22. Instructional Design Overview

Course Schedule/Outline

ModulesTopicAssignment/Activity(Online) Due Date
Start HereCourse Introduction ModuleWeeks of January 10-23Course Introduction  Review“Start Here” section Review Goals for the course and Instructor’s information

Read the syllabus and ISTE Standards
Introduce yourself: Name/Content areas taught/WHY (teaching)

Respond to two more people – discussion board
Weeks of January 10-23
Module 1:Weeks of January 24-February 6Blended Learning Research and ResourcesReview session objectives and key ideas for the module

Read testimonies on what blended learning is to educators.

Read “Introduction to Blended Learning” by Silicon Schools Fund and Clayton Chritensen InstituteCheck for understanding: Blended Learning or Not?

Discussion Board: What hesitations do you have about Blended Learning? What benefits do you think this approach will bring to your context?
Weeks of January 24-February 6
Module 2:Weeks of February 7-20How: Mindsets and Blended LearningIs your Mindselt Ready for Blended? Take this quiz to find out!

Watch the video The Basics of Blended Learning – TED Read the article “What Blended Learning means for teacehrs? by TNTP.

Discussion Board: Analyze the graphic and reflect upon 2 ways in which the four core components of blended learning might impact your students.

Watch the video: 6 Reasons we love Blended Learning.

Discussion Board: Answer the following questions and respond to 2 other participants. How would your students benefit from a blended classroom? Or have had your students already benefited? How can you apply those thoughts or actions to your classroom?
Weeks of February 7-20
Module 3: 
Weeks of February 21-March 6
Blended Learning ModelsView the 5 Biggesst Pitfalls of Blended Learning video.

Watch the video: Blended Learning Models and Choosing the Best One

Read the article: 27 Tips to set up a Blended Learning Classroom

Assignment: Deciding to implement blended learning at your school can feel like a massive undertaking full of many decisions to make and points to consider.
Which model would best meet the needs of your students? What are some of the considerations you will need to take into account when implementing the model you chose?
Weeks of February 21-March 6
Module 4:Weeks of March 7 -20How: Blended Learning in ActionRead about “Blended Learning Recipes” and “Where do I start?”

Read the “Educator’s Guide to Blended Learning Lesson Plan”.

Assignment 1: Submit a draft of a lesson plan to get feedforward.

Assignment 2: Use feedback to make changes to the lesson plan. Create a sandbox in Schoology to share the lesson and resources with the rest of the course participants. 

Assignment 3: Deliver the lesson.

Discussion Board: Reflect upon what worked and what you would like to adjust for a future lesson.
Module 4:Weeks of March 7 -20
Instructional Design Assignment #1

My name is Luis Herrera and I am currently one of the Spanish teachers at a Charter school in the DFW area. I have 5 classes and I see each class 3 times a week. One of the struggles I have had, even before COVID, is engagement. Do my students comply with their tasks? Most of them do. But, to what extent are they completely involved in a learning task? From my perspective. Not much and that is the struggle I face. I decided to design this online course with the purpose of supporting teachers in learning and taking some of the components of Blended Learning into their classrooms. Blended learning has allowed me to take risks in my classroom and I would like to share my experiences with other teachers in my school context through this Professional Development Course.

The course has 5 modules that will take you, teachers, from the WHY of Blended Learning to a creative stage in which you design a lesson or unit integrating components of Blended Learning and implement it in the classroom. The course will be live in January. Each module may be completed in two weeks. The course will be open until March, 2022.

My school uses Schoology as the Learning Management System. This decision was made during the pandemic and teachers and students are comfortable with the system already. Although I have used it for my classes, there is still much to learn on how to make an online course user-friendly and engaging.

I started the course with a START HERE section. In this section, I have listed the Goals for the course, the instructor’s information, and the syllabus. I gave a lot of thought to the course syllabus as it is the roadmap of my course. The syllabus contains valuable information that will help teachers succeed and stay organized throughout the course.

