Session 2: Curriculum & Instruction - The Fully Informed Administrator - By Lumos Learning
Transcript
| 00:04 | welcome very much . We're happy to have you with | |
| 00:07 | us . Those of you who participated in our first | |
| 00:11 | session last week . Welcome back . Um , we | |
| 00:15 | heard good things . So I guess that's why you | |
| 00:18 | you've returned this week , we're gonna focus on curriculum | |
| 00:21 | and instruction . Um , I think we put together | |
| 00:25 | a lot of information in and out , and so | |
| 00:28 | we're going to take you through that that process . | |
| 00:32 | So our goals with this program is to talk about | |
| 00:36 | the fundamentals of the technology that supports learning to talk | |
| 00:40 | about curriculum issues and strategies . What the challenges are | |
| 00:45 | , uh , the importance of organizational structure and staff | |
| 00:51 | training , which we're gonna have more next week . | |
| 00:54 | Socio emotional support for everyone . And we're gonna talk | |
| 00:59 | about Maurin a subsequent session and , um , focus | |
| 01:04 | solutions for people who participate . And so a few | |
| 01:09 | people talked about last week that they would interested in | |
| 01:14 | putting themselves forward as , um , as many cases | |
| 01:19 | for us a part of it to get a solution | |
| 01:21 | for them and to hear from people who are in | |
| 01:25 | similar situations like you . All and toe walk away | |
| 01:30 | from their participation with a clear idea of what they | |
| 01:33 | need to do to move forward . So , um | |
| 01:36 | and we'll talk about that more at the end of | |
| 01:38 | this session . Um , and we'll be doing mawr | |
| 01:42 | of that focused on you focused on your problems focused | |
| 01:46 | on coming up with solutions to your problems in the | |
| 01:49 | next several weeks . So anyway , let's get started | |
| 01:53 | . We showed this useful wheel last week . Let | |
| 01:58 | me just refresh everybody's memory . This is the distance | |
| 02:02 | education universe , and we've got learning systems . This | |
| 02:08 | is like learning management systems like Google Last classroom . | |
| 02:13 | We've got delivery systems . This is like zoom like | |
| 02:17 | we're using . Now we've got instruction and curricular curriculum | |
| 02:21 | systems . This is like glue . Most are already | |
| 02:25 | this . We've got management systems . This is what | |
| 02:28 | keeps track of attendance and grades , and we've got | |
| 02:33 | an underlying hardware system that includes security . Over here | |
| 02:38 | , you sit in the middle of this baffling array | |
| 02:40 | of options , all of which are complicated with many | |
| 02:45 | , many options . But this is the world . | |
| 02:48 | So last week we focused sort of on everything . | |
| 02:54 | We sort of gave an overview of a lot of | |
| 02:55 | things . This week , we're gonna dio dig deeper | |
| 02:59 | into curriculum issues . So a famous quote that we | |
| 03:05 | like Maurin curiously , from 1996 planned learning that normally | |
| 03:10 | occurs in a different place from teaching and as a | |
| 03:15 | result , requires special techniques , of course , design | |
| 03:19 | , special instruction techniques , special methods of communication by | |
| 03:24 | Elektronik and other technology , as well as organizational and | |
| 03:29 | administrative arrangements . So here we are , 1996 25 | |
| 03:34 | years ago . These folks , you know , this | |
| 03:37 | is almost before the invention of the telephone 1996 . | |
| 03:41 | These people in 1996 gave us notice that when you | |
| 03:45 | move learning , uh , to a different place from | |
| 03:50 | teaching , you got a whole lot of issues you | |
| 03:53 | need to manage . So the purpose of these symposia | |
| 03:58 | is to help you figure all that out . So | |
| 04:02 | this is a continuum from fully online curriculum , with | |
| 04:07 | learning done online and in the distance and no face | |
| 04:10 | to face component going through this continuum down to the | |
| 04:14 | bottom , where it's traditional entirely face to face settings | |
| 04:19 | with few or no online resource is or communication . | |
| 04:22 | Uh , this is probably , you know , school | |
| 04:26 | that you and I went to , um , you | |
| 04:29 | know , paper and pencil sit at a desk on | |
| 04:32 | day . Uh , that was , uh , you | |
| 04:35 | know , no online resource . is whatsoever . And | |
| 04:38 | then there's , ah whole number of options that get | |
| 04:41 | you there , so , you know , way start | |
| 04:44 | at the bottom , face to face . We can | |
| 04:46 | add Integrating on integrated online resource is , um but | |
| 04:51 | as an option , you know , not not required | |
| 04:55 | for students to be online , we can have classroom | |
| 05:00 | instruction with significant required online components that extend learning beyond | |
| 05:06 | the classroom and beyond . The school day s o | |
| 05:09 | this thing . Online tools follow the students home mostly | |
| 05:14 | or fully online curriculum in computer , lab or classrooms | |
| 05:17 | where students meet every day . So now we're integrating | |
| 05:21 | these tools into the school mostly or fully online curriculum | |
| 05:25 | with select days required in the classroom or computers . | |
| 05:28 | So now we're much more in a hybrid world . | |
| 05:32 | And then we get up here fully online curriculum with | |
| 05:35 | options for face to face instruction , but not required | |
| 05:39 | . And then where we started at the very top | |
| 05:42 | , entirely face to face with no , with entirely | |
| 05:47 | online , with no face to face component . So | |
| 05:51 | you know , this is every single one of these | |
| 05:54 | represents a decision and choices and that you make and | |
| 05:58 | you make in concert with your staff and your faculty | |
| 06:02 | So what are some of these questions to consider as | |
| 06:04 | you make those decisions , And I'm just gonna highlight | |
| 06:06 | a few of these , at least take some time | |
| 06:09 | to review them in more detail and think about your | |
| 06:12 | own situation . Um , later . So you know | |
| 06:16 | , who gets involved while they're learning at home ? | |
| 06:19 | Can't get away from this , you know , Or | |
| 06:21 | their parents , uh , are their parents have the | |
| 06:23 | time to give it or the parents capable of parents | |
| 06:26 | interested or the parents technologically sophisticated ? Is the language | |
| 06:30 | spoken at home different from the language of instruction ? | |
| 06:32 | I mean , this is a huge issue in the | |
| 06:35 | United States . Everywhere . Um , you know , | |
| 06:40 | I have Ah , I have a friend who's a | |
| 06:43 | teacher in Queens , New York , which was , | |
| 06:47 | you know , a big epicenter of , uh , | |
| 06:49 | of co vid . But 60% of the people who | |
| 06:53 | live in Queens , which is one of the five | |
| 06:56 | boroughs of New York City , were born outside the | |
| 06:59 | United States . So , you know , the primary | |
| 07:01 | language of homes for a majority of the people in | |
| 07:04 | Queens is not even English . Um , so this | |
| 07:07 | has a huge impact on what you design what you | |
| 07:10 | design , how you offer it ? Who delivers it | |
