Professional Documents
Culture Documents
NBEC Module 3
NBEC Module 3
Student
Teacher Students
Content
Differentiating Synchronous and
Asynchronous Learning Experiences
Synchronous
Same place (physical/virtual), same
time, same pace, same platform
Asynchronous
Different place (physical/virtual),
different time, different pace,
same/different platform
Example: Teacher-Student Interaction
Synchronous Asynchronous
Feedback-giving on assignments, journals,
Video-Conference for online lecture or
Online discussion
discussion forums, or other activities; Email
or chat correspondence
Offline-Based
Example: Student-Content Interaction
Synchronous Asynchronous
Offline-Based
Module Example
4Ds: A Simple Instructional Design Guide
Asks the learners to write what they learned (green) so far, a question
that they have (orange), or where they are experiencing difficulty (red) at.
Part II:
Enabling a Culture of Independent
Learning and Self-Assessment
among Learners with Different Needs
Designing for Feedback, Learner
Agency, and Way-finding in
Asynchronous Learning Experiences
Focus: Asynchronous Learning Experiences
In these asynchronous learning experiences, students undergo self-
paced or independent learning. The challenge is to enable feedback,
learner-agency, and way-finding skills even if they are on their own.
Design for Feedback
Mentimeter Activity
“How have you given feedback to
your students this school year?”
Tracking of student progress through Seesaw, Book Creator, Pages, Google Sites
uploading learning artifacts for
process portfolios
Sample Formative Web-based tools or apps
Assessments
Discussion Threads/Boards Flipgrid, Padlet
Remind students of the topic you want them to consider. It could be the
ideal itself – fairness, truth, understanding, or creativity – or it could be
the unit you are studying.
https://d1zqayhc1yz6oo.cloudfront.net/3beb9d31d1572b423d2f1c095fdfb537.jpg
Design for Learner Agency & Way-finding
Teachers have a big role in making sure that all learning experiences
and non-academic encounters lead to the development of learner
agency and the mastery of way-finding skills, two dimensions that
relate to social-emotional learning skills that include flexibility,
self-discipline, reflective thinking, and self-regulation.
(Tuscano, 2020)
Social emotional learning (SEL): “how
children and adults learn to
understand and manage emotions,
set goals, show empathy for others,
establish positive relationships, and
make responsible decisions.”
Collaborative for Academic, Social, and Emotional Learning (CASEL)
Design for Learner Agency
OECD’s Student Agency for 2030 Report (2019) gives us the gist
that captures the essence of student agency, which they have
“… defined as the capacity to set a goal, reflect and act
responsibly to effect change.”
Design for Learner Agency
Developing learner agency goes beyond giving students the
opportunity of choice and voice. It is also about letting students
practice a sense of responsibility in all their choices, decisions, and
actions as they navigate the challenges and opportunities of learning.
Design for Way-finding
In online learning, way-finding refers to the set of systems or
information that a learner uses to navigate the virtual environment.
Hudson gives a more specific description of way-finding as a way to
support students consume, create, and filter content in the Internet,
which eventually leads to ownership of learning and development
curation and critical-thinking skills (Hudson, 2015).
How to Develop Learner Agency and Way-
finding Skills for Effective Independent
Learning
How to Develop Learner Agency and Way-finding
Skills for Effective Independent Learning
1. E = Excited
What excites you about this idea or proposition? What‟s the
upside?
2. W = Worrisome
What do you find worrisome about this idea or proposition?
What‟s the downside?
3. N = Need to Know
What else do you need to know or find out about this idea or
proposition? What additional information would help you to
evaluate things?
4. S = Stance or Suggestion for Moving Forward
What is your current stance or opinion on the idea or
proposition? How might you move forward in your evaluation
of this idea or proposition?
http://static.toondoo.com/public/w/h/a/whatedsaid//toons/cool-cartoon-2970722.png
Growth Mindset: Failure and Risk-Taking
in Independent Learning
Growth Mindset
From Carol S. Dweck’s study on human character, intelligence, and
ability to learn or improve, came two kinds of mindset, fixed mindset
and growth mindset.
Growth Mindset
Asks the learners to write what they learned (green) so far, a question
that they have (orange), or where they are experiencing difficulty (red) at.
