Implementation
The online course " Maximizing Learning Potential with Blended Learning and Differentiation in K-12 Classroom" is part of my innovation plan for will mostly be implemented during the workshop phase of the Alternative Professional Development Plan. It aims to enhance K-12 educators and staffs' understanding of the benefits of Blended Learning and Differentiation in the classroom and how to properly implement it in their own respective teaching environment. This Online course will be provided in a hybrid model format where participants will have the option to attend in person or during zoom sessions. All sessions will also be recorded and uploaded in the LMS (CANVAS) as a reference for participants or for participants who were not able to attend the session. This course will reflect a 80/ 20 model where during the session 20% will be communication from the facilitator and 80% will be participant collaboration and interaction (Learning Personalized, 2022)
LMS and other EdTech Tools
Course Overview/ Introduction
The course "Maximizing Learning Protentional with Blended Leaning and Differentiation in K-12 Classroom" professional learning course is designed to help educators enhance their teaching practices by integrating blended learning and differentiation strategies in their instructional environment. The objective is to improve the T-TESS dimensions 2.2, 2.3, and 2.4, which focus on designing and executing lesson plans, supporting persistence and deeper learning through communication, and differentiating instruction to meet diverse student needs. Participants will engage in a 4-day in-service synchronous training. During the implementation phase, continuous monitoring will be provided to ensure the effective application of learned strategies. The course will focus on practical pedagogical approaches, utilization of technology tools, and creation of personalized learning experiences tailored to the unique requirements of students in K12 classrooms. This course will be held in the fall semester of school year 2024-2025.
Instructional Design Appraoch
The instructional design approach for the course" Maximizing Learning Potential with Blended Learning and Differentiation in a k-12 classroom will emphasize in a learner-centered approach that creates a relevant personalized and engaging experience from the course (ELM Learning, 2022). The Modules will focus on collaboration, reflection and active engagement . The course is design to incorporate both synchronous and Asynchronous activities and will cater to diverse learning preferences and needs. Constructive feedback will play a huge role in the course to provide continuous support and guidance to the learners. The course aims to create an engaging learning environment and encourages a meaningful learning outcome.
Course Outcome and Learning Goals
Big Hairy Audacious Goal
Learners will design a lesson and implement a comprehensive lesson plan with a blended learning teaching strategy focusing on differentiating activities based on the learners' needs to increase the student's overall academic performance.
The goals of this course it to Enhance participants' ability to effectively design and execute lesson plans using a blended learning strategy. It also aims to Provide participants with techniques to differentiate instruction to address the diverse needs of students. Foster participants' understanding and application of blended learning and differentiation strategies and to enable participants to apply learned strategies in their teaching practices, which will improve their performance in T-TESS dimensions 2.2, 2.3, and 2.4.
Learning Environment
This course is designed to be the workshop phase of my alternative Professional Learning. The goal is to engage participants in a collaborative learning environment requiring active participation and will give participants a personalized learning experience. The course will be done using different educational tools that will provide flexibility accessibility for all participants. There will be interactive learning modules, discussion forums, workshops and resource library to enrich learning experience for all participants. The course is participant led and leaders and presenters will be the facilitators.
Implementation Video
Book Recommendation
Course link
If you already have a Canvas account, you can follow this link to view my course:
https://canvas.instructure.com/enroll/8PNXTH
If you do not have a canvas account you can sign up for a free account at
https://canvas.instructure.com/register and
join the code: 8PNXTH
Usability survey
Please provide feedback to my course using the usability survey.
References
Gulamhussein, A. (2013). Teaching the Teachers Effective Professional Development in an Era of High Stakes Accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf
Heather Hill. (2015). Review of The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. Harvard Graduate School of Education. Retrieved from http://www.greatlakescenter.org/docs/Think_Twice/TT-Hill-TNTP.pdf
Standards for Professional Learning. (2019). Retrieved from https://learningforward.org/standards/Standards for Professional Learning: Quick Reference Guide. (2019). Retrieved from https://learningforward.org/wp-content/uploads/2019/09/standards-reference-guide.pdfTNTP. (2015).
Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses. CBE Life Sciences Education, 10(4), 394–405. http://doi.org/10.1187/cbe.11-07-0061
Goodwin, B. (2015). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx