive from students regarding assignments and tasks. Another best practice is to use lists in lieu of paragraphs when developing assignment directions for students. This reduces the amount of text students have to digest, making it easier for them to navigate through instructions quickly. It also makes it easier for them to understand the requirements so that they can complete the assignment or task correctly. Another key to keeping it simple is to make sure that your content has consistent formatting, headers, and vocabulary, as well as student-friendly language.
- Paskevicius, M. (2021). Educators as Content Creators in a Diverse Digital Media Landscape. _Journal of Interactive Media in Education_, 2021(1), 18. <http://doi.org/10.5334/jime.675> - Dirksen, J. (2016). Design for How People Learn, Second Edition. New Riders. <https://worldcat.org/en/title/910088640> This book provides insight into using the key principles behind attention, memory, and learning to create materials that enable learners to gain and retain knowledge. - Weisgrau, J. (2019, January 14). _Powerful Learning Is Personal and Accessible._ Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/> - Eaton, M. (2020). _The Perfect Blend: A Practical Guide to Designing Student-Centered Learning Experiences._ International Society for Technology in Education. <https://worldcat.org/en/title/1150853441> This book provides practical strategies and lesson ideas for educators and encourages them to reflect on their role as designers of learner experiences, specifically when it comes to creating and using digital content for teaching and learning. - SEL 3 Signature Practices Playbook: A Tool That Supports Systemic SEL – CASEL. (n.d.). _CASEL_. Retrieved October 5, 2022, from <https://casel.org/casel_sel-3-signature-practices-playbook-v3/> CASEL shares three signature practices that any teacher can adopt to support them in creating a supportive learning environment while also integrating SEL into their instructional practices. - Hammond, Z., & Jackson, Y. (2015). _Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students_. Corwin. <https://worldcat.org/en/title/889185083> This book provides four macro-level instructional strategies that allow students to move through the brain’s three stages of information and processing: 1) Ignite: get the brain’s attention; 2) Chunk: make information digestible; 3) Chew: actively process information; 4) Review: have the chance to apply new learning.
- How Hyperdocs Can Transform Your Teaching, Cult of Pedagogy <https://www.cultofpedagogy.com/hyperdocs/#:~:text=A%20HyperDoc%20is%20a%20digital,to%20complete%20that%20learning%20cycle> - 7 Ways UX Design Theory Transformed My Approach to Course Design <https://spencerauthor.com/ux/> - Digital Promise’s Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/> - Building Trusting Relationships, Digital Promise’s Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/content-area/math-3-6/strategies/building-trusting-relationships-math-3-6/summary>
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and “Adaptive” or “Sustaining” for Part 2.
Educator provides goals and includes specific observations, influences, or data that address the following: increased student engagement, student academic growth, increased clarity regarding assignments and tasks, increased on-time assignment submissions.
The artifact provides extensive evidence of clear and purposeful curation of digital content within an LMS: - curation of digital content within an LMS to specifically support student learning - use of brainteasers, icebreakers, and culturally oriented attention-getting strategies - use of strategies such as posting tasks and/or assignments in chronological order, intuitive navigation, and/or utilizing hyperdocs weekly to compile all resources and tasks for an assignment - use of clear and consistent headers, directions, and student-friendly language.
The artifact provides evidence of purposeful curation of digital content within an LMS: - curation of digital content within an LMS to support student learning - use of culturally oriented attention-getting strategies and a brainteaser or icebreaker - use of strategies such as posting tasks and/or assignments in chronological order and intuitive navigation - use of clear and consistent headers, directions, and student-friendly language.
The artifact provides some evidence of curation of digital content within an LMS: - use of digital content within an LMS to somewhat support student learning - use of brainteasers or icebreakers - use of strategies such as posting tasks and/or assignments in chronological order - use of clear and consistent headers and directions.
The artifact provides little to no evidence of curation of digital content within an LMS: - use of digital content within an LMS vaguely supports student learning - little to no use of brainteasers or icebreakers - digital content is curated in a disorganized manner - digital content lacks consistent headers and/or directions.
The artifact provides extensive evidence of a clear and purposeful course or lesson plan for curating digital content within an LMS: - use of brainteasers, icebreakers, and culturally oriented attention-getting strategies are used to introduce new material or to tap into prior knowledge - all activities are aligned to objectives and support student learning - all activities are organized in chronological order with clear and consistent headers, directions, and student-friendly language.
The artifact provides evidence of a purposeful course or lesson plan for curating digital content within an LMS: - use of culturally oriented attention-getting strategies and a brainteaser or icebreaker to introduce new material or to tap into prior knowledge - majority of activities are aligned to objectives and support student learning - majority of activities are organized in chronological order with clear and consistent headers, directions, and student-friendly language.
The artifact provides some evidence of a purposeful course or lesson plan for curating digital content within an LMS: - use of brainteasers or icebreakers to introduce new material or to tap into prior knowledge - some activities are aligned to objectives and support student learning - some activities are organized in a chronological order, use consistent headers, directions, or student-friendly language.
The artifact provides little to know evidence of a purposeful course or lesson plan for curating digital content within an LMS: - little to no use of icebreakers, brainteasers, or attention-getting strategies to introduce new material or to tap into prior knowledge - activities are vaguely aligned to objectives and minimally support student learning - activities are disorganized and lack consistent headers and/or directions.
Educator briefly describes the data or evidence used to determine the impact the strategies outlined in this micro-credential had on student learning.
Educator provides specific details of their plans to share best practices for curating digital content within an LMS with their peers.
What is your instructional context? Please include the following: - educational role - grade level(s) served - content area(s) - and any other relevant information.
1. What are your goals for curating digital content to support student learning within an LMS? 2. How did you know that curating digital content within an LMS supports student learning?
**Artifact 1: LMS Video Walkthrough** Please submit the following: - a link to a 5–7-minute video walkthrough of your LMS that showcases the digital content curation best practices outlined in this micro-credential; - a text explanation of the digital content curation best practices showcased in the video (200-word limit). _The video should_ _not have any identifying student information visible or referenced_. **Artifact 2: LMS Course or Lesson Plan** Please submit the following: - an LMS course or lesson plan that integrates the digital content curation best practices outlined in this micro-credential; - a text explanation of how the digital content curation best practices outlined in this micro-credential are illustrated in the LMS course or lesson plan template you created (200-word limit). _Note: If you submit a link, it should be set to “anyone with the link can view” so it can be assessed._
Describe how implementing these strategies for curating digital content in an LMS had an impact on student learning. You may use data or evidence such as: - assignment completion rates - student check-ins - anecdotal notes - class averages - or other evidence that clearly shows impact.
What plans do you have to collaborate with your colleagues at your school or district regarding strategies for curating digital content within an LMS?
Leveraging Flexible Learning Formats - VILS
Educator understands and implements flexible learning formats and strategies equitably to support a pedagogical shift from educator-led to student-centered instruction.
# Key Method The educator implements flexible learning formats and strategies within instruction, and shows how flexible learning formats and strategies can be responsive to individual student needs. # Method Components ### What are flexible learning formats? Flexible learning formats adapt elements, such as physical and digital spaces, student groupings, time use, instructional strategies, and curricular approaches to support the personalization of learning. While this list is not exhaustive, the following strategies foster flexible learning environments to create more equitable, inclusive, and personalized learning experiences for students: - **Flexible learning spaces:** Intentionally designing physical and digital spaces that allow for flexibility in teaching and learning encourages personalized learning. In a flexible learning space, students have access to and can rearrange furniture to best suit their learning needs. For instance, some students may move desks together to work collaboratively, while another prefers to stand or work alone on a beanbag, couch, chair, or desk. An educator may even leverage a moveable workstation to make themselves accessible to individuals and groups of students. This level of flexibility can also be cultivated in a digital space by using breakout rooms, chat features, and collaborative workspaces. - **Groups**: Educators use data to inform and regularly adapt student grouping strategies to be more responsive to student needs over time. Educators and students can work with groups of different sizes, ability levels, interests, and skills. Students should also have the opportunity to work individually when appropriate. - **Time**: Interdisciplinary teams of educators have the ability to adapt schedules as needed to best meet the needs of students. With guidance from educators, students can manage their own time. This flexibility allows students to spend time on learning tasks requiring more attention or support. This also supports engagement and relevance. - **Learning pathways**: Learning experiences are structured and designed to address learner variability, meet the individual learning needs of students, and allow students to exercise agency and ownership over their learning. For example, an educator may implement a blended learning model, such as the playlist, flipped learning, or station rotation model to provide students with a degree of control over the pace, place, path, and time of their learning. ### How is flexible learning connected to equity? Equity means that each student receives what they need to succeed. Flexible learning formats provide a student-centered approach that provides students with agency and autonomy in what, when, and how they learn. This approach provides students with opportunities to access what they need, how they need it, and when they need it so they can complete their learning journey. ### Can flexible learning formats support all learners? Yes, flexible learning formats support the Universal Design for Learning Guideline "Action & Expression". Educators can provide varying methods of response, navigation and assistive technology tools to support flexible learning formats in the physical and digital spaces. ### What are the criteria for evidence that shows how a flexible learning format was used to address student needs during classroom instruction? The key to flexible learning formats is providing students with options to support their individual learning needs. This allows students to progress through the learning process as they work toward mastery. Quality flexible learning formats consider the following: - Identifying specific student needs that can be addressed with a flexible learning format. - Choosing a format to best provide students with options based on where you are in your instructional practice. These formats can include choice boards, playlists, and personalized learning pathways. - Leveraging technology to support a flexible learning format for instruction. - Incorporating student feedback to support the design and future iterations.
- Bates, J., McClary, D. J., & Nguyen, M. (2021, May 27). _How to sustain powerful digital learning for the future_. Digital Promise. <https://digitalpromise.org/2021/05/27/how-to-sustain-powerful-digital-learning-for-the-future/> - Christensen, C., Horn, M., & Staker, H. (2013). _Is K-12 blended learning disruptive? An introduction to the theory of hybrids_. <https://files.eric.ed.gov/fulltext/ED566878.pdf> - Digital Promise. (2021). _Digital equity checklist_. <https://digitalpromise.org/wp-content/uploads/2021/05/DigitalEquityGuide_v2r3.pdf> - Digital Promise. (2022). _Student Choice, Learner Variability Project_. Digitalpromiseglobal.org. <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/student-choice-literacy-7-12/summary> - Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. _Educational Psychologist, 39_(2), 97–110. <https://faculty.washington.edu/sunolen/562/old%20562%20files/Stefanou.pdf> <https://doi.org/10.1207/s15326985ep3902_2> - Weisgrau, J., Pautz Stephenson, S., & Gainor, E. (2019, January 14). _Powerful learning is personal and accessible_. Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/> - Learner variability is the rule, not the exception <https://digitalpromise.dspacedirect.org/handle/20.500.12265/16>
- CAST, Universal Design for Learning, Action & Expression: Provide Options for Physical Action <https://udlguidelines.cast.org/action-expression/physical-action> - Why Flexible Learning Environments? by Getting Smart: <https://www.gettingsmart.com/2018/08/08/why-flexible-learning-environments/> - Using Flexible Learning Strategies to Foster Equitable and Inclusive Education Opportunities by American Institutes for Research: <https://www.air.org/sites/default/files/Flexible-learning-strategies-spoltight-Jan-2021.pdf> - Design Your Own Digital Choice Board by Catlin Tucker: <https://catlintucker.com/2016/04/design-your-own-digital-choice-board/> - Playlists: A Path to Personalizing Learning by Catlin Tucker: <https://catlintucker.com/2018/05/playlists/> - Playlists vs. Choice Boards: What is the difference? by Catlin Tucker: <https://catlintucker.com/2022/02/playlists-vs-choice-boards/> - Incorporate Playlists Into Blended Learning by AVID Open Access: <https://avidopenaccess.org/resource/incorporate-playlists-into-blended-learning/> - Learner Variability Navigator <https://lvp.digitalpromiseglobal.org/>
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3, and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
Educator clearly identifies and makes clear connections between specific learner needs (equity gap) and the flexible learning format used. The educator describes how the flexible learning format was used in a learning activity, lesson, or instruction unit. Educator describes how student impact was measured.
The video demonstrates a strong understanding of how student data or information was used to determine learner needs or equity gaps, and how the flexible learning format was selected and used to address the identified learner needs.
The video demonstrates an understanding of how student data or information was used to determine learner needs or equity gaps, and how the flexible learning format was selected and used to address the identified learner needs.
The video demonstrates a beginning understanding of how student data or information was used to determine learner needs or equity gaps, and how the flexible learning format was selected and used to address the identified learner needs.
The video does not demonstrate an understanding of how student data or information was used to determine learner needs or equity gaps, or how the flexible learning format was selected and used to address the identified learner needs.
The file demonstrates a strong understanding of how to intentionally implement a flexible learning format to meet learner needs; and how students used the flexible learning format to show progress in their learning.
The file demonstrates an understanding of how to implement a flexible learning format intentionally to meet learner needs, and how students used the flexible learning format to show progress in their learning.
The file demonstrates a beginning understanding of how to implement a flexible learning format intentionally to meet learner needs, and how students used the flexible learning format to show progress in their learning.
The file does not demonstrate an understanding of how to implement a flexible learning format intentionally to meet learner needs, or how students used the flexible learning format to show progress in their learning.
Educator briefly describes at least one practice learned from implementing flexible learning formats that they would like to continue using in their instruction.
Educator briefly describes at least one practice learned from implementing flexible learning formats that they would like to adapt to better support student needs.
**Activity Description:** What is your instructional context? Please include the following: - educational role, - grade level(s) served, - number of students served - content area(s), - and any other relevant information.
**Activity Description:** How was the flexible learning format implemented to increase equity in students’ learning needs or preferences? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - What equity gaps did you identify and want to impact using a flexible learning format. - What type of flexible learning format did you choose? What technology did you use to implement it? - Briefly describe how the flexible learning format was used in a learning activity, lesson, or unit. - Describe how you measured the impact on student learning.
**Artifact 1: Video** Please submit a link to a 4- to 6-minute video in which you show and discuss how you applied a flexible learning format to impact existing equity gaps in learning. The video should address the following: - This should elaborate on the answer to Part 1 and provide examples of specific data or information that you used to determine a need and subsequent impact. - This narrative should clearly articulate how using a flexible learning format supported changes to instruction in a way that addressed students’ learning needs. Clearly describe the format and elements that supported specific student needs. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should include one example of the flexible learning format used by the instructor and one example of how students used the format. The example should include the following: - The educator example may include evidence of the flexible learning format in action, such as the choice board, playlist, personalized learning plan, lecture slides, digital templates, images, or directions used to support specific student needs. If you used or adapted an existing format developed by someone else, please make sure to cite the source. - The student example may include evidence of how students used the format to make progress in their learning. The example may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include why certain choices were made, when it was used during the learning process, or how technology was leveraged to support the format. - Make sure that no identifying student information is visible or referenced in the artifacts. _Note: If you submit a link, it should be set to “anyone with the link can view” in order to assess._
Based on your experience in using flexible learning formats to support student needs equitably, what impact did it have on student learning?
Based on your experience in using flexible learning formats to support student needs equitably, what aspect(s) of this practice would you continue to use in your instruction?
Based on your experience in using flexible learning formats to support student needs equitably, what aspect(s) of this practice would you adapt to better support student needs?
Educator understands and implements the station rotation model so that they may respond to individual student needs and improve student learning outcomes.
# Key Method The educator implements the Station Rotation model to deliver classroom instruction; the educator designs stations that support personalized learning, allowing students to learn through teacher-led, independent, and collaborative learning experiences. # Method Components ### What is Station Rotation? Station Rotation is a type of blended learning model within a specific course or subject, students rotate in small groups through a series of learning stations. For this model to be considered blended learning, the rotation includes at least one online station dedicated to a computer-based learning experience. The other stations typically include teacher-led and independent or collaborative student-led activities. These additional learning activities may include technology, or they may be conducted completely offline in a physical classroom setting. ### Benefits of Station Rotation There are several benefits to implementing the Station Rotation model in the classroom: - Creates time for teachers to work with learners in small groups or one-on-one - Through smaller groups, Station Rotation supports differentiation and personalization of course content in response to learner variability - Educators can promote autonomy and ownership by creating opportunities for student voice and choice in learning activities based on their personal learning goals - Engagement in collaborative learning that leads to powerful learning - The use of educational technology tools allows students to learn at their own pace and receive real-time feedback ### How to Design and Implement Station Rotation In the Station Rotation model, learners are organized into smaller groups of no more than ten students within the classroom. Student groups may be based on skill level, how students learn, or mixed abilities. The groups can be structured as fixed and unchanging from day to day, or flexible and thus adjusted depending upon student needs. Depending on the age of learners and the parameters of the classroom schedule, learners spend 15-30 minutes working at each station. In this model, learners rotate through at least three typically used stations: - **Teacher-led Station**: In this station, teachers might provide direct instruction, facilitate discussions, or conduct assessments with either a small group of students or one-on-one. - **Online Station**: Here, students may engage with technology to facilitate personalized learning experiences using adaptive software or they could use technology tools to support independent or collaborative group work. - **Offline Station**: This station is an opportunity for students to work collaboratively on hands-on learning activities or focus on independent work. **Example**: Educator has created a station rotation for a middle school math unit on probability. Students are placed into 4 similar ability groups: - **Teacher-led:** Teacher facilitates small group instruction based on student responses from the previous day’s exit ticket. - **Online & Independent:** Students log into a research-based online intervention program for math that delivers targeted and personalized instruction based on benchmarked testing data. - **Collaborative:** Students participate in a collaborative activity in which each of them individually flips a coin 50 times to generate data. They then combine their data and look at the percentage of heads and tails that come up. Students discuss what the breakdown would look like if they had flipped the coin 100,000 times. - **Offline & Independent:** Students continue to practice probability using an independent worksheet. The content of each learning station is at the educator’s discretion. Some choose to design stations that cover different topics, providing both educators and students with the opportunity to cover more content in a shorter amount of time. An alternative approach is to create varied learning experiences that allow students to dig deeper into one area of focus through different modalities. In either scenario, a best practice in designing a station rotation in the classroom begins and ends with collecting and analyzing student data to both establish the focus for the station activities and to determine the effectiveness of the learning experiences (NSTA, 2022). Student data should support the purpose and scope of each learning activity. Prior to implementing stations, analyzing both formative and summative assessment data helps determine current learner knowledge and which content standards are best to address in each station. Data gathered afterwards through assessment tools like exit tickets (formative), performance tasks (summative), and student feedback surveys provides insight on student growth and guidance for future station content. When designing and implementing the Station Rotation model, instructors should consider carefully how to best prepare learners. Building clear systems—including planning for how learners know what to do at each station, how much time each activity should take, and how learners transition between stations—supports a smooth implementation of the model.
- Bates, J., McClary, D. J., & Nguyen, M. (2021, May 27). _How To Sustain Powerful Digital Learning for the Future_. Digital Promise. <https://digitalpromise.org/2021/05/27/how-to-sustain-powerful-digital-learning-for-the-future/> - Christensen, C., Horn, M., & Staker, H. (2013). _Is K-12 Blended Learning Disruptive? An introduction to the theory of hybrids_. <https://files.eric.ed.gov/fulltext/ED566878.pdf)https://files.eric.ed.gov/fulltext/ED566878.pdf> - Fulbeck, E., Atchison, D., Giffin, J., Seidel, D., & Eccleston, M. (2020). _Personalizing student learning with station rotation_ [Descriptive study]. American Institutes for Research. <https://www.air.org/resource/report/personalized-student-learning-station-rotation-descriptive-study> - Hite, R., Greenhalgh-Spencer, H., & Childers, G. (2022, April/May). _Differentiation in the life science classroom using station rotations._ Science Scope, _45_(5), 52-58. <https://www.nsta.org/science-scope/science-scope-mayjune-2022/differentiation-life-science-classroom-using-station> - Maxwell, C., & White, J. (2017). _Blended (r)evolution: How 5 teachers are modifying the station rotation to fit students’ needs._ Christensen Institute. <https://www.christenseninstitute.org/wp-content/uploads/2017/07/Blended-Revolution.pdf> - Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561301.pdf> - Powell, A., Rabbitt, B., & Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. _International Association for K-12 Online Learning_. <https://files.eric.ed.gov/fulltext/ED561318.pdf> - Weisgrau, J., Pautz Stephenson, S., & Gainor, E. (2019, January 14). _Powerful Learning is Personal and Accessible._ Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/>
- Blended Learning Models <https://www.blendedlearning.org/models/#stat> - Optimize Station Rotation in Blended Learning <https://avidopenaccess.org/resource/optimize-station-rotation-in-blended-learning/> - Station rotation: Save time, engage students in any K-12 classroom <https://ditchthattextbook.com/station-rotation/> - The Station Rotation Model: Prioritize Differentiation, Student Agency & 4Cs of 21st-Century Learning <https://catlintucker.com/2021/10/station-rotation-model/> - How do I set up a station rotation model in my classroom? <https://practices.learningaccelerator.org/problem-of-practice/how-do-i-set-up-a-station-rotation-model-in-my-classroom> - Optimizing Station Rotations in Blended Learning <https://www.edutopia.org/article/optimizing-station-rotations-blended-learning> - Differentiation in the Life Science Classroom Using Station Rotations <https://www.nsta.org/science-scope/science-scope-mayjune-2022/differentiation-life-science-classroom-using-station>
Educator identifies and designs learning stations that specifically respond to personalized instruction and student needs as demonstrated by the data. The educator describes how the Station Rotation model was implemented in the classroom, as well as how each station met the criteria of the model. Educator describes how student learning outcomes improved through the use of the model.
The video or photo gallery thoroughly demonstrates how stations (at least three, one of which is technology-based) were thoughtfully designed and students were intentionally grouped to provide personalized learning opportunities. Data is clear and specific and appropriate to the station design.
The video or photo gallery demonstrates how stations (at least three, one of which is technology-based) were designed and students were grouped to provide personalized learning opportunities. Data is included and appropriate to the station design.
The video or photo gallery demonstrates beginning understanding of how to design stations (at least three, one of which is technology-based) and group students to provide personalized learning opportunities. Data is included but nonspecific or vague in how it was used in station design.
The video or photo gallery does not demonstrate how stations (at least three, one of which is technology-based) were designed nor how students were grouped to provide personalized learning opportunities. Data may or may not be included, but is nonspecific or vague in how it was used in station design.
The implementation plan demonstrates a strong understanding of how to intentionally implement the station rotation model to support personalized instruction, and how the use of the model led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
The implementation plan demonstrates an understanding of how to implement the station rotation model to support personalized instruction, and how the use of the model led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
The implementation plan demonstrates a beginning understanding of how to implement the station rotation model to support personalized instruction, and how the use of the model led to improved student outcomes. The evidence includes only three of the following: educator example, student example, relevant context, and student impact.
The implementation plan does not demonstrate an understanding of how to implement the station rotation model to support personalized instruction or how use of the model could lead to improved student outcomes. The evidence includes one or two of the following: educator example, student example, relevant context, and student impact.
Educator briefly describes the impact of implementing the Station Rotation model to support personalized learning, as well as the data or evidence used to understand its impact on learning in 250 words or less.
Educator briefly describes both successes and challenges in using the model and describes at least one aspect of their implementation plan that they would adapt to better support student learning.
**Activity Description:** What is your instructional context? Please include the following: - educational role, - grade level(s) served, - content area(s), - and any other relevant information.
**Activity Description:** Through implementing the Station Rotation model, how did you respond to individual student needs and improve student learning outcomes?_(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - How did you want to personalize instruction for students? - Explain your implementation of the stations and how it meets the criteria of the Station Rotation model as described in the method components above. - How was student data used to inform (or revise) the design of each station? - How did student learning outcomes improve through participation in the stations?
**Artifact 1: Video or Photo Gallery** Please submit a link to a 5- to 7-minute video or photo gallery in which you showcase and discuss (verbally or in writing) how you: (1) implemented the Station Rotation model in classroom instruction (2) personalized learning for students and (3) improved student learning outcomes. The video/photo gallery should address the following: - Provide examples of specific data or information that you used to determine student needs that informed the station design decisions you made. - Describe the stations you designed; include: - An explanation of each station, - how they supported personalized instruction, - how students were grouped together, - how students were expected to engage in learning, and - any resources or materials used to facilitate student learning. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should include one (1) example of an implemented Station Rotation plan and an explanation of how students interacted with each station. Please include the following: - The educator example may include evidence of the stations in action such as lecture slides, digital templates, images, or directions used to support specific student needs. If you used or adapted a multimodal format developed by someone else, please make sure to cite the source. - The student example should include evidence of how each station was used by students. It may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include why certain choices were made or how student data was used to inform the design of each station. - Identify student impact by including evidence of how use of the Station Rotation model supported student learning. _Note: The work examples should not have any identifying student information visible or referenced._
Based on your experience implementing the Station Rotation model to support personalized learning, what was its impact on student learning? What data or evidence supported your understanding of its impact?
Based on your experience implementing the Station Rotation model, what were some successes and challenges you experienced? What aspects of your implementation would you adapt to better support student needs in the future?
Educator implements multimodal learning in a manner that allows students to engage in the learning process through a variety of formats.
# Key Method The educator provides students with options that allow them to engage with content that will support their specific needs as learners, as well as information on how multimodal learning pathways support specific student needs. # Method Components ### What is multimodal learning? Multimodal instruction simply provides students with different formats for learning. These formats can include formats such as text, audio, visual, and more. Providing instruction in multiple formats allows students to choose the option(s) that best suit their learning needs. Further, it facilitates increased engagement, understanding, and retention. ### How are multimodal learning pathways implemented? Multimodal learning pathways are ways in which students can navigate the learning process through a variety of means and options: - First, multimodal learning relies on students having multiple means of content presentation, which simply means that instruction is presented in different formats. - Second, there should be multiple means of student engagement. This means that students are provided choices within their learning, such as how they learn about a topic, who they work with, and where they work. - Third, students should have multiple means of demonstrating mastery. Mastery options may include writing or verbally explaining what has been learned, demonstrating a skill physically or with a lab, creating an original product of learning, or engaging in a project with options to incorporate creativity and options of what to include. While not all options need to be provided at all times, educators can still expand opportunities for students to exercise some choice throughout the learning experience when appropriate. The variety ensures that learners are more likely to engage with content that will support their specific needs as learners. Multimodal learning can be implemented through formats such as multimedia, choice boards, playlists, and other student-centered and -directed methods. ### What are the criteria for evidence that shows how multimodal learning was used to address student needs during classroom instruction? Multimodal learning may be implemented in many different ways. The key is to provide students with a variety of ways to engage with instruction. No matter where you may be in your instructional journey, there are many ways of integrating or expanding student options. **Quality multimodal learning pathways consider the following:** - Identifying student needs or preferences in how they learn. - Choosing a format to provide students with options based on where you are in your instructional practice. These formats can include multimedia, hyperdocs, and other student-centered and -directed methods. - Leveraging technology to support multimodal instruction. - Incorporating student feedback to support the design and future iterations. ### How does multimodal learning support diverse learners? Learners differ in the ways that they perceive and comprehend information presented to them. Multimodal learning supports Principle 2 of the Universal Design for Learning (UDL) Guidelines: Multiple Means of Representation. Multiple means of representation is about providing learners with various ways to access and engage with course materials and information. This principle also refers to how students comprehend information in different forms, such as decoding syntax, vocabulary, notation, symbols, and disciplinary language.