| 07:13 | ? What you're expecting from people at home ? Um | |
| 07:17 | , will there will there be a general or complete | |
| 07:21 | shift towards online learning ? Eso Here we sit in | |
| 07:24 | a decision point . Where ? How much online are | |
| 07:28 | we gonna give ? Is this a permanent change ? | |
| 07:30 | Even if we go from entirely online back , are | |
| 07:33 | we going to stop it ? Hybrid . You know | |
| 07:35 | , in other words , just to go back for | |
| 07:37 | a second . So if we go all the way | |
| 07:39 | up here because of school closings and covert quarantines , | |
| 07:44 | are we gonna jump back to something down here , | |
| 07:47 | or are we gonna slide down 11 step at a | |
| 07:51 | time and add , um , toe add things to | |
| 07:55 | make it more of a hybrid experience ? Um , | |
| 07:58 | you know , what's the level of digital literacy of | |
| 08:00 | the students ? Obviously huge variety . Um , some | |
| 08:04 | students , you know , they've had tablets since they | |
| 08:08 | were two years old . Others of you know have | |
| 08:11 | no no computer skills at all . So curriculum instruction | |
| 08:18 | and design , curriculum , curriculum and instructional design curriculum | |
| 08:22 | is the what ? This is what we're teaching . | |
| 08:24 | Educational design is the how we're teaching it . The | |
| 08:28 | what and the how okay challenges for implementation , ensuring | |
| 08:33 | curricular coherence . So this is maybe your first or | |
| 08:38 | second class about education theory . You talked about coherence | |
| 08:42 | of curriculum , so ensuring curricular coherence across sections of | |
| 08:48 | a course or across campuses champion a new pedagogy . | |
| 08:53 | Are you going to introduce a new pedagogy and try | |
| 08:56 | to make them all implemented and implemented well implemented successfully | |
| 09:02 | ? Are you or how do you fully recognized faculty | |
| 09:05 | contributions when they're individually authored ? Content is shared by | |
| 09:10 | other faculty , so this is a big issue . | |
| 09:14 | Who does the curriculum ? There's the faculty . Do | |
| 09:16 | some of their own curriculum . Who owns it ? | |
| 09:18 | Does it get shared with other faculty ? Do they | |
| 09:21 | want it shared with other faculty ? Um , do | |
| 09:24 | you want to share it with other faculties ? Do | |
| 09:27 | you ? Are you holding faculty members accountable for their | |
| 09:31 | use of online materials in a blended environment ? So | |
| 09:34 | are you giving them materials and requiring them to use | |
| 09:37 | it ? If you are ? Are you ? How | |
| 09:39 | are you holding them accountable ? Are you assessing and | |
| 09:42 | evaluating performance ? We're gonna talk about some tools for | |
| 09:45 | doing that in a few minutes , and understanding the | |
| 09:49 | technology will impact the instructors ability to duel this correctly | |
| 09:54 | . Can they communicate with their students ? Can they | |
| 09:56 | implemented ? Um , many instructors just don't know this | |
| 10:01 | stuff . Have a lot of trouble with it . | |
| 10:03 | Onda , we're gonna talk about training teacher training in | |
| 10:07 | a lengthy section in the subsequent class . Okay , | |
| 10:13 | where do you begin ? Okay , but I say | |
| 10:15 | here , but you already know this . So step | |
| 10:19 | one , identify the most important standards and learning targets | |
| 10:22 | that were taught in the past year . So where | |
| 10:26 | are they ? You know what ? We're there . | |
| 10:28 | What was where did you leave them off at the | |
| 10:31 | end of the last year ? Determine which critical standards | |
| 10:34 | should be prioritized and we're going to give an example | |
| 10:37 | of this in a few minutes . And then step | |
| 10:39 | two , you got to shore up what they where | |
| 10:42 | They should have been , like , at the end | |
| 10:44 | of last cycle at the end of last time , | |
| 10:47 | the end of last year . And you need to | |
| 10:49 | map the content over a span of each week with | |
| 10:52 | specific targets , learning goals for each one . And | |
| 10:56 | continue to do this for a map that covers to | |
| 11:00 | the end of the school . And we'll show you | |
| 11:01 | the example of this , so , you know , | |
| 11:05 | figure out what you are trying to dio and then | |
| 11:08 | create a detailed map to get there . Okay , | |
| 11:12 | so here's a coherence map . I you know , | |
| 11:16 | probably many of you have seen this and eso we | |
| 11:21 | start off Where ? What did the students do last | |
| 11:24 | year ? Apropo of these learning standards . Here's the | |
| 11:28 | previous level where they where they were . These become | |
| 11:33 | the foundational standards for next years worth it now , | |
| 11:36 | this year's learning and where do we want to get | |
| 11:40 | them next year ? We wanna master these standards . | |
| 11:44 | These become the dependent . He's become the foundational , | |
| 11:48 | and then we have the priorities that are key to | |
| 11:52 | getting us from the previous the next . So what | |
| 11:58 | makes this a priority is that you can't master these | |
| 12:02 | three without having mastered this . This makes it a | |
| 12:06 | priority . You cannot have . You cannot move to | |
| 12:09 | the next level unless you've mastered the priority standards Here | |
| 12:15 | . Down here is an example of one that's a | |
| 12:17 | low dependency . So first of all , there's only | |
| 12:20 | one learning goal at the next level . Up here | |
| 12:22 | , there are three . Um , here there's 11 | |
| 12:26 | priority standard that's weekly connected to another one . So | |
| 12:31 | this becomes disproportionately important . I e it becomes a | |
| 12:36 | priority for us . Okay . S Oh , this | |
| 12:40 | is just the low dependency example in the larger format | |
| 12:44 | . Okay , so curriculum development , you know . | |
| 12:48 | So here's a standard definition is defined in the widest | |
| 12:51 | sense to include everything . Dad shapes the students learning | |
| 12:57 | experience . So this is the technology , the pedagogy | |
| 13:00 | , the community . We don't leave this out . | |
| 13:03 | This is really foundational to curriculum development and the curriculum | |
| 13:08 | for an online instruction . Unlike traditional face to face | |
| 13:12 | curriculum , must consider what the expectations for the student | |
| 13:15 | participation assignments and pacing in advance . So what are | |
| 13:21 | you expecting the students to do ? What are you | |
| 13:25 | expecting the students to Dio ? We've got all of | |
| 13:28 | this mixed together here in our funnel . But we | |
| 13:32 | don't come out with something in the final analysis until | |
| 13:37 | we've made a clear understanding of what we're expecting from | |
| 13:41 | the students . So here's some options so you can | |
| 13:48 | buy outside curriculum eso the benefits of that . Um | |
| 13:53 | , you know , this is , um you know | |
| 13:56 | , this is , uh you know , like like | |
| 13:58 | blue . Most . Like I ready is that you | |
| 14:00 | know , they have specialized writers . They have specialized | |
| 14:03 | instructors . They have developers , technology , people . | |