Open Forum
Part III:
Breakout Rooms Discussion of the Output/Project
Module 3 Output*
Goal: Identify tools, techniques, and strategies that can enable authentic
independent learning and self-assessment in synchronous and
asynchronous learning experiences.
*Cacacho (2021)
Module 3 Output
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Synchronous
learning activities
Consider
- design
that supports
interaction
- tools used to
enable these
learning
experiences
- level of or effect
on student
engagement
Module 3 Output
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Asynchronous
learning activities
Consider -
design
that supports
interaction
- tools used to
enable these
learning
experiences
- level of or effect
on student
engagement
Module 3 Output
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Means of
delivering
feedback to
student learning
Strategies that
promote learner
agency and
independent
learning
Strategies that
promote self-
assessment
Let us try one together.
*This is an empathic and reflective exercise.
No right or wrong answers. Just authentic ones.
Example #1
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Means of
delivering
feedback to
student learning
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Means of Online apps for drills
delivering and practices gave
feedback to automated feedback to
student learning students, which saves
time for teacher and
give more focus to
explaining common
mistakes for students
to understand.
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Means of Online apps for drills Because of the limitations
delivering and practices gives of online distance
feedback to automated feedback to learning, sometimes it is
student learning students, which saves harder to give more
time for teacher and focused feedback to
give more focus to specific students,
explaining common especially since they
mistakes for students logout immediately out of
to understand. Zoom class.
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Means of Online apps for drills Because of the limitations 1. Provide regular feedback to
delivering and practices gives of online distance students by creating
feedback to automated feedback to learning, sometimes it is opportunities for students
student learning students, which saves harder to give more consultations or special
time for teacher and focused feedback to after-school encounters,
give more focus to specific students, especially for students who
explaining common especially since they might be at risk in class.
mistakes for students logout immediately out of 2. Explore use of asynchronous
to understand. Zoom class. discussion forums that will
engage individual students to
Due to reduced number of share their ideas. Make use
meetings, there is not of these forums as means to
much time to give give feedback and clarify
feedback to the class, ideas. This will also allow for
especially after FAs. peer feedback giving,
allowing for more means to
get feedback for students.
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
Means of Online apps for drills Because of the limitations 1. Provide regular feedback to 1.a. Request for and propose to
delivering and practices gives of online distance students by creating the administrators the need for a
feedback to automated feedback to learning, sometimes it is opportunities for students special block for consultation
student learning students, which saves harder to give more consultations or special and after-school encounters.
time for teacher and focused feedback to after-school encounters, 1.b. Establish and setup the
give more focus to specific students, especially for students who rules and protocols in making
explaining common especially since they might be at risk in class. use of the special block, i.e.
mistakes for students logout immediately out of 2. Explore use of asynchronous inviting students for extra
to understand. Zoom class. discussion forums that will encounter.
engage individual students to 1.c. Communicate to parents
Due to reduced number of share their ideas. Make use and students how they can take
meetings, there is not of these forums as means to advantage of this.
much time to give give feedback and clarify
feedback to the class, ideas. This will also allow for 2.a. Look for opportunities to
especially after FAs. peer feedback giving, integrate discussion forums in
allowing for more means to modules/units.
get feedback for students.
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas Gains Losses Version 2.0 Upgrade Bugs
(Benefits from the (Things lost or given up (Plan of Action for an (Adjustments that needs to be
current set-up) due to the current setup) improved version; Things to done to get to improved
do to close the gaps seen in version 2.0 from current
the losses) version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
References
References
Cacacho, J. (2021). Improving XSEL, Worksheet. Xavier School.
Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc.
Gikandi, J. (2010). Engaging with formative assessment for meaningful online learning. Retrieved from:
https://mirandanet.ac.uk/engaging-formative-assessment-meaningful-online-learning/
Organisation for Economic Co-operation and Development. (2019). Student Agency for 2030 Conceptual
Learning Framework. Retrieved from http://www.oecd.org/education/2030-project/teaching-and-
learning/learning/student-agency/Student_Agency_for_2030_concept_note.pdf
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement,
understanding, and independence for all learners. John Wiley & Sons.