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EFFECTIVELYEFFECTIVELYDesignedINSTRUCTIONINSTRUCTIONSTRATEGY CARDSSTRATEGY CARDSWWW.EDVATIVE.COMWWW.EDVATIVE.COM

About Edvative Edvative Learning is a dynamic non-profitorganization with a mission to empowereducators across the nation. As a 501(c)(3)organization, we are dedicated to enhancingthe learning experience for students andproviding cost-effective solutions for schools.At the heart of our work is a commitment tohelp schools personalize education and makethe best use of instructional design and OpenEducational Resources (OER). We are proud to have formed partnershipswith schools and educators across the UnitedStates, and are honored to count some of thenation's leading school districts among ourpartners. Join us in our mission to transformeducation and help prepare students for ourrapidly changing world.

STUDENT TOSTUDENT FEEDBACKASYNCHRONOUSOPPORTUNITIESTEACHER TOSTUDENT FEEDBACKBUILDING INTERACTIONSPRESENTING CONTENTDESIGNING EXPERIENCESACCESSIBILITY & INCLUSIONSTUDENT TOTEACHER FEEDBACKSYNCHRONOUSOPPORTUNITIESCOLLABORATIVELEARNINGCLASSROOMENVIRONMENTPERSONALIZEDRESOURCESAUTHENTIC LEARNINGPROJECT-BASED LEARNINGFORMATIVE ASSESSMENTSSUMMATIVE ASSESSMENTSDIGITAL PAGE LAYOUTCURATING VSDUMPINGCOURSENAVIGATIONPARENT TOOLKITPHYSICAL ROOMLAYOUTINSTRUCTIONALVIDEOSACCESSIBLEMATERIALSLEARNERVARIABILITYMEANS OFENGAGEMENTMEANS OF ACTION& EXPRESSIONMEANS OFREPRESENTATIONACCOMODATIONS& MODIFCATIONS

About EDIThe EDI professional learning framework is notintended to be all-encompassing, and it iscertainly not the panacea for all thecomplexities that go into educating students.This professional learning structure isdesigned to provide a strong foundation forwhat good teaching and intentionalinstructional design should look like inclassrooms today. The EDI cards were inspired by our work withGlobal Online Academy, who helped reinforceour belief that Good Teaching is GoodTeaching, no matter the learning modality.We use the EDI Cards to guide this work andhelp teachers reflect on their own practice.The expectation is not that you will use all ofthe cards every day, but rather that you canmix and match them, and fold them into yourinstruction to allow students differentopportunities to interact inside and outsideyour classroom.

BuildingBuilding InteractionsInteractionsSTUDENT TO STUDENT FEEDBACKTEACHER TO STUDENT FEEDBACK STUDENT TO TEACHER FEEDBACKASYNCHRONOUS OPPORTUNITIES COLLABORATIVE LEARNINGSYNCHRONOUS OPPORTUNITIES

About Building InteractionsBuilding Interactions is the first themeof EDI because we strongly believe thatwhen students are interacting in class,opportunities are created to buildrelationships, increase engagement, andkeep students active in the learningprocess. Students learn and retain more whenthey are actively involved in the learningprocess. But getting (and keeping)students engaged for an entire unit,lesson, or activity can be problematic intoday's classroom. In this theme, you will haveopportunities to learn more about howto effectively engage students throughthe use of feedback, by leveragingasynchronous and synchronouslearning, and providing for collaborativelearning experiences within yourclassroom.

BUILDING INTERACTIONSStudent toStudent to StudentStudent FeedbackFeedbackWHY IT'S IMPORTANTProviding students with clear directionsand opportunities to deliver timely andmeaningful feedback can create aculture where all members of thelearning community feel valued.When providing feedback, students areoften able to share their thoughts in amore relatable way to their peers thanteachers. These interactions buildrapport and trust with one another andeliminates the idea that the teacher isthe only expert in the room.