| 14:07 | They offer a wide variety of curriculum and courses , | |
| 14:10 | mawr user testing and user feedback . So you know | |
| 14:14 | , they've been through a round of beta testing multiple | |
| 14:17 | rounds of beta testing and there constantly revising , updating | |
| 14:22 | their curriculum . On the other hand , you could | |
| 14:25 | build it internally , and there are pluses to that | |
| 14:28 | . What are those ? Well , you can ensure | |
| 14:30 | proper alignment with state and district standards , so every | |
| 14:34 | state is different from every other state district . They're | |
| 14:36 | different from each other from other district's , um , | |
| 14:39 | you can MAWR incorporate the teachers and their input into | |
| 14:43 | the process . It's cost effective if teachers air . | |
| 14:46 | Doing this is part of their regular workload , and | |
| 14:49 | you're not paying extra for it . Um , it's | |
| 14:52 | an opportunity to incorporate specific instructional philosophies . So if | |
| 14:57 | your school your program has a specific philosophy of education | |
| 15:01 | and you want to apply it to all your curriculum | |
| 15:04 | , better to build it yourself to be ableto make | |
| 15:07 | that happen . You need to maintain quality short prince | |
| 15:13 | , so everything in education has multiple review , multiple | |
| 15:16 | levels of reviews , right ? So we have peer | |
| 15:20 | reviews , we have administrative reviews . We have district | |
| 15:24 | reviews , we have state reviews . We have association | |
| 15:28 | reviews . I mean , you know , there's numbers | |
| 15:30 | of levels of reviews . So here is some of | |
| 15:34 | the , um , reviews that you will have to | |
| 15:39 | go through with your curriculum in your program , obviously | |
| 15:42 | , local administrators , which maybe you are doing the | |
| 15:45 | review . Peer review teams are reviewing curriculum reviewing specific | |
| 15:51 | Teacher Performance District curriculum District's may have their own curriculum | |
| 15:55 | teams , which come and visit you . Subject matter | |
| 15:58 | specialists will look at what you're offering and then external | |
| 16:02 | reviews . External experts and the , you know , | |
| 16:05 | system of education is largely driven by external reviewers who | |
| 16:12 | were regarded as experts to pass judgment on the work | |
| 16:16 | that we're doing . Uh , courses then have to | |
| 16:19 | be approved by the state Department of Education . Everyone | |
| 16:22 | knows this is like major headache material . Uh , | |
| 16:25 | students have to complete the end of module surveys . | |
| 16:29 | You know where they engage . Did they like it | |
| 16:31 | ? Um , how much work did they do ? | |
| 16:33 | What great did they expect of these kinds of questions | |
| 16:36 | ? You're gonna do requests for proposals for course development | |
| 16:40 | that describe instructional theories that God guide the online course | |
| 16:44 | specifications and you can evaluate courses using , um , | |
| 16:50 | here's a , you know , book all about essential | |
| 16:53 | principles of qualities uh , specifically designed for guidelines for | |
| 16:57 | Web Web based courses for middle and high school students | |
| 17:01 | . It's a good , good reference . So the | |
| 17:04 | curriculum design process ends up being like these bricks . | |
| 17:10 | We start with the vision , we determine what your | |
| 17:13 | intention is . We go to number to outline , | |
| 17:16 | researching Oh , go to number to outline overarching topics | |
| 17:23 | . What are we What are we covering ? We | |
| 17:26 | review the current curriculum . We organize our standards . | |
| 17:30 | Now this is beginning to look like that chart with | |
| 17:32 | the arrows . Organize our standards . We write the | |
| 17:35 | lessons we create an attach , a variety of assessments | |
| 17:39 | to each of them . We determine the materials and | |
| 17:43 | the resource is needed . And then we go back | |
| 17:46 | and we put it all together . And the last | |
| 17:49 | thing is , and it's not here , it will | |
| 17:52 | be on subsequent charts . Is feedback all of this | |
| 17:56 | ? All of this process is a big loop , | |
| 18:00 | so the process of managing anything is setting goals , | |
| 18:04 | monitoring results and giving feedback anything . Whether you're managing | |
| 18:10 | teachers , you're managing the cafeteria , you're managing your | |
| 18:14 | curriculum . So to simplify it to its most fundamental | |
| 18:19 | , you're setting goals , monitoring results and giving feedback | |
| 18:24 | and the feedback is the loop here , and none | |
| 18:27 | of this works . Without that , management does not | |
| 18:31 | work without feedback . I'm sure many of you have | |
| 18:36 | had bosses who didn't like giving feedback , you know | |
| 18:40 | , after all , it can lead toe sometimes unpleasant | |
| 18:43 | conversations or difficult conversations , and so they sort of | |
| 18:47 | skip that step . When they skip that step , | |
| 18:50 | they destroy the whole process . It's useless . So | |
| 18:53 | instructional design . Torsten and Postlewait said . The term | |
| 18:57 | instructional design describes the complete process of analyzing what is | |
| 19:02 | to be taught , how it is to be taught | |
| 19:05 | , conducting try out . So this is the beta | |
| 19:08 | testing in today's language and assessing whether the learner learned | |
| 19:14 | it so assessing . So this is that feedback loop | |
| 19:18 | instructional design as the feedback loop , Um , it | |
| 19:22 | plays an important role in bridging tech pedagogy and technology | |
| 19:26 | , which the way we see it have merging in | |
| 19:29 | tow . One big one big process focuses on the | |
| 19:34 | most effective way to present the content , and it | |
| 19:36 | gives structure to the students process of working through the | |
| 19:40 | course material on this is part of those bricks , | |
| 19:45 | laying it out step by step in small chunks . | |
| 19:49 | Okay , so popular instructional materials for this models for | |
| 19:53 | distance learning . Uh , the adding model . Um | |
| 19:57 | , these air , I would say I'm gonna We're | |
| 20:00 | gonna show three or four models . Fundamentally . Very | |
| 20:02 | similar . Uh , depends how you like to visualize | |
| 20:06 | it yourself . People think of these things in different | |
| 20:08 | ways that you everyone learns in it a different way | |
| 20:11 | . And we conceptualize these things in a different way | |
| 20:13 | . So you know , you should think about it | |
| 20:16 | . Find find one of these that seems comfortable to | |
| 20:19 | you and use it . So this is we start | |
| 20:21 | with analysis , design , development . So this is | |
| 20:25 | General , you know , this is more overall design | |
| 20:29 | . This is more specific than we implement it . | |
| 20:33 | And then we evaluated . And then we give the | |
| 20:36 | feedback . We go back and we start all over | |
| 20:39 | again . Here's another way of looking at it The | |
| 20:42 | assure model we analyze the learners , we stayed the | |
| 20:45 | objectives We select the methods we utilize the material on | |
| 20:50 | the media . We require the learners participation . Remember | |