- Chiu, T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. _Interactive Learning Environments, 24_(6), 1355–1370. <https://eric.ed.gov/?id=EJ1112620> - Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from <http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf> - Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. _Educational Psychology Review, 19_(3), 309–326. <https://doi.org/10.1007/s10648-007-9047-2> - Multimodal Instruction | Learner Variability Project. (2022). Digital Promise. <https://lvp.digitalpromiseglobal.org/content-area/literacy-4-6/strategies/multimodal-instruction-literacy-4-6/summary> - Weisgrau, J., Pautz Stephenson, S., & Gainor, E. (2019, January 14). Powerful learning is personal and accessible. Digital Promise. <https://digitalpromise.org/2019/01/14/powerful-learning-personal-accessible/> - CAST (2018). Universal Design for Learning Guidelines, version 2.2. Retrieved from <http://udlguidelines.cast.org>
- Universal Design for Learning and Blended Learning: Representation by Dr. Catlin Tucker: <https://catlintucker.com/2020/09/udl-blended-learning-representation/> - Multimedia Text Sets and HyperDocs – What's the difference? by Lisa Highfill: <https://hyperdocs.co/blog/posts/multimedia-text-sets-and-hyperdocs---whats-the-difference-> - To Boost Higher-Order Thinking, Try Curation by Jennifer Gonzalez: <https://www.cultofpedagogy.com/curation/> - CAST Universal Design for Learning: Provide Multiple Means of Representation <https://udlguidelines.cast.org/representation> - Digital Promise Learner Variability Navigator, Multimodal Instruction <https://lvp.digitalpromiseglobal.org/content-area/math-7-10/strategies/multimodal-instruction-math-7-10/summary> - Read, Write, Think, Teaching with Multiple Modalities <https://www.readwritethink.org/professional-development/strategy-guides/teaching-multiple-modalities>
Educator effectively describes their educational role, grade level(s) served, number of students served, content area(s), and other relevant information in 50 words or less.
Educator clearly identifies and makes clear connections between specific learner needs and preferences and the multimodal format used. Educator describes how multimodal learning was used in a learning activity, lesson, or unit of instruction. Educator describes how student feedback was used to inform or revise the multimodal format.
The video demonstrates a strong understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
The video demonstrates an understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
The video demonstrates a beginning understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
The video does not demonstrate an understanding of: - how multimodal learning was used to support specific learner needs - how technology was used to implement student needs - how data was used to identify student learning needs or preferences.
The file demonstrates a strong understanding of: - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
The file demonstrates an understanding of: - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
The file demonstrates a beginning understanding of: - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
The file does not demonstrate an understanding of - how to implement multimodal learning using a format that can include multimedia, choice boards, playlists, and other student-centered and -directed methods - how students used multimodal instruction for learning.
Educator briefly describes at least one practice learned from implementing multimodal learning that they would like to continue using to support student needs.
Educator briefly describes at least one practice learned from implementing multimodal learning that they would like to adapt to better support student needs.
**Activity Description:** What is your instructional context? Please include the following: - Educational role - Grade level(s) served - Content area(s) - Any other relevant information
**Activity Description:** How was the multimodal learning pathway determined to meet students’ learning needs or preferences? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Identify student needs or preferences that you wanted to support. - Identify the type of the multimodal format you chose and how it supported the identified student needs and preferences. - Briefly describe how multimodal learning was used in a learning activity, lesson, or unit. - Describe how student feedback was used to inform or revise the design of your multimodal format.
**Artifact 1: Video** Please submit a link to a video in which you show and discuss how you applied a multimodal learning to support student needs or preferences during a learning experience. Please address the following: - This should elaborate on the answer to Part 1 and provide examples of specific data or information that you used to determine the best format for multimodal learning. Include the technology you used to implement multimodal learning. - This narrative should clearly articulate how using multimodal learning supported changes to instruction in a way that addressed students’ learning needs. Clearly describe the data used to determine student needs or preferences. For example, student needs may require the selection of certain types of media. - Make sure that no identifying student information is visible or referenced in the video. - The video should be between 4 and 6 minutes long. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or slide deck. This file should include one example of the multimodal learning used by the instructor and one example of how students used the format. Please include the following: - The educator example may include evidence of the multimodal format in action such as lecture slides, digital templates, images, or directions used to support specific student needs. If you used or adapted a multimodal format developed by someone else, please make sure to cite the source. - The student example may include evidence of how the format was used by students. The example may include artifacts such as student work, reflections, feedback, or learning impact data. - Include any relevant context for each example. This may include why certain choices were made or when multimodal learning was used or when it was used during the learning process. - Make sure that no identifying student information is visible or referenced in the artifacts.
Based on your experience in using multimodal learning to support student needs and preferences, what impact did it have on student learning? What data or evidence did you use to determine its impact?
Based on your experience in using multimodal learning to support student needs and preferences, what aspect(s) of this practice would you continue to support student needs?
Based on your experience in using multimodal learning to support student needs and preferences, what aspect(s) of this practice would you adapt to better support student needs?
Creating a Collaborative Classroom Culture – VILS
Educator creates a collaborative classroom culture to support powerful learning experiences.
# Key Method The educator implements classroom practices that foster community and facilitate collaborative interaction among students. # Method Components ### What Is Collaboration? For powerful learning to occur, it must be collaborative and connected. Collaboration is the act of students working together to complete a task or accomplish a common goal. Student collaboration can occur in peer-to-peer or larger groups. It involves communication, cooperation, and sharing of ideas, skills, and knowledge between students. The purpose of collaboration is to enhance learning outcomes by fostering teamwork, creativity, critical thinking, and problem-solving skills among students. Effective collaboration among students requires intentional planning and facilitation on the part of educators. ### Benefits of a Collaborative Classroom Students benefit when educators foster a culture of collaboration in the classroom. Research suggests that students build knowledge through social interactions (Palincsar, 1998) and that students learn more when they learn from one another (Cohen, Kulik, & Kulik, 1982). Students reach deeper levels of understanding when they have opportunities to discuss diverse viewpoints, address misconceptions, and solve problems together. These collaborative experiences lead to powerful learning for students. **Additional benefits of a collaborative classroom culture are:** - Collaborative learning promotes critical-thinking skills and encourages active student engagement (Laal & Ghodsi, 2012). - This type of student-centered instruction increases students' self-esteem, reduces anxiety, and supports more positive attitudes toward educators (Laal & Ghodsi, 2012). - Students develop oral communication, self-management, and leadership skills (Cornell University, Center for Teaching Innovation). - Students benefit from exposure to and increased understanding of diverse perspectives (Cornell University, Center for Teaching Innovation). - Through exercising listening and questioning skills, students build independence and self-sufficiency, learning to take care in both their work and their relationships with adults and peers (Heinemann Blog). - Students make deeper social connections with peers in order to engage in useful, collaborative work (National Education Association). ### Characteristics of a Collaborative Classroom Culture According to Laal and Ghodsi (2012), five conditions must be met to qualify a classroom as collaborative: - **Positive interdependence among students.** Students actively depend on one another to understand content and accomplish learning goals. Educators encourage students' use of their own knowledge, ensure that students share their knowledge with one another and treat each other respectfully, and focus on high levels of understanding (Tinzmann et al., 1990). - **Promoted interaction between students.