20 Minute Peer Feedback ActivityElevator Pitch (2 mins)Partner A explains the process, productor idea in two minutes. Partner B takesnotes on what they are hearing.Students pair up and engage in a five-step process.Each step takes two minutes. After the process iscompleted for one student (10 mins), the studentsswitch roles. Clarifying Questions (2 mins)Partner B asks clarifying questionswithout giving any feedback.Feedback (2 mins)Partner B gives feedback to Partner Aby offering feedback in the form of twothings that worked well and one idea foran improvement.Paraphrase (2 mins)Partner A paraphrases what he or shehas heard from Partner B. Partner Blistens to see if the paraphrase iscorrect. Next Steps (2 mins)Partner A makes a list of future revisionsfor Partner B to check.

BUILDING INTERACTIONSStudent toStudent to TeacherTeacher FeedbackFeedbackWHY IT'S IMPORTANTThe feedback students provide teacherson end-of-unit surveys or end-of-year/semester course evaluations canbe valuable in helping teachers improveand refine their teaching. Soliciting student feedback often hasthe additional benefit of allowingteachers to hear their students'concerns while there is still time to makeappropriate changes and/or provideadditional supports.Having students provide feedback totheir teacher also gives students a voicein their learning.

3, 2, 1 Exit TicketsAn exit ticket is a question or prompt thatstudents respond to either on a piece of paper, aflashcard, or in a digital discussion forum (e.g.,LMS discussion, social media post, or GoogleForm). There are many ways to create an exitticket, one of the easiest to use with any gradelevel is the 3, 2, 1 Exit Ticket. Things I like bestabout the unit,lesson, or project. Things I found tobe challenging. Suggestion tomake the unitbetter.332211

BUILDING INTERACTIONSTeacher toTeacher to StudentStudent FeedbackFeedbackWHY IT'S IMPORTANTThe purpose of feedback is to improve astudent’s performance - not put adamper on it. It is essential that theprocess of providing feedback is apositive, or at least a neutral, learningexperience for the student. Negative feedback can discouragestudent effort and achievement.Teachers have the responsibility tonurture a student’s learning and toprovide feedback in such a manner thatthe student does not leave theclassroom feeling defeated.

Providing feedback means giving students anexplanation of what they are doing correctly ANDincorrectly, with the focus of the feedback onwhat the students is doing right. One technique isto use the concept of a “feedback sandwich” toguide your timely and specific feedback:Compliment, Correct, Compliment.FeedbackSandwich TechniqueComplimentary CommentPraise EncouragementTop SliceA positive statmentComplimentary CommentPraise EncouragementBottom SliceEnd with another positive statementAreas of GrowthConstructiveCriticismReprimandThe FillingThe juicy middle

WHY IT'S IMPORTANTAccess to technology expands the toolsteachers can use to intentionally craftactivities to meet students’ needs. Traditional classroom delivery cansometimes be challenging for somestudents and it is not necessarily thebest setting for the exposition of rich ordifficult material. Providing asynchronous learningopportunities can ensure all studentvoices are heard and make studentlearning and thinking more visible.BUILDING INTERACTIONSAsynchronousAsynchronousOpportunitiesOpportunities

Ideas for Creating Reflective Journals andLearning LogsReflect, think aboutWhat are your reactions?What are your feelings?What you have learned?Reflective Journals andLearning LogsReflective journals or learning logs can help booststudents’ critical thinking skills and encouragestudents to think about their own thinking.Analyze, explain, gain insightWhat was really going on?What sense can you make of thesituation?Can you make a personalconnection?ConclusionsWhat can be concluded in ageneral and specific sense fromthis experience?Personal action planWhat are you going to do differently in this typeof situation next time?What steps are you going to take on the basis ofwhat you have learned?

BUILDING INTERACTIONSSynchronousSynchronousOpportunitiesOpportunitiesWHY IT'S IMPORTANTSynchronous learning providesunparalleled opportunities to buildclassroom community and opens thedoor to powerful peer learningexperiences.When students engage with the learningmaterial at the same time and in thesame place (whether that place is aclassroom or a Zoom room), organicconversations unfold in real time. Students can also gain immediatefeedback from instructors when meetingin real time and can ask teachers toelaborate or clarify in the moment.