| 20:55 | we said early on , when you start the process | |
| 20:57 | , what are you expecting the students to do ? | |
| 21:00 | How much time and what what specifically are you expecting | |
| 21:05 | them to dio and then evaluate and revise ? This | |
| 21:09 | is the feedback loop and hear the feedback loop in | |
| 21:12 | this visual presentation is extremely clear . It's just a | |
| 21:15 | big circle and you're constantly going around . And presumably | |
| 21:20 | , every time you loop around , you get you | |
| 21:23 | make it better . And then here's a little bit | |
| 21:26 | more complex way of looking at this s o this | |
| 21:31 | model called the Camp Model . We start with the | |
| 21:35 | problems we go toe learning characteristics . We analyze the | |
| 21:38 | task , We have instructional objectives . We now sequence | |
| 21:43 | the content . We make it specific with strategies . | |
| 21:46 | We designed the message , How we gonna deliver it | |
| 21:49 | ? This is where the technology comes in . We | |
| 21:53 | evaluated , and we do this whole thing again . | |
| 21:57 | If you look at these outside rings planning , implementation | |
| 22:01 | , managing support services and then we start again if | |
| 22:05 | we do it , we look at the internal ring | |
| 22:07 | , we revise , we evaluate . We , um | |
| 22:13 | , of evaluate , uh , in a formative way | |
| 22:18 | . And we have a confirm a tive evaluation , | |
| 22:20 | so we're constantly revising it . So we're doing these | |
| 22:25 | processes and on the outside and we are reviewing and | |
| 22:31 | evaluating on the inside loop and you know , all | |
| 22:34 | of these more or less saying the same general points | |
| 22:37 | in different ways . Um , you know , use | |
| 22:39 | what's useful to you , use what's useful to you | |
| 22:42 | and your teachers , so content and materials . So | |
| 22:46 | million's of options . Last week we give ah Riel | |
| 22:51 | menu of options for all kinds of parts related to | |
| 22:55 | the the distance . Learning online , learning from the | |
| 22:59 | curriculum , tools to the technology to cybersecurity . And | |
| 23:04 | you know . So here you have this riel giant | |
| 23:08 | menu to choose from , you know , print instructional | |
| 23:11 | materials , digital instructional materials . Open educational resource is | |
| 23:15 | of which there are lots of them and many of | |
| 23:18 | them very , very good . Many of these open | |
| 23:21 | and and I would say , open being free educational | |
| 23:24 | resource is what your mode is . And then what's | |
| 23:28 | the library collection ? And , you know , when | |
| 23:31 | I see this list , it reminds me of a | |
| 23:36 | conversation I had with a fellow who owned the number | |
| 23:40 | of restaurants , have done this for a number of | |
| 23:42 | years , have been in the restaurant business for a | |
| 23:44 | number of years , was very successful . He was | |
| 23:47 | talking about growing his business in a class of mine | |
| 23:52 | , and he made the following point , and the | |
| 23:56 | point was this . The food is the least important | |
| 24:00 | part , he said , Doing good food , providing | |
| 24:04 | good food , finding a good chef , he said | |
| 24:07 | . That's easy , he said . I can change | |
| 24:09 | the menu in a day . I can have a | |
| 24:11 | restaurant that's the Italian restaurant on Tuesday , and by | |
| 24:16 | the end of the week I can have it be | |
| 24:19 | a Chinese restaurant or a Mexican restaurant or any format | |
| 24:24 | that you want , he said . The food is | |
| 24:26 | the easy part , he said . After all , | |
| 24:28 | he says , and I always remember this , he | |
| 24:29 | says , If you want good food , go to | |
| 24:31 | your mother's house . You know she cooked food for | |
| 24:33 | you the way you liked it , the way you | |
| 24:36 | remember . That's evocative of of your family and of | |
| 24:40 | your of when you were young , he said . | |
| 24:43 | It's the food is the least of it . It's | |
| 24:46 | all the other things that go around it . It's | |
| 24:49 | the lighting . It's the noise level . It's the | |
| 24:52 | manners of the wait staff . It's the price points | |
| 24:58 | . Um , it's the , you know , atmosphere | |
| 25:02 | . It's the location it's parking on and on , | |
| 25:06 | he said . These are the issues that really determine | |
| 25:09 | whether a place is successful . So I make this | |
| 25:13 | challenge to you is that it's easy for us . | |
| 25:17 | in education toe focus on the education tools , you | |
| 25:21 | know , toe focus on the multiplication table . But | |
| 25:24 | you know what the multiplication table is ? The multiplication | |
| 25:28 | table , the learning experience , the grating experience . | |
| 25:32 | Whether or not you're effective at teaching somebody , are | |
| 25:36 | all these other things that surrounded . So this is | |
| 25:41 | the atmosphere . This is the technology . This is | |
| 25:44 | how you test . This is how how you're evaluating | |
| 25:47 | this is whether you have students , work in teams | |
| 25:50 | or work individually . All these other things determine whether | |
| 25:54 | it's engaging . It's fun , it's effective , and | |
| 25:57 | you're managing it for success . The multiplication table is | |
| 26:01 | a little bit like , you know , the chicken | |
| 26:04 | Parmesan on the table . It is what it is | |
| 26:07 | . It's not that hard to do , but it's | |
| 26:10 | all the things around it that make it a good | |
| 26:12 | experience and effective and make it successful . So I | |
| 26:16 | don't know . Think of yourself is a restaurant tour | |
| 26:19 | , maybe rather than an educator and you're providing an | |
| 26:24 | experience . And , of course , we all feel | |
| 26:26 | sorry for anybody in the restaurant business today . So | |
| 26:30 | factors to consider feasibility of implementation of a hybrid model | |
| 26:35 | . Lerner What are we asking of learner ? Interactivity | |
| 26:40 | ? Are we asking learners interact with the content to | |
| 26:43 | interact with the instructor to interact with other learners . | |
| 26:47 | Are we supporting them with devices with connectivity with adult | |
| 26:52 | supervision other than the teachers with peer interaction with a | |
| 26:56 | conducive environment ? Um , you know , this is | |
| 26:59 | such an important issue . You know , people need | |
| 27:02 | spaces on environments that are conducive . Thio learning again | |
| 27:07 | . Maybe a little bit like our restaurant Example . | |
| 27:10 | The environment is critically important , of course , deployment | |
| 27:14 | , deployment , platform capabilities . Um , you know | |
| 27:18 | what ? What does the platform deliver ? And then | |
| 27:21 | , of course , we in a way , we | |
| 27:23 | start with analyzing the learner characteristics . Um , you | |
| 27:27 | know , who are they ? What are their demographics | |
| 27:30 | ? What are their backgrounds ? What are their learning | |
| 27:32 | styles ? Individually and collectively , this is , of | |
| 27:38 | course , complex . And this is why making these | |
| 27:42 | decisions Doing these evaluations , coming up with plans , | |
| 27:45 | implementing them , take somebody who is extremely capable . | |
