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4.4 Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.
a) Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery, and allow students to demonstrate their competency.
b) Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
c) Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
d) Model the use of instructional design principles with educators to create effective digital learning environments.
ARTIFACTS
Advisory Lesson with Mrs. Warren
ISTE 4.4.a, c, d
This video lesson was used in one of our new Ninth Grade Advisory courses where we demonstrate how memory works and how students can use personalized cues to remember vocabulary words. This is just one lesson that we incorporated into the new Advisory program. Other lessons were still presented in the video format, but they require students to make choices based on their preferences as learners. These lessons range from spoken repetition, use of personal cues, group work,
Do It To It - Become a Podcaster!
ISTE 4.4.a, b, c, d
Watch this video to see how I used a pre-test to determine student 'jobs' when learning how to create podcasts along with using professional equipment, editing podcasts, and publishing podcasts for the public to enjoy.
This lesson was used in collaboration with the TV Studio teacher and gave students an authentic experience when learning the different components to podcasting.
Learning Designer to me is a little bit difficult because I am not an expert in all subject areas. So, for me to come into a classroom where I know that I don’t have a great deal of knowledge in that content area is intimidating when I am being asked to collaborate on a lesson. However, as I reframe the way I see myself as a learning designer, it’s not up to me to provide the content; my biggest contribution is to provide support and strategies with the use of technology in the classroom. For example, I may be asked by the English teacher to come in and assist with creating an advertisement or promotional marketing content that taps into the ethos, pathos, and logos of persuasive language. My job isn’t to describe the differences in the language; rather, my job is to teach students (and even the teacher) how to use Canva, Adobe Express, or even PowerPoint so that the students can effectively use the technology tool to display their understanding.
As I reframe the way that I am a Learning Designer, I see that what is best for me is to distribute my own professional development to these teachers in way that they can take back to their classroom and use with their students. I do not teach students directly, although that is sometimes a nice byproduct of my job, but I do need to teach the teachers how to use technology and build strategies into their teaching. As I reflect on this standard, I see that teachers need clear, concise, and quick reference materials to use in their classrooms.
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