Whole Group DiscussionsEstablishGuidelines Goals &ExpectationsWhat is your role as the teacher? Make your role inthe discussion explicit . How will you facilitatediscussion? What will your presence be in thediscussion spaces? What is the role of the students? Discussion starter/ original poster or student monitor. If students areexpected to respond to their peer’s questions, besure to guide them how to do so.Planning for Classroom DiscussionEngaging in Classroom DiscussionDiscussionQuestions12 Give Students Time to Think Before,During, & After the Discussion 3 Wrapping up Classroom Discussion Give students an opportunity to reflect on and sharewhat they have learned.How will you know the discussion has met thelearning objectives of the course or class session?How will you ensure students make connectionsbetween broader course concepts and thediscussion?4

Development of higher-level thinking, oralcommunication, self-management, andleadership skills.Increase in student retention, self-esteem, and responsibility.Exposure to and an increase inunderstanding of diverse perspectives.Preparation for real life social andemployment situations.WHY IT'S IMPORTANTResearch shows that educationalexperiences that are active, social,contextual, engaging, and student-ownedlead to deeper learning. The benefits ofcollaborative learning include:BUILDING INTERACTIONSCollaborativeCollaborativeLearningLearning

Set the purpose and create a story. What is it you want students toaccomplish and learn?StudentEscape RoomSetting up a classroom escape room is a greatway to increase student engagement. They canbe used to introduce a new topic or to reviewinformation students have already learned. Choose your locks and boxes. Locks come ina variety of styles and unique options willmake the experience more fun for students.Create puzzles and clues. Give students apassage for close reading with questions toanswer. Highlighted letters from thoseanswers could be the solution to the firstclue. Try math problems for numbercombination locks, or have students solvea riddle or make an inference.Organize, prepare, and rehearse. If possible, recruitfellow teachers or a group of friends to try out theescape room first.Celebrate and reflect. Take time toreflect on the experience while it’sfresh in everyone’s minds. What waslearned or reviewed? How did thisexperience enhance learning?

Review andReview andReflectReflectReview and Reflection is a crucial step inprofessional learning, giving adult learnersthe time and space to deeply understandand consider new practices. Be sure to usethe questions on the back on this card toreflect on your teaching practices. “We do not learn from experience…we learn from reflecting onexperience.” - John Dewey If you have partnered with an EdvativeLearning Instructional Design Coach for thiswork, be sure to schedule a coaching session toadd to your learning on Building Interactions.

What are possible student benefits fromstudent to student feedback?How can you use feedback to be reflectivein your practice? How can you design communications todeepen student thinking and act on theirthoughts/opinions?How does collaboration empower yourstudents in an online experience? How will synchronous discussions increaseyour students’ learning?When would it benefit your students to useasynchronous discussions?After reviewing the resources in this theme, ourhope is that you see the importance of creatinginteractions among your students and betweenyour students and yourself. These interactionswill cultivate a community of learners who willbe more engaged and feel more comfortablethroughout the learning process. To help guide your thinking in this area, take afew moments to reflect on the questionsbelow.

DesigningDesigningExperiencesExperiencesCLASSROOMENVIRONMENTPERSONALIZEDRESOURCES AUTHENTICLEARNINGPROJECT-BASEDLEARNING SUMMATIVEASSESSMENTSFORMATIVE ASSESSMENTS

About Designing ExperiencesWe probably do not have to think too hardto remember the classrooms of our youthwhere we listened to lectures from bell-to-bell, completed endless worksheets, orrepeatedly practiced letters or mathfacts. This approach to education doesnot offer today’s students the agency andcreativity that their future careers willrequire. Providing students with access toquality and varied activities providesthem a rich learning experiences. One way to accomplish this, as modeledin the companion EDI course, is thebenefit of leveraging different forms ofmedia. Using videos, online articles,interactive tools, reflection activities, andmore, can offer students a variety of waysto enhance the learning experience. Whilesubsequent themes will addressimportant elements like accessibility andease of course navigation, this themereally focuses on creating experientiallearning opportunities.