| 27:50 | Alright , special populations that we should note , You | |
| 27:53 | know , students who are on I e . P | |
| 27:55 | s needs special attention . You know , this also | |
| 27:58 | plays havoc with your with your budget and planning , | |
| 28:01 | but they need to be taken care of . Um | |
| 28:04 | , English language learners also special needs students who need | |
| 28:09 | multi tiered systems of support and students without devices and | |
| 28:14 | connectivity . These special populations require special attention special programs | |
| 28:22 | . And , uh , special allocations of resource is | |
| 28:26 | to make them as effective learners as , uh , | |
| 28:31 | the general population . Let me take . We're gonna | |
| 28:35 | take one second . Lemos has created a distance learning | |
| 28:40 | kit , which is a very cool resource . Um | |
| 28:46 | , for for teachers and administrators , um , it's | |
| 28:51 | really and artificial intelligence tool . Uh , that may | |
| 28:59 | remind you of things you see in other places . | |
| 29:02 | Maybe banks , or on , uh um , you | |
| 29:06 | know , Microsoft website . And so we're just gonna | |
| 29:09 | take a couple minutes because Mukunda Christian Swami , who | |
| 29:13 | is the founder and CEO of of Lou Mohs , | |
| 29:18 | could do a better job of explaining it , uh | |
| 29:21 | , more clearly than I can . So , Mukunda | |
| 29:25 | , can you take over for a minute and go | |
| 29:27 | through this with everyone ? Thank you , professor . | |
| 29:29 | Really happy to see uh uh , you know , | |
| 29:33 | a lot of you come back and then popular will | |
| 29:35 | have a great discussion as well . So , as | |
| 29:38 | you know , in the last two sessions itself , | |
| 29:41 | we've seen there is lots of information around this topic | |
| 29:45 | . Off distance learning . Andi , I bet like | |
| 29:49 | a lot of these questions are running through your head | |
| 29:51 | . As you mean . We're thinking about different aspects | |
| 29:54 | of distance learning from what does the acronym Addy stand | |
| 29:59 | for ? Two . How to do something in Google | |
| 30:02 | classroom , right ? There's , like tons of questions | |
| 30:05 | , and it's a very common problem . And , | |
| 30:08 | uh , no educator can keep up with all this | |
| 30:10 | information that's , you know , coming out . And | |
| 30:14 | , uh , so to address this issue , we | |
| 30:18 | started this , You know , an interactive distance learning | |
| 30:22 | database off frequently asked questions around this topic . So | |
| 30:28 | let me quickly show you how it works . Professor | |
| 30:31 | , if you could click on that hyperlink on distance | |
| 30:34 | learning . Okay , so on this web page , | |
| 30:39 | if you could scroll down a bit , uh , | |
| 30:42 | there is a search box , just like , you | |
| 30:43 | know , Google Search . You could easily look at | |
| 30:49 | the list of frequently asked questions , and they're organized | |
| 30:53 | by different topics such as curriculum , hardware , network | |
| 30:57 | and many of the things that you're hearing in Professor | |
| 31:00 | Rogoff is class are being documented in the respective sections | |
| 31:05 | . And also there is a search box , you | |
| 31:08 | know , just like the simple Google surged . You | |
| 31:12 | can search for questions and find relevant answers , and | |
| 31:17 | it does it in a very smart way . It | |
| 31:19 | is able to understand , for example , the same | |
| 31:23 | question of the topic , even if it has asked | |
| 31:26 | a little differently . It's able to find . So | |
| 31:29 | if you could do me a favor , professor , | |
| 31:31 | maybe click on one of the questions so that they | |
| 31:33 | can actually see how the answer reveals itself . So | |
| 31:39 | that is , if you're browsing , you get to | |
| 31:41 | , you know , see the answers . And of | |
| 31:43 | course you can . You know , type in a | |
| 31:44 | question . Let's put something that we learn today . | |
| 31:48 | Like , what is Addie or something like that ? | |
| 32:05 | So it fetches that information from the database that makes | |
| 32:09 | it immediately available on duh . I want to draw | |
| 32:12 | your attention to something that's very unique to this . | |
| 32:15 | Um , so let's ask a question that is not | |
| 32:18 | in the databases . So , for example , we | |
| 32:20 | could ask a question like what ? Instructional models are | |
| 32:24 | useful for Small district's You click search , so it's | |
| 32:41 | self telling us that there is no no results were | |
| 32:43 | found . But what is very interesting here is that | |
| 32:47 | visitors off this page have the opportunity to request an | |
| 32:52 | answer to this , and Professor Rogoff on a team | |
| 32:55 | of volunteers are monitoring the incoming questions , so they're | |
| 32:58 | gonna answer them wherever possible as quickly as possible . | |
| 33:03 | And by the way , we are looking for in | |
| 33:06 | a volunteer . So if some of you , after | |
| 33:08 | your experiences , want to become part of the community | |
| 33:11 | with love for you to engage with us on help | |
| 33:15 | , answer questions because the intent here is to actually | |
| 33:19 | put it in the hands off educators throughout the country | |
| 33:24 | , you know , for example , you have colleagues | |
| 33:25 | that are not in the class today , and they | |
| 33:28 | could benefit from some of the topics that we have | |
| 33:30 | been discussing and making it easily accessible to them through | |
| 33:35 | this platform is one of the goals off this project | |
| 33:39 | . And , uh , another interesting thing here is | |
| 33:42 | that you can easily share and distribute this information . | |
| 33:46 | It's an open source database off questions , everything around | |
| 33:51 | distance learning . So there is also an embed code | |
| 33:56 | that you can request on the page itself . It's | |
| 33:58 | also in the power point that we're sharing with you | |
| 34:01 | . So if your school bab site , uh , | |
| 34:05 | you know , administrator can add those few lines of | |
| 34:08 | code , then essentially the budget that we are experiencing | |
| 34:11 | here can be made available on any website of your | |
| 34:14 | choice or a blogged . Um , the link is | |
| 34:20 | in the chat in today's meeting , as well as | |
| 34:24 | in the poor point . And so I would love | |
| 34:27 | to answer any questions at a later time if there | |
| 34:30 | are any professor back to you . Okay . Thank | |
| 34:34 | you very much . So , yeah . Here's this | |
| 34:36 | embed code that zone the slides . Um , yeah | |
| 34:43 | . Anyway , super cool . Thank you very much | |
| 34:46 | . Okay , so let's get back in curriculum and | |
| 34:48 | instructional tools . Uh , this is somewhat of a | |
| 34:51 | review of things we covered last week . I'm not | |
| 34:54 | going to spend much time on it , but curriculum | |
| 34:56 | solutions , this is for coordinators , teachers department leads | |
| 35:01 | , and this helps you map the curriculum . It | |
| 35:06 | sets up planning templates . Um , you know , | |
| 35:10 | helps you get organized and structured . Uh , then | |
| 35:13 | there a digital learning platforms . So this is a | |
| 35:16 | core functionality for teachers and students . This is the | |
