EDC 544 - Assignment Kaaaaaaahhnnnnnnn!

 

As educators you are expected to create learning environments where students are actively engaged in robust cognititve tasks. Shunting some of the work we do as teachers to a more "Just-in-Time" resource makes sense for a number of reasons. Students move at different rates and it can free some of our time to do more coaching, soft scaffolding (google it if you don't know what that means) and monitoring of student progress (and kudos to Kahn for bringing attention to this idea).

So your design project is to take a unit of study from Carroll Counties online curriculum, select a skill or concept from wihin that unit that you could "shunt" to a JIT format. For that skill/concpet/process, create some "Universally Designed" materials that would allow that skill/concept/procedure to be learned independently. The county is moving to a 1:1 environment, so there's the infrastructure for this to take place.

So what am I looking for toget an 'A' ? (sigh, I hate that question, but I understand it)

1. You have tried to address the recognition, strategic and affective networks in designing the materials
2. The materials use the idea of multiple representations and multiple media types to present the material
3. Cowbell
4. Use the work we did in class last time pulling together the CL, UDL, Bruce & Levin readings. Don't just make something. Have an reason for doing it that is supported by the body of knowledge we have about learning. Make the ideas your own, but make sure you use them.
5. More Cowbell (What can I say? I have a fever)

remember this isn't the whole unit, just a slice of material that is being "shunted." Here is my rough draft. I know there are some mistakes in the video, but I will be refining my example over the next two weeks (as you should). This is meant to help get you out of the gates and give you a target to shoot for. Of course to truly impress, you will have to take what I have done and add a wrinkle to up the ante.

Don't feel constrained by what you see. Shoot me questions and I will try to edit the site to incorporate the answer. I've tried to ground my resource in some concrete examples (trying to reflect some ideas from Bruner's levels of understanding) people can relate to (affective networks and prior knowledge) and represent it in a few different format. I've tried to design it to accommodate people who just want a refresher/quick reference as well as people who want someone to walk them through it. I've tried to keep Mayer and Moreno's advice about reducing extraneous cognitive load in how I layout and cut up the material. The video are broken into chunks and aligned with the static representation of the concepts.

I've also described how the material help support the larger project. This piece is really important because you want you want to think about what students need to do with the information. If you just define something, will that really help them do the work of the larger project. You don't have to have that fleshed out but you need to have a "picture" of it to help guide your work.

The larger context for this "shunting" is a recursion unit where students are using spreadsheets to mathematically model and analyze scenarios. They have to be able to algebraically break down the process and use the power of the spreadsheet to figure out how many times does it take for a process of mixing two different colored solutions to reach steady state. There is another version of this that uses the scenario of paying off credit card debt. With the mixing problem one of the issues that inevitably comes up is that people have trouble figuring out how to calculate how much blue and red liquid is in the scoop going back to beaker A in the third step of the process. This is a danger zone for them. Instead of explaing this to each student I coudl direct them to the "shunted" material below. I puposely didn't model the mixing situation in my materials because I want them to have to make the connection to the mixing problem. We can debate wether this is fair/good practice in class. My intention was to help build the recognition capacity of the learner (remember the recognition aspect of UDL is about recognizing patterns).

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You can download the spreadsheet template here. The template is actually a recognitiona nd strategic scaffold that I give to students if they are having a really hard time making progress. This has a range of complexity and challenge that can be introduced by instructor. After they get the process modeled correctly, they can graph the iterations and describe what is happening using the graphical, numeric and algebraic representations. You can push students to make their model more dynamic by making the scoop size a variable that can be set. They can explore how scoop size accelerates the process.
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Here's my "studio" I created to make my videos. Channel your inner McGyver. Open in New Window