Create cooperative learning groups withclear goals, roles, and responsibilities.Provide prompts that guide learners inwhen and how to ask peers and/orteachers for help.Encourage and support opportunities forpeer interactions and supports (e.g., peer-tutors and peer feedback).Create expectations for group work (e.g.,rubrics, norms, etc.).WHY IT'S IMPORTANTAll learners must be able to communicateand collaborate effectively within theclassroom. Options should be provided inhow learners build and utilize theseimportant skills.DESIGNING EXPERIENCESClassroomClassroomEnvironmentEnvironment

Tips For BuildingStudent CollaborationDeliberately selectstudent groupsSize the groups formaximum effectiveness Teach your students howto listen to one anotherSet the rules of languageand collaborationMake goals andexpectations clearAssign roles to themembers of each groupPlay a game to getstudents warmed upEvaluate each groupon its own meritThe ability to work in teams is one of the mostimportant skills we can teach students. As such,the emphasis on collaborative learning hasresurfaced as a critical component in ourclassrooms. Here are a few tips for creatingcollaborative learning groups in your classroom:

WHY IT'S IMPORTANTLeveraging Open Educational Resources(OER) gives teachers the ability to trulypersonalize the learning experience forstudents by providing resources thatcelebrate the histories, experiences, andeveryday life of the students they serve.The notion that classroom curriculumshould serve as “windows, mirrors, andsliding glass doors” for students was firstcoined by educator Emily Styles in 1988.Approaching OER through the lens ofwindows, mirrors, and sliding glass doors,prioritizes diversity, honors manycultures, and promotes empathy.DESIGNING EXPERIENCESPersonalizedPersonalizedResourcesResources

The 3 C's of the OER ProcessCOLLECT: Gather the existingresources teachers currently use,determine their status related toappropriate use and contentrelevance. Complete an inventory.CURATE: Find and vetresources that fit thelearning objectivesidentified in the curriculumdocuments. CREATE: Make new resources tofill gaps in the resource inventory.The OER process can be done by individualteachers, but the power of OER comes whencolleagues work together to complete thefollowing phases of the OER process.

WHY IT'S IMPORTANTAuthentic learning is an instructionalapproach that allows students to explore,discuss, and meaningfully constructconcepts and relationships in contextsthat involve real-world problems andprojects that are relevant to the learner.Students will become adults in a worldmore complex than our own and will haveto solve real world problems creativelyand collaboratively. Exposing students toauthentic learning experiences at an earlyage will start them on a path for success. DESIGNING EXPERIENCESAuthenticAuthenticLearningLearning

Take ActionStudents outline steps that they can take toward actionable change. Ideas can include spreading a message withinfographics or artwork, fundraising for a cause, or organizing a group service project. United NationsSustainable Goals Project To launch an authentic learning experience, teacherscan invite students to consider how a unit of study ortext may relate to one of the seventeen UN GlobalGoals for Sustainable Development and then worktoward change. Make Content ConnectionsStudents reflect on their content learningand make connections to the UN Goals forSustainable Development. Design a Vision BoardStudents identify their values (whatthey care about) and consider theirvision (the world they want to live in). Impact Showcase Students share their work with peers,families, or community members tocelebrate both their individual andcollective impact.