** The classroom is structured in such a way that prioritizes students working with one another. Educators support this by operating as mediators of learning; they design collaborative learning experiences, place a high value on student ownership over learning, and provide support for effective student groups. - **Individual accountability and personal responsibility to achieve group goals.** Students feel an individual sense of responsibility toward their group and its goals. Students actively engage in the learning process and participate in discussions, activities, and projects. Students are able to openly and respectfully communicate with each other, sharing ideas, asking questions, and providing feedback. - **Use of interpersonal and small-group skills.** Classroom educators intentionally teach and model skills that are integral to collaboration, like listening, asking questions, and conflict management skills. - **Regular reflection on group effectiveness on the part of students.** Students reflect on their learning process and evaluate their own and their group's performance to identify areas for improvement and growth. ### Establishing a Collaborative Classroom While there are multiple considerations when creating a collaborative culture in the classroom, key components for educators to address are: **Develop classroom agreements.** Having a written agreement on how a group of students will collaborate increases the likelihood of better collaboration, learning, and team success. Classroom agreements, also known as group norms, should be co-created with students to ensure buy-in. The Center for Adaptive Schools' seven _Norms of Collaboration_ is an example of typical group collaboration agreements. **Foster positive relationships among students.** Effective and meaningful group work is enhanced when students feel comfortable working with one another. Educators can provide opportunities for students to learn about one another and their different working styles, and to see the value in their diversity of perspectives, experiences, and backgrounds. Providing opportunities for students to work together outside of class also promotes positive interpersonal relationships. **Model collaborative behaviors.** The classroom instructor is responsible for preparing students to engage in collaboration. They should intentionally teach and model examples of effective collaboration and teamwork and have students practice these behaviors with each other. For example, educators can develop student communication skills by showing students how to participate in meaningful discussion through the use of accountable talk like “I know this because…” and “I agree with ABC because….” **Prepare for collaboration.** To prepare students to engage in productive collaborative work, educators should thoughtfully form groups in terms of size and make-up to allow for a variety of student backgrounds and strengths. Additionally, educators should design learning experiences that require students to engage in equitable group work. Collaborative learning is powerful when all students get to participate in deep thinking. Providing clear directions and well-communicated and managed classroom systems also supports effective collaboration. ### Classroom Collaboration Example The educator wants to implement a collaborative learning experience for a middle school reading unit in which students will demonstrate their persuasive writing skills through a collaboratively produced blogsite. The educator expects students to review the components of persuasive writing, explore the construct of a well-written blog, and work together to brainstorm, plan, and execute multiple blog posts centered on their chosen topic. To prepare students for this collaborative endeavor, the educator considers the following: - **Expectations**: While the educator first sets clear expectations for what the students will be doing and how they will work together, the educator also supports the students in developing classroom agreements with one another. The educator has students write these on large poster paper that is displayed on the walls. - **Forming groups**: The educator decides to group the students in such a way that there are mixed levels of writing abilities and personality types; they are also mindful of which students work well together and which have had conflicts in the past. The goal here is to ensure diversity of thought and opportunities for students to learn from their group mates. - **Preparing students to work together**: Before letting the groups begin their work, the educator models the collaboration techniques (brainstorming, decision-making, giving and receiving feedback) the students will use to complete the task and has the students practice these skills before starting. - **Executing collaborative group work**: While the students work together to complete their task, the educator functions as a facilitator and mediator, monitoring students’ progress through the work and supporting groups should any issues arise. - **Evaluating student collaboration**: The educator plans in advance for students to evaluate the effectiveness of the collaboration using a rubric that factors in the quality of the work produced, the level of engagement and participation from each student, and the overall success of the group in achieving its goals.
- Baloche, L., Brody, C.M. (2017) Cooperative learning: Exploring challenges, crafting innovations. _Journal of Education for Teaching_, _43_(3), 274–283, DOI: 10.1080/02607476.2017.1319513. <https://www.tandfonline.com/doi/epdf/10.1080/02607476.2017.1319513?needAccess=true&role=button> - Cohen, P.A., Kulik, J.A., Kulik, C.C. (1982) Educational outcomes of tutoring: A meta-analysis of findings. _American Educational Research Journal_, _19_(2). DOI: 10.3102/00028312019002237. <https://journals.sagepub.com/doi/abs/10.3102/00028312019002237> This meta-analysis of findings from 65 independent evaluations of school tutoring programs shows that these programs have positive effects on the academic performance and attitudes of those who receive tutoring. The meta-analysis also shows that tutoring programs have positive effects on children who serve as tutors. - Garmston, R., Wellman, B.M. (2016) The Adaptive School. <https://worldcat.org/en/title/948360834> - Center for Adaptive Schools, Norms of Collaboration. <https://iod.unh.edu/sites/default/files/3._norms_annotated.pdf> - Laal, M., Ghodsi, S.M. (2012) Benefits of collaboration. Procedia – Social and Behavioral Sciences_, _31_, 486–490. DOI: 10.1016/j.sbspro.2011.12.091 <https://www.researchgate.net/profile/Marjan_Laal/publication/224766541_Benefits_of_collaborative_learning/links/0912f4fba453f0b43f000000/Benefits-of-collaborative-learning.pdf> - Palincsar, A.S. (1998) Social constructivist perspectives on teaching and learning. _Annual Review of Psychology_, _49_, 345–375. <https://www.annualreviews.org/doi/abs/10.1146/annurev.psych.49.1.345> This empirical research applies institutional, interpersonal, and discursive analyses to investigate schooling as a cultural process and how social interactions promote cognition and learning. - Pautz Stephenson, S., Weisgrau, J., Gainor, E. (2019) Powerful Learning Is Collaborative and Connected. Digital Promise. <https://digitalpromise.org/2019/01/22/powerful-learning-collaborative-connected/> - Tinzmann, M.B., Jones, B.F., Fennimore, T.F., Bakker, J., Fine, C., Pierce, J. (1990) What Is the Collaborative Classroom? North Central Regional Educational Laboratory (NCREL) <http://www.ncrel.org/sdrs/areas/rpl_esys/collab.html> - Vega, V., Terada, Y. (2011) Research Supports Collaborative Learning. <https://www.edutopia.org/stw-collaborative-learning-research>
- [Connected & Collaborative](https://digitalpromise.org/wp-content/uploads/2020/03/Connected-Collaborative-Planning-and-Reflection.pdf) - [Design Collaborative, Tech-Empowered Lessons, Avid Open Access](https://avidopenaccess.org/resource/design-collaborative-tech-empowered-lessons/) - [Best Student-Collaboration Tools, Common Sense Media](https://www.commonsense.org/education/lists/best-student-collaboration-tools) - [Accelerate Learning by Making Connections: Build Trust Through Relationships, Community, and Connection, Avid Open Access](https://avidopenaccess.org/resource/accelerate-learning-by-making-connections-build-trust-through-relationships-community-and-connection/) - [Deeper Learning: A Collaborative Classroom Is Key, Dr. Rebecca Alber, UCLA](https://uca.edu/core/files/2019/07/Deeper-Learning_-A-Collaborative-Classroom-Is-Key-_-Edutopia.pdf) - [How You Can Build and Support a Culture of Collaboration in your Classroom, Heinemann Blog](https://blog.heinemann.com/how-you-can-build-and-support-a-culture-of-collaboration-in-your-classroom) - [Collaborative Learning, Cornell University, Center for Teaching Innovation](https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning) - [Building a Culture of Classroom Collaboration, National Education Association](https://www.nea.org/advocating-for-change/new-from-nea/building-culture-classroom-collaboration) - [5 Strategies to Deepen Student Collaboration, Mary Burns](https://www.edutopia.org/article/5-strategies-deepen-student-collaboration-mary-burns) - [UDL Guidelines, CAST](https://udlguidelines.cast.org/)
Educator names and implements classroom practices that promote student collaboration. The educator describes how they prepared for and facilitated student collaboration in the classroom, as well as how the collaboration supported powerful learning experiences for students.
The video or photo gallery thoroughly demonstrates that student collaboration was thoughtfully implemented and facilitated via a community-promoting classroom and students were actively engaged in collaborative learning experiences.
