Author:
Kim Carter
Subject:
Information Science
Material Type:
Module
Level:
Graduate / Professional
Tags:
  • Learner Variability
  • Personalization
  • School Librarian Preparation
  • Udl
  • school-librarian-preparation
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Interactive

    Instructional Leadership - Learner variability

    Overview

    Knowledge of learners and learning is an essential priority for Library Media Specialists. As the demand for meeting the needs of all learners increases, LMSs are uniquely positioned to observe and support learners across the range of their strengths and challenges. Not only are they able to provide a variety of resources for gathering, processing, and producing information, LMSs are often afforded the opportunity to observe learner strengths that may go overlooked in classroom settings.

    Personalizing learning is a shift from facilitating implementation of a curricular program to developing a repertoire of instructional resources and strategies to support learner variability. In bridging the disciplines of information and learning, the LMS stays abreast of developments in each, curating and accessing exceptional OER materials and integrating evidence-based mind, brain, and education science (MBES). 

    This module will take a look at the concept and science of learner variability, and investigate and apply two models for designing instruction for learner variability. Students are asked to build on their knowledge of Guided Inquiry Process (see Resources) and OER materials to leveraging learner profiles for effective instructional design.

    This unit specifically addresses NH ED 614.11.A.1.a and 614.11.A.1.b.

    Preparation

    In preparation for this module, the instructor is encouraged to set up a "Facility" in the Learner Sketch Tool (LST), and give participants the Facility name to connect to when taking the LST.  This will allow the instructor to view aggregate results from students' self-reports. The instructor will then be able to share the anonymous aggregate results, either in real time or through a screen shot, and demonstrate access to teaching strategies.

    The Instructor is encouraged to watch The Myth of Average TedX talk in advance, to prepare questions for discussion prompts and/or to push students' thinking about applications within and implications for the library media program. 

    UDL materials should be previewed, particularly the Rose/Meyer white paper, in order to facilitate online discussion of the ways LMSs can support quality learning for every student.

    Pre module Survey

    Use Survey Monkey to survey participants about beliefs about teaching, learning, learners, self as learner, and their agency as a teacher.  (See attached survey question suggestions.)

    Allow participants to view their results in relation to the group's results (but not to see individual results). 

    We've all had the opportunity to learn within some kind of educational context, whether it be traditional school, an alternative setting, or home schooling. Our experiences as learners have helped shape our beliefs about teaching and learning.

    This survey will offer you a chance to reflect on your beliefs, and consider your beliefs in relationship to those of your classmates.

    Using the course delivery platform, set up the first class forum discussion with the prompt shown in the Student Content below.

    After viewing the group results, post a reflection:

    • What are you thinking now?

    • Were there any surprises in the results for you?

    • If you were going to have a conversation with your colleagues based on this data, how would you start it?

    Setting the Stage

    This task is designed to anchor participants in a personal experience from which to explore the concept of learner variability.

    To deepen the experience, register as a "facility" in the Learner Sketch Tool and set up a "group" for each section of this class. That will allow you to see the class's aggregate results, and you will be able to incorporate this into your feedback and responsive facilitation of the module.

    [I need to upload some pictures to illustrate this]

     

    Take the Learner Sketch Tool. 

     On the first page, search for [Granite State College] 

    LST opening page

    Then select [course name - e.g. Instructional Leadership - Fall 2017

    Once you enter your email address you will be prompted to enter a PIN. This can be any 4 digit number (but make sure you make note of it for the next time you log in to the site).

    You will then see the instructions page, describing how to complete the survey.

     

    Once you have completed the survey, you will have a menu of options that look like the following:

    Explore the menu options:  Explore, Strategies, and Plan. (Get allows you to directly download, or receive an email or text to retrieve, a PDF of your personalized Plan.) 

     

    Using the course delivery platform, set up the second class forum discussion with the reflection prompt shown in the Student Content below.

    How does this experience align reinforce and/or change your thought about teaching and learning? Yourself as a learner?

        Did you see strategies you’ve used in the past? What strategies will you use in this module?

     

    What's Average?

    Building on participants' exploration of themselves as learners, this task adds information to their understanding of the concept of variability and challenges the notion of the "average learner".

    Watch Todd Rose's TEDx Talk The Myth of Average.

     

    Using the course delivery platform set up the third class forum discussion with the question shown in the Student Content below. This prompt asks them to connect their viewing experience to their Learner Sketch Tool results.