| 35:21 | lessons adaptive learning solutions . So that there assessing how | |
| 35:28 | a student is doing finding what their weaknesses are and | |
| 35:32 | helping them focus on those weaknesses to repair them . | |
| 35:35 | They're assessing student performance individually and overall , they're tracking | |
| 35:40 | progress . And , you know , this which I | |
| 35:42 | personally think his key is toe , you know , | |
| 35:44 | differentiate instruction , you know , through adaptive learning . | |
| 35:49 | So are we providing each individual student what he or | |
| 35:53 | she needs ? What's most effective for them ? Digital | |
| 35:59 | assessment solutions . Again , we mentioned this last week | |
| 36:04 | . This is for everybody , including parents , administrators | |
| 36:09 | and teachers . So customized tests . The tests get | |
| 36:14 | delivered by a digital devices with security , um , | |
| 36:18 | tools built in such a rotating The questions , rotating | |
| 36:22 | the answers , putting , uh , time requirements on | |
| 36:28 | on it . They compile the the assessment and analytical | |
| 36:33 | reports . Um , you know , and make it | |
| 36:36 | easy . I mean , this part because they do | |
| 36:38 | the grating . The grating is all done by the | |
| 36:41 | system . It's , uh , you know , it | |
| 36:43 | makes it a ZZ as possible for the teacher and | |
| 36:48 | the and the administration . Eso You know , this | |
| 36:53 | is something we pulled together , I think very useful | |
| 36:55 | . I hope for you is , you know , | |
| 36:57 | what's the recommended student and teacher daily online workload . | |
| 37:02 | So I'm sure many of you have been overwhelmed by | |
| 37:06 | zoom meetings . Maybe , you know , including this | |
| 37:08 | one . You know , there's just a limit to | |
| 37:10 | how many hours a day you can spend staring at | |
| 37:14 | your screen or engaging with people on Zoom . And | |
| 37:18 | , of course , this is being studied . Now | |
| 37:20 | will be very interesting to see what the studies show | |
| 37:24 | . But anybody who has spent 68 or more hours | |
| 37:27 | a day , um , in these in a zoom | |
| 37:30 | in zoom meetings or other kinds of , uh , | |
| 37:33 | interactive things knows they come away with , you know | |
| 37:38 | , what can I say ? No need for a | |
| 37:40 | rest . I need for a drink . I need | |
| 37:42 | for a , um you know , uh , Bubble | |
| 37:48 | Bath ? I don't know . Something Thio sort of | |
| 37:51 | take their head out of that . And so what | |
| 37:54 | ? What is it ? So , you know , | |
| 37:57 | 20 to 60 minutes a day for , you know | |
| 37:59 | , young Children , Um , you know , even | |
| 38:03 | , you know , 68th graders , um , you | |
| 38:07 | know , 90 minutes , 180 minutes , you know | |
| 38:10 | , 180 minutes , that's a three hours . That's | |
| 38:13 | a lot . But , you know , they can | |
| 38:14 | manage that . And , uh , and then very | |
| 38:20 | important is that the material within this time period has | |
| 38:26 | to be broken up into chunks people can't take , | |
| 38:31 | you know , the younger you are , Maybe the | |
| 38:34 | older you are , you can't take , you know | |
| 38:38 | , 40 minutes of hard driving teaching instruction . So | |
| 38:44 | you need Thio . Really ? Set your goals . | |
| 38:47 | Make them modest . Don't expect to achieve everything that | |
| 38:52 | you would hope . Thio Do it in small chunks | |
| 38:55 | . Um , here , even for older kids . | |
| 38:58 | One subject area in a class . Um , you | |
| 39:03 | know , so you know , it really argues and | |
| 39:06 | we talked about this last week is that you need | |
| 39:09 | to be an incrementalist . You need to be happy | |
| 39:13 | to move the ball forward in small steps . Okay | |
| 39:18 | . Suggested remote instruction framework . I think there's a | |
| 39:22 | very useful chart . I know it's a lot of | |
| 39:25 | words , you know , but use it . I'm | |
| 39:27 | not gonna read it to you , but use it | |
| 39:29 | after , um afterwards eso we can look at learning | |
| 39:35 | experience dimensions in three ways . Expository , active or | |
| 39:41 | interactive . Um , and is it synchronous or asynchronous | |
| 39:47 | ? And then it gives us what the face to | |
| 39:50 | face alternatives are and what the face to face learning | |
| 39:55 | enhancements might be using technology . So if we wanna | |
| 40:01 | have an interactive just go to the bottom row here | |
| 40:06 | if we wanna have an interactive asynchronous learning experience , | |
| 40:11 | face to face professional development for science teachers through threaded | |
| 40:16 | discussions . So these are you know highly interactive message | |
| 40:22 | boards on topics . So there's , like , you | |
| 40:24 | know , forums , discussion boards , Um , you | |
| 40:27 | know , threaded discussions , uh , chat rooms , | |
| 40:30 | etcetera . And then we can enhance it with supplemental | |
| 40:36 | threaded discussions for pre service teachers participating in face to | |
| 40:42 | face course on science methods so we can begin to | |
| 40:47 | weaken . Let them let these teachers experience this environment | |
| 40:54 | in an asynchronous way . This makes their learning mawr | |
| 40:58 | interactive . And when they go into the classroom there | |
| 41:02 | mawr comfortable using these tools . I mean , I | |
| 41:06 | think it's a big issue with teachers . If you | |
| 41:08 | haven't used any of these tools , it's very hard | |
| 41:11 | to teach others people to use them or to feel | |
| 41:13 | comfortable . So anyway , I give you this this | |
| 41:16 | chart use it as a reference . Um , use | |
| 41:19 | it as a way to stimulate your own thinking about | |
| 41:21 | how you can design a curriculum for your students and | |
| 41:26 | even for your teachers . Um , that will achieve | |
| 41:30 | your learning objectives . So suggestions for additional activities again | |
| 41:35 | , this is a tool that we hope will be | |
| 41:38 | useful for you . Thio Supplement on online learning environment | |
| 41:45 | Hybrid one eyes to remember that all of these things | |
| 41:49 | need to be paid attention to indeed nurtured . So | |
| 41:54 | , you know , puzzles , word searches , writing | |
| 41:58 | journals , keeping a diary , you know , drawing | |
| 42:02 | a map of your neighborhood building with blocks and Legos | |
| 42:06 | . You know , these all stimulate people in a | |
| 42:08 | different way . Nurture them . Let them bring back | |
| 42:13 | that experience into the online learning . Um , focus | |
| 42:17 | on the on physical activity as well . Um , | |
| 42:22 | you know , studies show that people who exercise reasonably | |
| 42:27 | rigorously yet an improvement in mood mawr than taking antidepressant | |
| 42:33 | drugs . It's easy . It's cheap . It's fun | |
| 42:36 | . Makes you feel better , keeps you healthier on | |
| 42:40 | git . Works for everybody . So , you know | |
| 42:42 | , for anybody who's in that environment of staring at | |
| 42:46 | screens day and night , take a walk , take | |
| 42:48 | a dance class and do a dance class virtually . | |
| 42:51 | Um , you know , yoga , all of these | |
| 42:54 | things , um , things to feed your spirit and | |
