Lessoncast PD2020

Instructor: Nicole

Lessoncast PD2020 is a self-paced online course for teachers and leaders of professional learning communities. This course provides access to the same lessoncast creation tools and coaching offered to our concierge consulting clients including major universities, districts, and state departments of education. The overarching goal is to help participants create and publish professional learning resources tailored to meet their learning community’s needs.

Commitment? ~15 hours of effort over 8 weeks
Format? Lecture? What Lecture? Expect quick, scaffolded, and chunked bits of insight and direction for you to immediately put into practice.

You may register at any time and complete the course activities at your own pace. Your 8 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

Craft a lessoncast to address a specific professional learning challenge in order to support student learning needs.

Share the lessoncast with peers and incorporate feedback to improve the effectiveness of communicating a new instructional idea.

Publish the lessoncast(s) to support ongoing professional development in your learning community.

Literacy Strategies

Instructor: Nicole

The Common Core Literacy Standards emphasize an increase in informational texts, text complexity, citing evidence, and academic vocabulary. This course examines six strategies proven to support students in developing these literacy concepts and skills across grade levels.

Course participants will learn the fundamentals of each strategy and be able to apply them in their educational setting. Beginning with a set of starter lessoncasts, participants will be able to customize the multimedia resources to address the specific needs of their learning community. By the end to the course, participants will have a bank of customizable resources demonstrating how to immediately implement the strategies.

While the course opens on June 5 (8:00 am EST), you may register at any time and complete the course activities at your own pace. If you register after June 5, your 8 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

View the fundamentals of six literacy strategies proven to improve student comprehension.

Customize lessoncast resources to address the specific needs of your learning community.

Apply Common Core literacy strategies in your educational setting.

Build a bank of tailored resources demonstrating how to immediately implement literacy strategies to improve student learning.

Personalized Learning in Action

Instructor: Nicole

The purpose of this course is to explore practical methods for personalizing learning in today’s classrooms. It’s not a series of lectures with background information and theory about personalized learning. (To learn more about foundational research, enroll in the Lessoncast Course: Teacher Roles in Personalized Learning).

This course is about taking that theory and putting it into action. Within the first half of the course, you will have the tools to immediately pilot personalized learning experiences in your classroom. By the end of the course, participants will have customized resources to support scaled implementation and full integration for your learning community.

While the course opens on June 5 (8:00 am EST), you may register at any time and complete the course activities at your own pace. If you register after June 5, your 12 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

Consider standards, data, students’ needs and strengths to design personalized learning experiences to achieve learning goals.

Curate, create, and tailor resources to support implementation of personalized learning experiences.

Pilot classroom implementation of personalized learning experiences and review resulting student data to make adjustments.

Tailor curriculum mapping resources and effective implementation lookfors to support longterm instructional practices.

Teacher Roles in Personalized Learning

Instructor: Nicole

True implementation of personalized learning in schools requires a shift in the roles of educators and a shift in educator professional learning. This course examines the evolving role of teachers incorporating personalized learning experiences in the classroom. Taking a close look at what personalized learning is and isn’t, participants create resources to support teacher roles as facilitator, assessor, instructional designer, content curator, coach, and advisor, and family-school collaborator.

Lessoncast believes in personalized professional learning. Several modules have assignment options. Participants may choose between the assignments according to which one is more applicable for implementing personalization in their learning environment. Some participants may create lessoncasts while others may build on resources already created to support putting new personalized learning methods into practice in their classroom.

While the course opens on July 21 (8:00 am EST), you may register at any time and complete the course activities at your own pace. If you register after July 21, your 12 weeks will begin upon registration. During that time, you will have access to course content and lessoncast creation tools.

Define personalized learning and identify key characteristics for effective implementation.

Recognize the shifting roles of teachers in personalized learning environments and reflect on their current level of comfort and expertise.

Design resources to support assessment, instructional design, facilitation, coaching, and family-school collaboration in a personalized learning environment.

Develop and implement the personal learning plan process.

    Marshmallow Challenge: Intro to Engineering Design Process

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    Author: Nicole
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    Introduction

    The marshmallow challenge, an introduction to the engineering design process, is a 45-min exercise that encourages teams of students to problem-solve while collaborating with peers.