    Thinking back to your Learner Sketch Tool results, how did your strengths/ challenges impact your experience watching, listening to, and learning from this video?

    Post your thoughts in the class forum.

    Using the course delivery platform set up the fourth class forum discussion with the question shown in the Student Content below. This prompt asks participants to solidify their key takeaways so far, and to turn their attention to what's next.

    Identify three takeaways from the LST and Rose’s talk.

    As a library media specialist, what role can you play in helping others think about learner variability?

    Identify three steps you can take in your learning environment to increase awareness about your three takeaways. 

    The Learner and the Lesson

    This task is designed to give participants an opportunity to practice the concepts and key ideas they've been introduced to by applying them to a lesson plan with which they are familiar.

    The Student Content below asks students to submit a one to two page review to the instructor. An alternative could be to post to the class forum.

    Identify a lesson plan that you’re familiar with  - yours, that of a teacher you work with/support, one you participated in. It could be one you think went well or one you’d like to improve.

        Think about the 8 mental processes of learning represented in the LST. Review the lesson plan with the following questions in mind:

    Which of the 8 mental processes are most important for successful engagement in the lesson you've chosen? Which ones aren’t as important?

    Consider your LST results: how do your strengths and challenges fit with the lesson? (In other words, if you were the student participant in that lesson, what would you find easy, what might you find more difficult?)    

        What are two adaptations you could make to the lesson plan that would decrease the challenge for a student who has a weakness in a mental process required by the lesson?

            What are two adaptations you could make to the lesson plan that would slightly increase the challenge for a student who has a strength in a mental process required by the lesson?

            TIP: Consider revisiting the strategies to find ideas for adaptations.

    Write a one to two page review of the lesson, and send it to your instructor.

    Designing for Learner Variability

    This task contains the main content and skills for this module, introducing participants to Universal Design for Learning. As such, it is the most information and time intensive. 

    Learn about Universal Design for Learning through the following link.s 

     -- Introduction

        Principles

        Guidelines

        Practices

    Designing for Learner Variability, Part 2

    This task asks participants to return to the lesson they reviewed in Task 4: The Learner and the Lesson and go deeper in their analysis, evaluating the lesson through the lens of the UDL principles.

    Revisit your lesson plan from Task 4: The Learner and the Lesson. 

    • Assess the lesson through the UDL principles. Which principles does the lesson address best? Which principles are least evident?
    • Identify 3 - 5 OER resources that can enhance how the lesson addresses UDL principles. Review each and explain how it augments the lesson from the UDL perspective. Are there gaps that you can recommend additional resources to add to OER?

    Submit your review to your instructor as an annotated plan, a visual, a video review, or a slide deck.

    Putting it all together

    This final performance task asks participants to integrate their knowledge on the Guided Inquiry Process* with what they've learned about designing instruction for learner variability.

    Have students will publish their units on OER Commons.

    Bonus points can be offered if they collaborate with a teacher in their building on the design of the lesson.

    * If participants are not familiar with the Guided Inquiry Process, have them read and discuss "Making the Shift" first.

    Review what you know about the Guided Inquiry Process. (If you are not familiar with the Guided Inquiry Process, see the attached resource "Making the Shift".) 

    Consider the types of structures, supports, resources, and/or options that can be used to integrate UDL principles into a GIP project.

    Design a GIP project, integrating UDL principles. Provide an annotation highlighting applications of UDL principles.

    Publish your GIP unit on OER Commons. 

    (For bonus points, collaborate with a teacher in your building on the design of the GIP unit.)

    Having students review and provide feedback on two other classmates' published units engages them in thoughtful analysis and critical evaluation. 

    Review two classmates' GIP units. Offer feedback based on the following guidelines:

    Feedback is useful information against a clear goal. The goal of this task was to integrate UDL principles into a Guided Inquiry Process project unit. In reviewing your classmates' GIP units,

    * highlight the UDL principles that are evident

    * identify 1 to 2 additional resources or activities representing a UDL principle

    I Used to Think But Now I Know

    Repost the Survey Monkey teaching and learning beliefs survey, for participants to take a second time. If possible, display pre-module survey results next to end of module survey results. 

    Using the course delivery platform, set up the final class forum discussion with the prompt from Student Content below.

    Revisit the learning and teaching beliefs survey.  

    How have your beliefs about teaching and learning changed, if at all?

    What beliefs have been reinforced for you?

    How does your LMS role impact your ability to influence the beliefs and practices of others? 

    What do you most want to remember from this module as you consider your role as an instructional leader in your school/district?