WHY IT'S IMPORTANTThe differences between Project-BasedLearning (PBL) and traditional projects liein the process of implementation and theapplication of standards. A PBL Unit givesstudents a clear "why" from the start,whereas traditional units give their “why”at the end with a culminating assignment. In PBL, an authentic purpose drivesstudent learning. Students then applytheir learning throughout the PBL Unit. Ina traditional teaching unit, learning takesplace but application is not determineduntil the end. DESIGNING EXPERIENCESProject-BasedProject-BasedLearningLearning

Teachers can add Mystery Skype toany PBL project that includes thetopic of geography, culture,interconnectedness, or currentevents. However, Mystery Skype can alsobe folded into PBL projects toreinforce critical thinking, collaboration, and/or deductivereasoning. Mystery Skype is an educational game, invented byteachers, played by two classrooms on Skype. Theaim of the game is to build cultural awareness,critical thinking skills, and geography skills byguessing the location of the other classroomthrough a series of yes/no questions.Mystery Skype Mystery numberMystery animalMystery biomeMystery foodVariations on Mystery Skype As well as guessing each other's locations, otherpopular examples include::

WHY IT'S IMPORTANTFormative assessments help teachersunderstand where their students are intheir learning. By providing regularfeedback on students' progress, teacherscan identify gaps in their knowledge andadjust their instruction accordingly. Thiscan help ensure that all students are ontrack to master the material, and preventstudents from falling behind.Formative assessments also providestudents with immediate feedback ontheir performance. This can be a powerfulmotivator for students, as it allows themto see how well they are doing which canlead to better academic performance.DESIGNING EXPERIENCESFormativeFormativeAssessmentsAssessments

Formative AssessmentStrategies 1Think-Pair-Share 2The Exit TicketAsk a question to your classHave each student write down or think of theiranswerAsk students to partner up with a classmate anddiscuss their thinkingAfter pairs have discussed together, have themshare with a larger group or the entire classPose a question to all students Students write their answer on a card, sticky note,Padlet, Jamboard, Google Form, etc. and hand it inor post it somewhere in the room as they exit prior to class ending 3Fist to Fivefist = I don’t understand at all.1 = I need help.2 = I could use more practice.3 = I understand pretty well.4 = I completely understand.5 = I can help someone else.Students signal their level of understanding using their fingers and fist. For example:

WHY IT'S IMPORTANTSummative assessments provide asnapshot of students' knowledge andskills at a specific point in time. This canbe useful for teachers, as it allows them tomeasure how well their students havemastered the material and identify anyareas where students may needadditional support. This information canbe used to inform future instruction andhelp ensure that all students are on trackto succeed.They can also give students a sense ofaccomplishment as they can see theprogress they have made over the courseof a unit or semester. DESIGNING EXPERIENCESSummativeSummativeAssessmentsAssessments

Summative AssessmentStrategies Summative assessments take place at the end of aunit or course of study. They assess students’ levelof knowledge, skill acquisition, and/or contentunderstanding.The best practices for writing effective summative assessments include five important elements:Authenticity: The assessment reflects arange of real-world skills that are authenticoutside of a classroom context.Reliability: The assessment provides similarresults across classroom settings, groups ofstudents, and daily conditions.Volume: Assessment has not been tooregular in the past. Students who have testfatigue will not provide accurate results onany assessment.Validity: The assessment accurately reflectswhat students have been taught in theinstruction period.Variety: The assessment prompts studentsto exhibit skills and demonstrate knowledgein more than one way.

Review andReview andReflectReflectReview and Reflection is a crucial step inprofessional learning, giving adult learnersthe time and space to deeply understandand consider new practices. Be sure to usethe questions on the back on this card toreflect on your teaching practices. “We do not learn from experience…we learn from reflecting onexperience.” - John Dewey If you have partnered with an EdvativeLearning Instructional Design Coach for thiswork, be sure to schedule a coaching session toadd to your learning on Designing Experiences.

How will your created content connect withyour students?What are the most important materialsstudents will need to understand thiscontent?How might you foster a welcomingenvironment through goal sharing? How might you include student agency inyour assessments?How could varying experiences diversify astudent’s perspective?After reviewing the resources in this theme, thehope is that you have a better understandingthat lesson planning is more than justdelivering content to the students. Teachersshould aim to create balanced lessons with alevel of creativity that will interest and excitetheir students. Teachers should alsoincorporate opportunities for reflection andchecks for understanding so students (and theteacher) can ensure growth and learning.To help guide your thinking in this area, take afew moments to reflect on the questionsbelow.

