Orienting Plans for Coherent E-Learning
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Once a learning roadmap has been created (see previous blog), we can help students navigate their way from where they are -- point A -- to where we want them to be --point B — for each learning goal. This can be accomplished through the use of carefully constructed assignment guides. Each guide consists of five components: Learning Goal, Build Background, Practice/Apply the Skill, Share Your Learning, and Reflect. Within each guide, we also need to clearly communicate how we (and students!) will know when they have met each learning goal.
Note: It is incredibly important to build coherence around learning goals. Without it, students end up completing tasks without really thinking about what they’re doing and how it connects to prior knowledge and real-life applications. This diminishes the learning power of the task. If the learning goal is worth learning, it is worth the time it takes to create coherence. This is especially important for e-learning.
For the purpose of modeling, I will use the example from the K – 2 Roadmap that addresses character traits. The method and framework applies to grades 3 and up as well. The aim is coherent learning, with the coherence rooted in an instructional map that is clear, focused on the learning goal, and easy for a learner to follow. If a learner has to expend too much cognitive energy trying to make sense of what s/he’s supposed to do, s/he may not have enough learning power left in her tank to meet the learning goal. The same principle applies to coherence. If the learning goal is not explicitly clear, it increases the likelihood that a learner completes a task without constructing learning that lasts.
To develop a coherent learning guide, create (or find/revise) a SeeSaw activity, a Google Classroom assignment, or a Google doc. Include the following elements:
Learning Goal.
The learning goal for this activity is: I can read the story Chrysanthemum and list three character traits for Victoria, Chrysanthemum, and Mrs. Twinkle.
Build Background.
1. Read the anchor chart to review what character traits are. Click on the button to hear Ms./Mr. _(enter teacher name)_ review the chart with you.
Practice/Apply the Skill.
2. Next, listen to the story Chrysanthemum. A link to the story is here: https://watch.vooks.com/videos/chrysanthemum
3. The password is: (enter password here)
4. As you listen, stop to record 3 traits you learn about Victoria, Chrysanthemum, and Mrs. Twinkle. Ask yourself: Is this trait an inside trait or an outside trait? Check the box on the recording page.
5. Next, tell what evidence from the story helped you know these were traits of the character you listed it for.
Share Your Learning.
6. When you are finished, use the recording page to help you complete the sentence frames below. Record yourself completing the sentence frames and upload to SeeSaw.
Three character traits for Victoria are _________, __________, and ________.
Three character traits for Chrysanthemum are _______, ________, and __________.
Three character traits for Mrs. Twinkle are _________, _________, and ___________.
Reflect.
7. Complete the exit ticket below. Upload the completed exit ticket to SeeSaw.
From an instructional planning perspective, this process may seem time intensive on the first pass. Just like first year teaching compared to third or fourth year teaching, the creation of coherent e-learning assignment guides gets easier with practice. The good news is you can re-use the template you create for the first activity to guide creation of the activities that follow. It really does get easier (quicker!) over time, and it doesn’t require three years to reach mastery.
Final Tip: As we work to map out a day’s worth of e-learning, it is wise to figure out which learning goals will be independent learning tasks (i.e. SeeSaw activities) and which will make use of video-conferencing (i.e. Zoom). Prioritize new or more challenging content to the Zoom lane. Create independent learning activities for skills/concepts students have some degree of familiarity with.
I’ll end this post the same way I ended the last: If you have questions, don’t hesitate to ask. I am here to support in whatever way I can.
Sincerely,
Maggie
P.S. The next post aims to include activity guides for children ages 2 - 10 to help parents juggle the work, school, life “balance” that suddenly confronts us. Coming soon!