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4.4 Learning Designer EDTC6107 ISTE Standard for Coaches ISTE Standards for Students

Learning Designer

Photo by Edho Pratama on Unsplash

ISTE Standard for Coaches 4.4, The Learning Designer, states: “Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students.”

Performance indicators:

  • 4.4.a. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
  • 4.4.b. Help educators use digital tools to create effective assessments that provide timely feedback and support personalized learning.
  • 4.4.c. Collaborate with educators to design accessible and active digital learning environments that accommodate learner variability.
  • 4.4.d. Model the use of instructional design principles with educators to create effective digital learning environments.

Supporting evidence for ISTE Standard 4.4:

The Global Collaborative Project (GCP) from the Digital Education Leadership class on Teaching, Learning and Assessment II exemplifies my understanding and competency of ISTE Standard for coaches 4.4, the learning designer. The project covered five components: Research, Collaborate, Design, Create and Reflect.

This project included the collaboration of a colleague from International Community School, Kirkland, Washington. While the collaborating teacher was initially intended to serve as an expert speaker, it resulted in the formation of a Professional Learning Network. There was also interest in doing this project in her class, and have both our classes share projects. We are planning on doing this in the school year 2022-2023.

The GCP resulted in the creation of an authentic unit for the World Language classroom that incorporates active learning, student agency, and deepens cultural understanding and content mastery (ISTE Standard 4.4.a).

The GCP uses formative and summative assessments with timely feedback to support personalized learning. To personalize student learning, the teacher will evaluate informally and provide feedback throughout the entire process of the project. A rubric is provided at the beginning of the project, so that students can use it to guide and reflect upon their progress and achievements. Additionally, the rubric will have links to samples of other student’s work (not included here for privacy purposes). Students will be able to see samples of different components from the rubric. This project also allows for differentiation in grading.

The importance of maximizing the use of digital tools to create effective assessments that provide timely feedback and support personalized learning is explained in greater detail in my blog post Assessing for Learning (ISTE Standard 4.4.b).

The lesson in the GCP project allows for learner variability though differentiation, personalization and student choice (ISTE Standard 4.4.c).  To create this project, students will have a choice on the technology they use. For example, students can use slides, a video or other digital tools. Students with accommodations can use specific tools, like speech-to-text software. Also, students with accommodations will be evaluated according to the specifications in their 504 plans.

In my blog post Mastery Paths provide environments that accommodate learner variability, and foster learn-driven activities I provide a rationale and recommended steps for using MasteryPaths to foster learner variability though differentiation, personalization and student choice (ISTE Standard 4.4.c).

Some lessons that demonstrate my skills as an effective digital lesson designer are:

Vamos de Viaje was created following the The Six A’s of Designing Projects, by Adria Steinberg. It models the use of instructional design principles to create effective digital learning environments (ISTE Standard 4.4.d). This project design model includes Authenticity, Academic rigor, Adult connection, Active exploration, Applied Learning, and Assessment.

Free Voluntary Reading (FVR) is a one day/ one hour lesson for theat can be used in any World Language class. This lesson is described in great detail using the 3 stages of the  Understanding by Design framework: 1) Establish the desire results, 2)  Determine assessment evidence, and 3) Plan the learning experiences and instruction.

En mi ciudad is a Summative Assessment Task for a Spanish 2 class. This lesson was designed in collaboration with my peer coach as part of the Community Engagement Project for the Digital Environments class. The lesson designed included the use of the Learning Activity Checklist from Meyer et al., 2002, as presented in Peer Coaching by Les Foltos (2013). The learning activity checklist includes: Standards-Based, Problem-Based, Engagement, and Technology tasks (Foltos, 2013, p. 111)

Mi parque favorito was created following the Understanding by Design framework. This lesson also exemplifies the use of blended learning and technology integration to enhance student learning.

References

Foltos, L. (2021) Peer Coaching: Unlocking the Power of Collaboration. Corwin

ISTE Standards for Coaches. Accessed on April 23, 2022. https://www.iste.org/standards/iste-standards-for-coaches 

McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. Accessed on April 23, 2022.  https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf  

Steinberg, A. (1997). The Six A’s of Designing Projects. Real Learning, Rela Work. Accessed on April 23, 2022. http://www.gsn.org/web/pbl/sixa.htm 

 

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