    Procedure

    This activity requires 20 sticks of spaghetti, one meter of string, scissors, and one marshmallow for each team of students. You will also need measuring tape to determine the height of each final product, and a method of counting down the time. After dividing students into pre-assigned teams, explain to them that their task is to build the tallest “freestanding” structure using the resources included. The entire marshmallow must be intact on the top of the structure. The team may use as many items or as few items from the kit as they want. They may cut the string and/or break the spaghetti. They may not however use the paper bag. Teams will have exactly 18 minutes to complete the task. Repeat the directions as often as necessary. You may also want them posted during the activity. Once you have begun the countdown clock, walk around providing general encouragement but do not provide any specific directions about building the structures. Periodically remind students of the remaining time to help them stay on track. Encourage friendly competition by giving progress updates on the teams. Once you call time, measure each of the structures from shortest to tallest. Record the heights, especially if there are multiple classes participating in the activity. Once the challenge is completed and a winner selected, the real lessons begin as you deconstruct the activity with your students. First ask students how long their group spent on each stage of the process listed on the screen. You’re then going to connect this to the engineering process. Introduce students to the engineering design process by explaining that the first step is to define the problem they’re trying to solve. This stage includes gathering information and conducting research. The second stage includes brainstorming different designs—students should be creative and explore possibilities, even if they seem impossible because they can lead to innovative and plausible solutions. Choosing the design with the most promise begins the planning stage. Drawing a diagram of the idea is one strategy for tackling the design. After planning, begin to create a prototype—you may need to define a prototype as an early version of a design, such as a mockup or model. Once a prototype is developed, begin analyzing how the model can be improved-- Is there a way to make it lighter? Heavier? Simpler? Taller? Less expensive to make? Make new designs and create new prototypes. Iterate the process as many times as necessary.

    Procedure2

    After dividing students into pre-assigned teams, explain to them that their task is to build the tallest “freestanding” structure using the resources included. The entire marshmallow must be intact on the top of the structure. The team may use as many or as few items from the kit as they want. They may cut the string and/or break the spaghetti. They may not however use the paper bag. Teams will have exactly 18 minutes to complete the task. You may need to post or repeat the directions during the activity.

    Procedure3

    Once you have begun the countdown clock, walk around providing general encouragement but do not provide any specific directions about building the structures. Periodically remind students of the remaining time to help them stay on track. Encourage friendly competition by giving progress updates on the teams. Once you call time, measure each of the structures from shortest to tallest and record the heights.

    Procedure4

    Once the challenge is completed, the real lessons begin as you deconstruct the activity with your students. First ask students, how long did their group spent on each stage of the process? Then make connections to the engineering design process. Explain that the first step is asking and defining the problem they’re trying to solve.

    Procedure5

    The second stage includes brainstorming different designs—students should be creative and imagine possibilities. Then the planning stage begins by choosing the design with the most promise.

    Procedure6

    After planning, begin to create a prototype or early model. Once a prototype is developed, begin analyzing how the model can be improved. Iterate the process as many times as necessary.

    Differentiation

    This activity works well with elementary students but the focus will shift more towards becoming comfortable with thinking innovatively. Simply have students explain how they completed the project. Ask them what worked well and what they’d do differently.

    Closing

    You may find the website, marshmallowchallenge.com, helpful. Here's a clip from the TedEx talk posted on the site. This lesson has been modified from an exercise designed by Peter Skillman for companies to learn design methods of prototyping, refining and working collaboratively.

    Closing2

    This lesson has been modified from an exercise designed by Peter Skillman for companies to learn design methods of prototyping, refining and working collaboratively.

    Attachments

    Grades

    • 1
    • 10
    • 11
    • 12
    • 2
    • 3
    • 4
    • 5
    • 6
    • 7
    • 8
    • 9

    Key Skills

    • Engineering, Tech, Application of Science
    • Engineering Design
    • Science and Engineering Practices
    • Planning And Carrying Out Investigations

    Standards

    No standards available.

    Assessments

    Explain: how did you complete the task and what would you do differently? How would you apply the steps of the engineering design process to solve a future problem? Create a prototype to test your idea.

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