| 42:57 | soul music , creative arts , meditation , etcetera . | |
| 43:04 | The environment makes a big difference , you know ? | |
| 43:08 | Are you working in a clean room ? Is a | |
| 43:10 | quiet . Are you doing things ? They take care | |
| 43:15 | of others . You know , taking care of pets | |
| 43:18 | , taking care of your grandmother . Um , you | |
| 43:21 | know , these are good environmental things that make people | |
| 43:25 | more mentally healthy . and allow them to engage online | |
| 43:31 | mawr completely . And of course , family . Um | |
| 43:35 | , you know , can't get away from how important | |
| 43:38 | this is on every on every measure . So interactive | |
| 43:43 | , posit , interacting positively with your family . Extremely | |
| 43:48 | important . And this is something that you can talk | |
| 43:51 | to your teachers about . Your teachers can talk to | |
| 43:53 | your students about . Okay . What does ah , | |
| 43:56 | distance learning lesson plan look like ? Well , you | |
| 44:01 | know , here it is . You know , it | |
| 44:03 | looks like , ah , battle plan . And I | |
| 44:05 | guess it is a battle plan . So when it's | |
| 44:08 | all said and done , you end up with a | |
| 44:12 | detailed program of what you're going to do every day | |
| 44:16 | . This is for an entirely online program . There's | |
| 44:20 | no synchronous sessions in this map . Um , but | |
| 44:24 | when it's all finished , the teachers , the students | |
| 44:28 | , they all see what are they doing ? What's | |
| 44:31 | required of them ? Where are they getting it on | |
| 44:35 | bond ? Um , you know , you can't You | |
| 44:41 | can't have a complex system like this without a without | |
| 44:45 | a presentation of it in an organized , usable way | |
| 44:49 | that you can you and your students and everybody can | |
| 44:52 | refer to including , you know , obviously the parents | |
| 44:55 | . Okay . Eso ideal instructional practices content . This | |
| 45:01 | is a long list that goes over several slides giving | |
| 45:06 | it to you as something that you can refer to | |
| 45:10 | as an idea . Um , feeder to you . | |
| 45:15 | Something that you can look at as you begin to | |
| 45:18 | plan what you're doing . Toe , Look at this | |
| 45:21 | list and say , Am I covering this issue ? | |
| 45:24 | How might I cover it ? Have I thought about | |
| 45:27 | this idea ? So is there mawr I need to | |
| 45:31 | do so ? This is everything from having a deep | |
| 45:34 | understanding of the varying learning styles of your students to | |
| 45:39 | building in course components to reflect the interests of the | |
| 45:41 | students to provide alternative options for students participating in a | |
| 45:47 | virtual class . Are there ? Is there other ways | |
| 45:49 | that they could do this ? Are you providing transcripts | |
| 45:54 | or pre recorded audio or video used by students thes | |
| 46:00 | air all like I would just call them an idea | |
| 46:02 | dump of things that you could do . Are you | |
| 46:05 | utilizing virtual museum tours ? You know , a lot | |
| 46:08 | of museums have added these virtual tours . Why ? | |
| 46:11 | While they're closed , Thio , Thio , physical visitors | |
| 46:17 | and some of them are fantastic and they're engaging on | |
| 46:21 | DVI video demonstrations . Eso anyway , you know very | |
| 46:26 | , uh , you know , cool of science Museum | |
| 46:29 | has added a lot of , you know , a | |
| 46:30 | lot of stuff . And , of course , YouTube | |
| 46:32 | only has , you know , 10 million options for | |
| 46:36 | for you toe . Look at , um how do | |
| 46:39 | you plan to include parents in the process ? Uh | |
| 46:42 | huh . You considered just a technology the Are you | |
| 46:48 | providing visibility to students online ? Work on and on | |
| 46:52 | and on . Lots of , you know , options | |
| 46:55 | for you to consider . How are you encouraging parents | |
| 47:00 | to participate ? Mawr ? What are you asking them | |
| 47:03 | to Dio ? I would say that one of the | |
| 47:07 | themes of a number of things on this list is | |
| 47:11 | that you're not just asking three parents to be judges | |
| 47:15 | of what you're doing with their child . You're asking | |
| 47:19 | them to be active participants by doing things such as | |
| 47:25 | drawing or writing poems or playing games with their particular | |
| 47:32 | games with their kids , doing puzzles with them so | |
| 47:35 | that the conversation with parents that follows is not just | |
| 47:40 | them , telling you all the things that you should | |
| 47:43 | be doing , but you also asking them , Are | |
| 47:47 | they participating in this process and how important that is | |
| 47:52 | ? And this will not only help the student . | |
| 47:55 | It will make the parent feel better , more active | |
| 47:58 | . Warren have a better understanding of what issues They're | |
| 48:02 | They're child is struggling with what areas the child is | |
| 48:05 | excel ing in . Okay , so let's take a | |
| 48:08 | look at the big picture here . Step away for | |
| 48:11 | a minute . So we've got we're coming off here | |
| 48:14 | . We're in the cove . It and the summer | |
| 48:16 | slide . Um , you know , the multiplication table | |
| 48:21 | is now a distant memory , so kid comes back | |
| 48:24 | to school . Let's take a refresher test . Let's | |
| 48:28 | measure where they are . Let's specify and identify what | |
| 48:33 | that learning laws is . Let's offer them some remedial | |
| 48:37 | practice . You know , Billy , you know , | |
| 48:39 | you seem to have for gotten seven tables . And | |
| 48:42 | so , let's , you know , let me supply | |
| 48:44 | you with some online learning tools . They focus on | |
| 48:49 | the seven table . I'm just making this up because | |
| 48:51 | I struggled with seven table and I still dio . | |
| 48:54 | So the media practice now , when the child has | |
| 48:58 | finished all this , they're ready for the new academic | |
| 49:01 | year , and to go back to that , they're | |
| 49:03 | ready to move up to the next step of learning | |
| 49:07 | and let me just go back to this hold on | |
| 49:14 | one second ISS Here we are . So now you | |
| 49:21 | In essence , you identified where they slipped in the | |
| 49:25 | foundational standards . You went back . You covered the | |
| 49:30 | seven table of multiplication table again , and they're now | |
| 49:35 | ready to move up to the next grade level . | |
| 49:39 | And this is the most direct , simplified presentation off | |
| 49:45 | this issue . S O . Okay , So a | |
| 49:51 | few other overall guidelines were getting close to wrapping up | |
| 49:55 | . Um , start from scratch . Don't just migrate | |
| 49:57 | existing courses . Everything is changing . Um , the | |
| 50:02 | tools air changing your understanding is changing your teachers Understanding | |
| 50:07 | and comfort with technology and online tools is changing focus | |
| 50:12 | on increasing student involvement . So key increased student involvement | |
| 50:17 | through projects , teams , polls , presentations , exercises | |
| 50:20 | . All of these other things outline in detail with | |
| 50:24 | many small parts . So you end up with that | |
| 50:27 | with that table of your plan that's got a lot | |
