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EDTC 602 Instructional Design

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Overview

In Instructional Design I developed a blended learning professional development for my teachers using  a backwards planning template. I've backwards planned before but this template takes it to a new level by taking into consideration opinions of teachers, parents, and staff as well as looking at how learning would be assessed both formally and informally.

Reflection

Welcome to one of the most incredible courses you’ll take in the Regis Instructional Technology Master’s program. Instructional design is something you’ll probably be familiar with as you’ve used aspects when preparing any kind of learning content. Use what you know and infuse them with your new learning to create a system for instructional planning that filters out all the fillers and applies a minimalistic but specific approach to learning and planning.

First off, don’t be stressed! Everything doesn’t need to be developed by day one and each week will build on itself until you have a complete lesson (project). That being said I would encourage you to accomplish as much as you can in the first couple of weeks to give yourself a flow through your planning which is more connected. This doesn’t’ mean that you need each section completed, but perhaps jot some ideas you have down for that section in your Action Plan that way when you get to the week where you develop that section, you can remember what you were thinking week 1.

It can be very easy to get caught up in the planning that you forget to apply your Action Plan to your Lesson Plan. Remember that your first lesson plan reflects all the planning you’ve accomplished throughout the weeks and really is the demonstration of your learning. One of the most impactful learning I had throughout the course was the idea that my lesson needed to stand on its own (meaning that my learners could access and complete the learning without my being there). Really aim for this goal as we increasingly live in a society where online learning, blended learning, and other forms of self-paced learning are taking priority in education.

Most importantly remember to have fun while doing this project. Pick something that interests you and that you’re passionate about. Also make sure you can apply it to your work as creating a lesson that will sit on the shelf will seem to you as a waste of time. Since I will use my Action Plan this fall for my teachers, I was basically killing two birds with one stone. It helped engage me every week and I ended up with one of the best PDs I have created for teacher. I’m so excited to get this out to teachers and get their feedback!

Artifacts

Jerusalem_Modell_BW_2

Below is a copy of my completed PD planning document. This document was incredibly helpful as it asked me to consider components of the planning process, I hadn't considered, such as student, parent, and teacher opinion. Although a lot of work, this PD can be used over and over again, only requiring slight modifications due to changes in technology tools. After my PD, I took this document and used it with my 5th grade team to plan a blended learning unit for their students.

Under the planning document you can see the Blended Learning PD I created in a Google Doc. It's basic format is a system I wanted my teachers to mimic in their own classrooms.  It was a great experiment to see how making my PD reflect the same kind of pedagogy I wanted my teachers to use while using the same tools I wanted my teachers to use.

List of Artifacts

Blended Learning Professional Development

Student Perception Survey

Parent Perception Survey

Teacher Perception Survey

Standards

 NETS-T

2. Design and Develop Digital Age Learning Experiences and Assessments

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

 

Bibliography

Books

2012 International Center for Leadership in Education. (2012).Rigor/relevance framework. Retrieved from

http://www.leadered.com/rrr.html

Aainsqatsi, K. (Designer). (2008, May 5). Blooms rose [Web Graphic]. Retrieved from

http://en.wikipedia.org/wiki/File:Blooms_rose.svg

CCSS. (2012). Common core state standards innitiative. Retrieved from http://www.corestandards.org/

Heistad, D. (2007). Alligning cbm with state assessments and ayp. Retrieved from

http://www.studentprogress.org/summer_institute/2007/AYP/AligningCBMwith  tateAssesmentsandAYP-PPT_2007.pdf

 US Department of Education. (n.d.). Family educational rights and privacy act (ferpa). Retrieved from

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

 

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