PresentingPresentingContentContentDIGITAL PAGELAYOUTCURATING VS. DUMPINGCOURSE NAVIGATIONPARENT/CAREGIVER TOOLKITINSTRUCTIONAL VIDEOSPHYSICAL ROOM DESIGN

About Presenting ContentIn this theme you will learn more aboutthe importance of course navigation, thebenefits of providing clear instructions,and the critical nature of how you designand layout your class in your school’slearning management system (LMS). In this theme, we will also ask you tothink about how you present content inyour LMS by taking into account thestudent perspective. Because as youlearned in a previous theme, everyone isan asynchronous teacher today, not justthose assigned to teach online. So as aresult, we must spend the same amountof time setting up classes in our LMS aswe would our physical classrooms.By viewing your LMS course through theeyes of your students, it will force you toclarify your objectives, make better,more concise instructional videos, andperhaps, think about visual imagery a bitdifferently than you have in the past.

WHY IT'S IMPORTANTDigital page design is a critical component tolearning today. It enables students (andparents) to quickly find and access content,and aids teachers in preparing, managing,and tracking assignments.Consider the frustration experienced as aresult of inferior digital design. Furthermore, the digital page (i.e., LMS) is usually the user'sfirst impression of the class and can showhow organized and creative the teacher is.Teachers can enhance their digital pagelayouts by including welcome screens,menus, icons, and many other elements. Butteachers should be aware that too manyelements on one page can be confusing forstudents. PRESENTING CONTENTDigital PageDigital PageLayoutLayout

Color can boost students’ engagement. Stick with just two or three colors. Never sacrifice legibility for aesthetic design. Be aware that different cultures affix different meanings to colors. Digital PageDesign TipsSubsequent cards will focus on course navigationand accessibility but we start this theme with PageDesign because it focuses on user experience. SimplicityConsistency Conventionality Unnecessary elements will only make it moredifficult for students to find and access materials.The overall look and feel of pages (backgrounds,colors, fonts, etc) should be consistent throughoutthe LMS. Fonts Size should be legible and consistent. Besure to use predefined header structures whenavailable. Graphics should only be used to help convey amessage or to help students complete a task. Students have grown accustom to certain digitalconventions such as navigation at the top or onthe left side, having links or buttons of differentcolors, and embedding vs. linking when possible.

WHY IT'S IMPORTANTTeachers have always been curators bybringing together the most worthwhilematerials to help their students learn. However, curating resources is becomingmore complex as the volume ofinformation online continues to increase.Today's teachers are tasked with finding,verifying, organizing, annotating,remixing, creating, collating, and sharingresources that will excite their students, pique their imagination, fuel theirstudent’s creativity, and drive theirstudent’s passion for learning.PRESENTING CONTENTCurating vs.Curating vs.DumpingDumping

Use Images as Anchors Adding an image before each item, like we’ve done on each EDI card can help readersvisually distinguish one item from another. Add Your Own Introductions Give your audience some context to helpthem know what the resource is and what they willlearn from it. Keep the Best, Lose the Rest Less is almost always more, so once you get tothe point where you’re sharing multiple resourceson the same topic, keep only the very best. Chunk It Give each section a title to help users find what they are interested in more quickly. Polish your Hyperlinks When sharing links, provide the link withinthe text. Giving the raw “http” link will work, but thelinks will look cluttered and complicated. A moreappealing way to provide links is to include it withinthe text you are describing the link. Tips to Become aBetter CuratorJennifer Gonzalez speaks to becoming a bettercurator of content in her podcast Are You aCurator or a Dumper? A summary of the keyinformation contained in Jennifer's post is below.