| 50:31 | of detail to it . Maintain live faculty involvement . | |
| 50:35 | So you can't just do this by saying we're moving | |
| 50:40 | online and the teachers they're gonna review the grades . | |
| 50:43 | Absolutely not . Not gonna work . So how can | |
| 50:47 | you maximize live faculty involvement ? Well , you know | |
| 50:52 | , least you could do is they can call the | |
| 50:54 | student from time to time . Hopefully , you know | |
| 50:57 | frequently they can have synchronous classes . Um , they | |
| 51:02 | can comment on assignments in a real time basis . | |
| 51:06 | So the mawr that the student feels that there's a | |
| 51:09 | really life faculty person involved in their education , the | |
| 51:13 | better it's gonna work . Don't expect to greater respond | |
| 51:16 | to every student activity . So if you do a | |
| 51:19 | good job of creating activities , hosts exercises , journals | |
| 51:25 | , the teacher can't possibly great and respond to every | |
| 51:27 | one of them . So , you know , pick | |
| 51:29 | your spots . Include include videos for student assignments . | |
| 51:34 | Eso the teacher can record a video we talked about | |
| 51:39 | last week like Loom extremely easy tool to use to | |
| 51:43 | integrate with the assignments . The teacher has a video | |
| 51:47 | . Ah , little circle , whatever in the bottom | |
| 51:49 | of the screen that says Hi everyone . You know | |
| 51:53 | , this is Mr Smith . Here's the assignment for | |
| 51:55 | this week and talk about it . Talk about how | |
| 51:59 | they did last week takes very , very little time | |
| 52:02 | . Very easy , very easy for the students to | |
| 52:04 | use , and many options for how you could do | |
| 52:07 | that , said the course goals specify the competencies . | |
| 52:11 | So this is we talked about this to find the | |
| 52:14 | assessment process , then work backwards . How are you | |
| 52:17 | going to assess success towards reaching your goals ? And | |
| 52:22 | then are the tools there to hit that those goals | |
| 52:27 | and to manage that assessment process and to get an | |
| 52:31 | A on the test to manage the the other test | |
| 52:33 | is the assessment . Focus on what's measurable and here | |
| 52:37 | I'm going to give you examples of words that lead | |
| 52:41 | toe measurable outcomes and words that lead to non measurable | |
| 52:45 | outcomes . So if you ask a student to explain | |
| 52:48 | something to compare things that to solve a problem , | |
| 52:51 | these are measurable assignments , you can measure how well | |
| 52:56 | they've explained it . You congratulate it . You congratulate | |
| 53:00 | how well they compared things . And you congrats how | |
| 53:03 | well they solve the problem . Other words that lead | |
| 53:06 | to non measurable things , appreciate and learn . Did | |
| 53:10 | you appreciate Beethoven's Fifth Symphony that we heard earlier today | |
| 53:14 | ? Yes , I appreciated it . I don't know | |
| 53:16 | . How do you know ? How do you grade | |
| 53:18 | it ? Did you learn about how Beethoven use the | |
| 53:22 | timpani in the orchestra ? Well , I don't know | |
| 53:25 | . I don't know how you how you students says | |
| 53:28 | they learn . I don't . You have to take | |
| 53:30 | their word for it . if you ask them to | |
| 53:32 | explain how Beethoven use the timpani in the Fifth Symphony | |
| 53:36 | that you can grade building fun and engagement . This | |
| 53:40 | is for everybody . Teachers . Everybody likes to have | |
| 53:42 | more fun and engagement . Everybody learns better in that | |
| 53:45 | environment . Outline the course in detail as we talked | |
| 53:50 | about . Don't reinvent the wheel , build on existing | |
| 53:54 | content . Don't replicate it , but build on it | |
| 53:57 | from schools , publishers , previous courses . You've got | |
| 54:00 | a lot of things . These , um , you | |
| 54:03 | know , open libraries air fantastic and we provide some | |
| 54:06 | links to those Your role is an administrator . Provide | |
| 54:10 | the resource is offer the training , create the measurable | |
| 54:14 | goals , give ongoing guidance and support and positive feedback | |
| 54:19 | . We talked about that last week so important and | |
| 54:22 | integrate into the administrative enrollment and grading systems . So | |
| 54:26 | you need to whatever they dio needs to go back | |
| 54:30 | into your school systems . Communication guidelines . You got | |
| 54:36 | to respond quickly and frequently , um , talked about | |
| 54:42 | , you know , students having life contact with the | |
| 54:46 | teachers . Parent calls also held monthly house . Billy | |
| 54:51 | doing what is the parent doing that ? The parent | |
| 54:54 | ? Do the parent write a journal ? When Billy | |
| 54:56 | wrote a journal , uh , you know , weekly | |
| 54:59 | or monthly meetings . And then I see them just | |
| 55:02 | about on time . You know , Please volunteer to | |
| 55:05 | be a case study in the next session . Here's | |
| 55:08 | my Here's my you can connect with May . You | |
| 55:11 | can call me on Bond . Let's talk about , | |
| 55:15 | you know , going through some specific cases of putting | |
| 55:19 | Aled these tools together . So many options , so | |
| 55:22 | many issues . Let's talk about how we can solve | |
| 55:25 | specific riel problems with them in an intelligent way . | |
| 55:30 | So that's it . That's what I've got to say | |
| 55:34 | . Um , thank you very much . I'm happy | |
| 55:43 | to stay on the phone for questions and comments . | |
| 55:45 | If people have it , I'll also take a look | |
| 55:47 | at the chat . Uh , see what people had | |
| 55:50 | to say . Let's see . Okay . Uh , | |
| 56:06 | okay . Aloha from copper . Who ? So that's | |
| 56:11 | Hawaii ? Everybody jealous ? I see . Yeah , | |
| 56:16 | OK , All right . Well , thank you very | |
| 56:26 | much . And there's a question about the power point | |
| 56:29 | . If it would be available , the power point | |
| 56:33 | will be available . Other resource is will be available | |
| 56:40 | . So you all would have probably received a log | |
| 56:43 | in and through your account you can access the poor | |
| 56:48 | point as well as the recorded lecture and also there | |
| 56:52 | is a mini quiz . Oh , so yeah , | |
| 56:55 | that's different . Available ? Yeah . So for those | |
| 56:59 | of you who are using this , who would like | |
| 57:01 | to get C P e credits or professional development credits | |
| 57:06 | , you may be required to take a quiz . | |
| 57:08 | So we provide that for you , and we're registering | |
| 57:12 | the court the course for that . If you are | |
| 57:15 | , um , professional association or state requires something else | |
| 57:20 | , just ask us to help you with that . | |
| 57:23 | Oh , all right . Okay . Cool . Thank | |
| 57:30 | you . I appreciate it . I found it very | |
| 57:34 | informative and helpful . Wonderful . So look forward to | |
| 57:37 | seeing everybody next week . Thank you very much . | |
| 57:41 | Sounds good . Thank you very much . Great . | |
| 57:44 | Thank you . Thanks . |
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Session 2: Curriculum & Instruction - The Fully Informed Administrator is a free educational video by Lumos Learning.
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