I included the GOALS section because I wanted to describe WHY Blended learning will support teachers in engaging students in their lessons. My main goal is to give teachers the opportunity to explore best practices and essential mindsets to learn the how of blended learning. The final outcome is for teachers to develop a lesson plan or a unit that matches the needs of the students and the teachers by integrating components of the Blended Learning Approach. 

The accreditation standards that influence the design process of the course are ISTE Standards. ISTE standards provide a road map to helping students become empowered learners. These standards will deepen educators’ practice, promote collaboration with other teachers, challenge teachers to rethink traditional approaches with the purpose of preparing students to drive their own learning.

I am using an Outcome-Based Education model for the course. I do not want teachers to sit and get information. I want them to get the information and be able to implement small components in their lessons right away. By focusing on actionable items, I am ensuring teachers turn around and implement them right away. Change is not easy and the expectation is not to implement a complete course using a Blended Learning approach. The course is designed for educators to take small steps and feel successful about their implementation so that they can continue with their learning journey. 

The course has a built-in assessment for learning activities that will push teachers’ thinking. Each module offers a variety of articles that provide different perspectives on Blended Learning. This is due to the different content areas they teach. The course also has videos that will showcase testimonies given by teachers who have been successful but who also have had struggles during the implementation. Module 3 dives deeper into the creation of an artifact (lesson) using different components of the BL approach. Throughout the module, teachers will be working collaboratively providing feedback to each other, and sharing ideas to make their lesson better.  

The goal is to move each one of the participants into deeper learning. As every participant will be at a different level, I created a folder with additional resources for those teachers who are more knowledgeable and are ready to take risks in their classroom right away. 

These are some ways to see if the course is moving participants into deeper learning:

  1. having evidence of implementation of the Blended Learning model in their classrooms. 
  2. Having discussions about successes participants have had
  3. Having discussions about struggles they have had and coming up with an action plan

The ultimate goal is for the participants to have control of their learning. The outcome in module 3 provides the perfect opportunity to take risks in their classrooms by designing and implementing a lesson or lessons in their classroom. 

To begin designing my online course, I used  Finks 3-Column Table. My Big Hairy Audacious Goal (BHAG) for the course is: Teachers will design a lesson or lessons incorporating components applicable to Blended Learning by using their school LMS to provide students with blended learning opportunities. 

Learning GoalsLearning ActivitiesAssessment Activities
Foundational:
The teacher will explain the benefits of blended learning and why many teachers have shifted their practices
Foundational:
The teacher will identify how blended learning can be used to support college and career readiness
Foundational: 
Students will participate in various discussions explaining the benefits of BL
Application:
Participants will use a variety of strategies to create effective blended learning stages 
Application:  
Participants will demonstrate proficiency in a variety of tools to implement BL in their classrooms
Application:
Collaborate with at least two other peers for feedback during the creation process.
Integration:
Learners will use their knowledge of blended learning and Google Classroom to aid their students in implementing a Blended Learning station.
Integration:
Participants  will plan, design, create a course on their teaching area to apply Blended Learning 
Integration:
Collaborate with peers and students for feedback during the creation process. 

Participants will launch the course

Post student completed artifacts to Schoology
Human Dimension & Caring:
Learners will reflect on the success of blended learning and how it will benefit their students as well as themselves
Human Dimension & Caring:
Share success/struggles with fellow teachers – what worked; what could have been done better; lessons learned

Discuss the benefits of blended learning for students 
Human Dimension & Caring:
Discussion

Modeling from other teachers; observations
Learning How to Learn: Teachers will use Schoology and the blended learning plan/s for students continuously.Learning How to Learn: Ongoing blended learning LMS use reflection  Learning How to Learn: Lesson plans with blended learning components submitted feedback/survey

Creating the online course has been a challenging journey that has allowed me to assess some of the courses that I have already created for my students, especially with the usability. For an online course, I need to be very detail-oriented as I, the facilitator, will not be giving any directions orally. Simple things such as greeting the participants and welcoming them to the course and each module make a great difference. 

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