The video or photo gallery demonstrates that student collaboration was facilitated via a community-promoting classroom and students were engaged in collaborative learning experiences.
The video or photo gallery demonstrates the beginning stages of student collaboration and students were inconsistently engaged in collaborative learning experiences.
The video or photo gallery does not demonstrate student collaboration nor were students engaged in collaborative learning experiences.
The provided evidence of implementation demonstrates a strong understanding of how to intentionally prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among the students in the classroom. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
The provided evidence of implementation demonstrates an understanding of how to prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among students in the classroom. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
The provided evidence of implementation demonstrates a beginning understanding of how to prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among students in the classroom. The evidence includes only three of the following: educator example, student example, relevant context, and student impact.
The provided evidence of implementation does not demonstrate an understanding of how to prepare for and facilitate student collaboration and how the plan promoted a more collaborative culture among students in the classroom. The evidence includes one or two of the following: educator example, student example, relevant context, and student impact.
Educator briefly describes the impact of implementing student collaboration as well as the data or evidence used to understand its impact on the classroom culture in 250 words or less.
Educator briefly describes both successes and challenges in fostering student collaboration and describes at least one aspect of their implementation plan that they would adapt to better support student collaboration.
What is your instructional context? Please include the following: - educational role, - grade level(s) served, - content area(s), - and any other relevant information.
How were you able to establish a collaborative classroom culture and how did it support providing powerful learning experiences for students? (Note: You will be able to elaborate on these areas in Part 2.) Please include the following: - What were your goals for creating a collaborative classroom culture? - Describe the steps you took to prepare for and facilitate student collaboration. - Name two to three specific practices you implemented to support student collaboration. - Explain the characteristics of your classroom and how they exemplify the characteristics of a collaborative classroom. - How did these collaborative classroom practices support powerful learning experiences for students?
**Artifact 1: Video or Photo Gallery** Please submit a link to a 5- to 7-minute video or photo gallery in which you showcase and discuss (verbally or in writing): (1) how you implemented classroom practices that foster community, (2) how you facilitated collaborative interaction among students in your classroom, and (3) how students engaged in collaborative learning. The video/photo gallery should address the following: - Provide examples of classroom practices and/or lesson plans you used to facilitate student collaboration. - Describe documented occurrences of student collaboration, including: - an explanation of classroom practices developed and implemented to prepare students for collaboration - collaborative learning experiences students engaged in - how students were grouped together - how students were expected to engage in collaboration - any resources or materials used to facilitate student collaboration. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should show how the educator planned and prepared students for collaboration and how students engaged in collaboration. Please include the following: - The educator example may include evidence of learning experiences that require student collaboration such as lecture slides, digital templates, images, or directions used to support students working together. If you used or adapted a resource developed by someone else, please make sure to cite the source. - The student example should include evidence of how students worked collaboratively to accomplish a learning goal. It may include artifacts such as student work, reflections, and/or student feedback. - Include any relevant context for each example. This may include why certain instructional decisions were made or how students were grouped together. _Note: The work examples should not have any identifying student information visible or referenced._
Based on your experience fostering student collaboration in the classroom, what was its impact on the classroom culture? What data or evidence support your understanding of its impact?
Based on your experience fostering student collaboration in the classroom, what were some successes and challenges you experienced? What aspects of your implementation would you adapt to better facilitate and support student collaboration in the future?
Educator understands and implements gamification to improve student engagement, motivation, and learning outcomes.
# Key Method The educator implements gamification into classroom instruction; the educator reflects on the ways in which gamifying learning impacts their students’ engagement, motivation, and learning outcomes. # Method Components ### What Is Gamification? What Does It Mean to “Gamify Learning?” In an educational context, gamification is the use of game thinking and game elements to empower students to play, learn, and problem-solve through games (Mee et al., 2021). Incorporating game elements into students’ learning can boost student engagement, motivation, self-efficacy, and higher order thinking skills (Mee et al., 2021). For the purpose of this micro-credential, to “gamify learning” means to incorporate game elements/gamification into instruction. Implementing gamification does not require the creation of games or the use of technology; however, technology that incorporates game elements can be used as a tool to gamify instruction. When discussing the concept of gamifying learning, it’s important to differentiate between several key terms (Schiner, 2022): - **Gamification:** The use of gaming elements like points, achievements, and quests as extrinsic motivation (e.g., Kahoot, ClassDojo, “House Points”) - **Game-based learning:** A learning experience within a game framework (e.g., Minecraft Education, The Oregon Trail) - **eSports:** Competitive video gaming (e.g., Rocket League, NBA 2K, Super Smash Bros., League of Legends, Fortnite, Donkey Kong) ### What Are Game Elements? Gamification incorporates game elements such as points scoring, competition, and rules of play and applies them to other contexts (Mee et al., 2021). These elements can be incorporated in both digital and analog (nondigital) learning environments. Here are some examples and definitions of game elements that can be incorporated into instruction (Flores, 2015): - **Points:** Numeric accumulation is based on certain activities - **Badges:** Visual representation of achievements - **Leaderboards:** How the players are ranked based on success - **Progress bars/Progression:** Shows the status of a player as they move through gameplay - **Performance graph:** Shows player performance - **Quests:** Some of the tasks players must fulfill in a game - **Levels:** A section or part of the game - **Avatars:** Visual representation of a player or alter ego - **Social elements:** Relationships with another user through the game - **Rewards/Reward system:** System to motivate players to accomplish a goal ### Benefits of Gamifying Learning There are many benefits to gamifying learning in the classroom: - Increase students’ intrinsic and extrinsic motivation for learning - Increase students’ engagement and participation in learning - Improve students’ attitudes toward their own learning - Improve students’ academic performance, resourcefulness, and adaptability - Develop students’ higher order thinking skills and twenty-first century skills - Support learner variability and provide the opportunity for content differentiation ### How to Design and Implement Gamified Learning To introduce gamification, instructors may design learning experiences for students that incorporate one or more game elements in order to achieve a specific learning outcome. Game elements can be implemented with or without technology. **Example using Technology: Kahoot** - **Context and Instructional Goal:** The educator wants to introduce game elements in order to increase student engagement and/or motivation and to review content at the end of an instructional unit. - **Desired Learning Outcome:** Students participate in a gamified content review in order to demonstrate proficiency of an instructional unit’s key concepts. - **Description of Implementation:** The educator designs an interactive review game using Kahoot, an educational technology tool that allows students to participate in a live quiz-style learning game. Students connect to the game by entering the activity code on their personal devices. Students receive points for each correct answer they provide and bonus points for the speed of their answer. They compete against their classmates and can track their progress on a leaderboard during and after the review. After the activity, the educator analyzes students’ responses. If additional review or clarification is needed, the educator designs individual or whole group interventions or plans for additional content review. **Example not using Technology: House Points** - **Context and Instructional Goal:** The educator wants to organize the class into heterogeneous groups for cooperative learning and increase student motivation and engagement with their content. - **Desired Learning Outcome:** Students participate in cooperative challenge-based learning and exhibit increased motivation and engagement. - **Description of Implementation:** The educator divides students into groups of four to five. Each small group is called a “house.” Each house has its own banner, motto, and colors. Students compete in a series of challenge-based learning tasks that require them to work together to solve a real-world problem. As students work collaboratively to complete challenges, they develop the knowledge and skills to achieve the instructional unit’s learning objectives and practice twenty-first century skills. Students are awarded points for each challenge tied to their group’s product, teamwork, innovation, etc. Across challenges, the educator displays each house’s point totals on a public leaderboard. At the conclusion of all the learning challenges, the educator celebrates the winning house in a ceremony.
