The Learner in the Center: Connecting Blended Learning with The Framework for Teaching Stacy Bryan Supervisor of Extended Learning

What are the characteristics of a highly effective teacher? Make a list. Think Pair Share

What are the characteristics of a highly effective student? Make a list. Think Pair Share

What are the characteristics of a highly effective learning space? Make a list. Think Pair Share

What teacher behaviors contribute to a learner-centered environment during planning? Claim about Planning & Preparation (D1)Evidence in a multi-course flex blended learning lab… The teacher is able to effectively plan for blended learning experiences that meet individual learning needs because…  The teacher knows individual student strengths, needs, and interests.  The teacher knows a variety of resources and strategies that support the identified learning outcomes.  The teacher knows both the content and the curriculum being learned.  The teacher understands the goals of formative and summative assessment and purposefully include well- aligned assessments in the lesson plan. Ms. Bryan inserted an alternate assignment for Keishelle and Marcus; this customized assignment, listed in the course outline on Apex, supplanted the proposed activity in Apex and provided an opportunity to the two students to activate their interpersonal learning styles. Ms. Bryan identified three resources for information for students in Earth Science; these resources included the material as presented in Apex, a specific section of the NASA website, and the Earth Science text. In addition to assessments provided via Apex, Ms. Bryan created an informal formative assessment in Kahoot for the students in Biology.

What teacher behaviors contribute to a learner-centered environment during instruction? Claim about Instruction (D3)Evidence in a multi-course flex blended learning lab… Instruction resulted in the desired learning outcome for students because…  The teacher clearly communicated directions and content.  The teacher created opportunities for and effectively set the expectations that students needed to communicate about what was being learned.  The teacher engaged students in higher order thinking through the use of a variety of instructional strategies, questioning techniques, and participation techniques.  The teacher relied on formative assessment results during the lesson and provided timely feedback about learning so students could make decisions about next steps. Ms. Bryan used Kahoot, a game-based learning platform, to hook students and to assess understanding. In Kahoot, she posted a variety of critical thinking questions that required all Biology students to respond. Many questions checked knowledge and understanding at the lower level of the critical thinking spectrum (e.g. questions starting with “what is” and “how does”). Two questions required analysis (e.g. “identify the difference”, “examine this image.”). One question required evaluation (i.e. “identify which tool would be the best for”…). During the implementation of this segment, Ms. Bryan provided wait time, prompted students to respond if they hadn’t, and encouraged “educated guesses.” When students made errors, a peer in the class provided a clarification and/or Ms. Bryan posed questions to solicit thinking.

How does the physical space reflect student input and facilitate a learner-centered environment? Claim about the Classroom Environment (D2)Evidence in a multi-course flex blended learning lab… The classroom environment is used in ways that effectively support student learning:  Both the teacher and the students convey the value of high quality student work products.  Rituals, routine, and procedures allow for smooth transitions, collaboration, and/or independent learning as appropriate.  Both the teacher and the students understand how the physical arrangement of the room and their body positioning contribute to or detract from learning.  Materials, both in and beyond Apex, are organized and available based on students’ learning needs.  Visual resources are readily available and are supportive of students’ independent thinking and learning. Ms. Bryan organized the blended lab into course specific zones and students immediately went to those zones upon arrival. On the board, Ms. Bryan posted a diagram of small group sessions that would occur in a specified area and time for students in each course. Students seamlessly brought the identified materials with them to the small group setting when Ms. Bryan called for the each group. During the small group session, Ms. Bryan asked Evan to share an answer he crafted in Apex and the group discussed why his answer was well-written. Opportunities to revise responses were provided.

How are students acquiring, developing, using, or producing knowledge, information, and skills? Claim about the Classroom Environment (P21)Evidence in a multi-course flex blended learning lab… Students understand and fulfill their responsibilities as learners:  Students actively acquire core disciplinary knowledge.  Students collaborate and communicate to facilitate their learning.  Students make choices about product and process  Students use critical thinking and problem solving.  Students engage in tasks that require adaptability and flexibility.  Students have opportunities to create and innovate.  Students are exposed to and/or make authentic, real world connections  Student use and/or select digital tools that allow them to acquire, develop, and demonstrate knowledge and skills.

The Learner-Centered Environments: Professional Learning Tool