- Pautz Stephenson, S., Weisgrau, J., Gainor, E. (2019) Powerful Learning Is Collaborative and Connected. Digital Promise. <https://digitalpromise.org/2019/01/22/powerful-learning-collaborative-connected> - Flores, J. F. F. (2015). Using gamification to enhance second language learning. _Digital Education Review_, (27), 32–54. <https://files.eric.ed.gov/fulltext/EJ1065005.pdf> - González-Fernández, A.; Revuelta-Domínguez, F.-I.; Fernández-Sánchez, M. R. Models of Instructional Design in Gamification: A Systematic Review of the Literature. _Educ. Sci._ 2022, _12_, 44. <https://doi.org/10.3390/educsci12010044> - Mee, Rita Wong; Pek, Lim Seong; Von, Wong Yee; Ghani, Khatipah Abd; Shahdan, Tengku Shahrom Tengku; Ismail, Md Rosli; Rao, Yugeshineey Subba (2021). _International Journal of Language Education, 5_(2), 40–50. <https://doi.org/10.26858/ijole.v5i2.18229> - Schiner, Nick (January 6, 2021). _Game on: How to empower students to learn and play through gaming._ Digital Promise. <https://digitalpromise.org/2022/01/06/game-on-how-to-empower-students-to-learn-and-play-through-gaming/>
- 5 Ways to Gamify Your Classroom, ISTE <https://www.iste.org/explore/In-the-classroom/5-ways-to-gamify-your-classroom> - The Catalyst: Gamification in a Nutshell <https://view.genial.ly/5ffd0df3d81a810d0b56b81e> - Gamification and Game-Based Learning <https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/gamification-and-game-based-learning> - Gamification for Learning: Strategies and Examples <https://elearningindustry.com/gamification-for-learning-strategies-and-examples> - Games-Based Learning: What Is It? GBL vs Gamification: Types and Benefits <https://www.teacheracademy.eu/blog/game-based-learning/> - Learner Variability Navigator: <https://lvp.digitalpromiseglobal.org/> - Games for Literacy 7–12 <https://lvp.digitalpromiseglobal.org/content-area/literacy-7-12/strategies/games-literacy-7-12/summary> - 9 Key Elements of Classroom Gamification <https://www.wgu.edu/heyteach/article/9-key-elements-classroom-gamification-infographic1707.html> - How to Use Kahoot? | 2022 Tutorial <https://www.youtube.com/watch?v=zBkVp8-CDeo> - What Are House Points? <https://www.youtube.com/watch?v=CdhlKMQUu94>
Educator identifies at least two game elements that were incorporated into their instruction. The educator describes how these game elements impacted students’ engagement and/or motivation and supports that claim with at least one piece of observable or measurable data.
The video or photo gallery thoroughly demonstrates that gamification was thoughtfully designed and implemented by incorporating at least two game elements, and students were actively motivated and engaged in achieving the intended learning outcomes. Data is clear, specific, and appropriate to demonstrate gamifying learning.
The video or photo gallery demonstrates how gamification was designed and implemented by incorporating at least two game elements, and students were motivated and engaged in achieving the intended learning outcomes. Data is included and appropriate to demonstrate gamifying learning.
The video or photo gallery demonstrates a beginning understanding of designing and implementing gamification, and students were inconsistently motivated and engaged in achieving the intended learning outcomes. Data is included but nonspecific or vague in how it was used to gamify learning.
The video or photo gallery does not demonstrate how gamification was designed or implemented nor how students were motivated and engaged in achieving the intended learning outcomes. Data may or may not be included, but is nonspecific or vague in how it was used to gamify learning.
The implementation plan demonstrates a strong understanding of how to intentionally implement gamification to elicit student engagement and motivation, and how gamifying learning led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
The implementation plan demonstrates an understanding of how to implement gamification to elicit student engagement and motivation, and how gamifying learning led to improved student outcomes. The evidence includes all four of the following: educator example, student example, relevant context, and student impact.
The implementation plan demonstrates a beginning understanding of how to implement gamification to elicit student engagement and motivation, and how gamifying learning led to improved student outcomes. The evidence includes only three of the following: educator example, student example, relevant context, and student impact.
The implementation plan does not demonstrate an understanding of how to implement gamification to elicit student engagement and motivation, or how gamifying learning could lead to improved student outcomes. The evidence includes one or two of the following: educator example, student example, relevant context, and student impact.
Educator briefly describes the impact of implementing gamification, as well as the data or evidence used to understand its impact on students’ learning, motivation, and/or engagement in 250 words or less. The educator explains how student learning outcomes improved through the use of gamification.
Educator briefly describes both successes and challenges in implementing gamification and describes at least one aspect of their implementation plan that they would adapt to better support student learning.
**Activity Description:** Through implementing gamification, how did you improve students’ engagement, motivation, and learning outcomes? _(Note: You will be able to elaborate on these areas in Part 2.)_ Please include the following: - Describe at least two game elements you incorporated into your instruction. - How did your selected game elements improve students’ engagement, motivation, or learning outcomes?
**Artifact 1: Video or Photo Gallery** Please submit a link to a five- to seven-minute video or photo gallery in which you showcase and discuss (verbally or in writing) how you: (1) implemented gamification through game elements, (2) increased student engagement and motivation, and (3) improved student learning outcomes. The video/photo gallery should address the following: - Provide examples of game elements that you incorporated into your instruction and how they helped you achieve an instructional goal. - State and define each game element. - Provide evidence of how that element was implemented in your classroom (e.g., show or describe the activity, materials associated with the activity, students engaging in the activity). - Provide evidence of how your incorporation of game elements impacted students’ engagement, motivation, and learning outcomes. - Annotate or otherwise allow for closed-captions for accessibility. - Make sure that no identifying student information is visible or referenced in the video. **Artifact 2: Evidence of Implementation** Please submit a link to a file such as a document or a slide deck. The file should show how the educator planned and implemented gamification and how students engaged in the lesson or activity. - The educator example should include a description of the lesson or activity’s intended learning outcomes and evidence of implementation of at least two game elements. If you used a resource by someone else, please be sure to cite the source. - The student example should include evidence of students’ engagement, motivation, or progress toward achievement of specified learning outcomes. It may include artifacts such as student work, reflections, and/or student feedback. - Include any relevant context for each example. This may include why certain choices were made or how the example of gamified learning relates to larger instructional goals. - Identify student impact by including evidence for how the use of gamification improved students’ engagement, motivation, and learning outcomes. _Note: The work examples should not have any identifying student information visible or referenced._
(250-word limit) Based on your experience implementing gamification, what was its impact on student learning, motivation, and/or engagement? How did your selected game elements align to your intended student learning outcomes? What data or evidence supported your understanding of its impact?
Based on your experience implementing gamification, what were some successes and challenges you experienced? What aspects of your implementation would you adapt to better support student needs in the future?