WHY IT'S IMPORTANTPosting learning materials in an LMS hasbecome a vital part of school today.Consequently, how teachers organizeresources in their school's LMS impactsstudents' overall satisfaction andachievement. Well organized course structures make iteasier for students (and parents) to findand access course materials. We encourage teachers to be intentionaland consistent in how they structure theircourse pages and use consistent namingconventions across courses.PRESENTING CONTENTCourseCourse NavigationNavigation

Course policies (netiquette, communicationpractices, expectations, email response time, lateassignments, proper writing techniques, self-introduction, etc.) are clearly defined and outlined. Course grading policies are clearly stated.Example: teachers should provide clearinstructions to students on how to submit workonline, provide rubrics on how they will be graded.Course provides activities and assignments thatfoster student interaction. Course offersstudents some control over time, place, path,and/or pace.Considerations forLMS Set Up & NavigationThe following are examples of items that teachersshould consider when setting up their LMS. Course provides guides, prompts, checklists, andtemplates as needed. Course demonstrates sensitivity to readabilityissues.Course uses clear and consistent nomenclatureand folder structure. Accessibility & Usability Engagement & Learning Objectives Course Structure & Communication

WHY IT'S IMPORTANTWhen parents know what their child(ren)are learning in school, they are more likelyto offer support.Research shows students are more likelyto have higher grades and test scores,attend school regularly, have better socialskills, show improved behavior, and adaptwell to school. We also know that returning from thepandemic, parents/caregivers want toplay a bigger role in their child’s learningbut do not always have the backgroundknowledge or training on how to do thateffectively. PRESENTING CONTENTParent/CaregiverParent/CaregiverToolkitToolkit

LMS ParentEmpathy MapAs the expectations for using an LMS haveincreased for students, so too have they forparents. Consequently, we must understand ANDproactively address the challenges some parentsmay face when accessing information in the LMS.The LMS Empathy Map will help you think abouthow you communicate, create, and organizestudent and parent resources in your LMS.TasksWhat are the top 2-3things parents are tryingto access when logginginto the LMS?Pain PointsWhat pain points mightparents experiencewhen trying to log intothe LMS?CommunicationWhat types ofcommunications canwe have with parentsregarding parentaccess, use, and LMSparent expectations?Bonus PointsWhat are someother items that wecan add to our LMSthat will make theparent experience abetter one?

WHY IT'S IMPORTANTThe way that a classroom is arranged canhave a significant impact on students'ability to learn and succeed. Whenclassrooms are organized anduncluttered, students are better able tofocus on their work and engage with thematerial.A well-designed classroom can foster asense of community and collaborationamong students. When the classroom isarranged in a way that encouragesinteraction and communication, studentsare more likely to work together andsupport each other in their learning.PRESENTING CONTENTPhysical RoomPhysical RoomDesignDesign

Tips for Classroom SetupSeating ArrangementsAnchor Charts and Materials Spaces for CollaborationAs 21st century educators, we know howimportant it is for students to communicatewell and work together to solve problems. Ourclassrooms need to reflect that by creatingmore collaborative spaces like desk clusters,large carpet areas, tables and clearing offcounters or bookshelves. Vertical Non-Permanent Surfaces (VNPs) One specific space for creation and collaboration canbe VNPs or "writable spaces" around the classroom.Free-standing dry-erase boards, whiteboard tables orblank chart paper are materials that can present tasksin new ways and promote deeper student thinking.It's important in any classroom design that there is easy access of physical materials for students touse. In addition to physical materials, visualsupports such as co-created anchor charts orreference posters displayed in spaces where allstudents can see keeps learning accessible tostudents when working independently. Teachers should structure the class forindependent work, pairs, groups and wholeclass in a thoughtful and deliberate way.

WHY IT'S IMPORTANTIncluding video in classroom instructionoffers numerous benefits for botheducators and students. These includetime saved introducing new concepts aswell as the ability for teachers to buildauthentic relationships with students andparents. Video is also proving to have solid resultswhen it comes to learning outcomes—from higher test scores to increasedengagement with learning materials toincreased comprehension. Adding videois one the best ways to get and keepstudents' engagement. PRESENTING CONTENTInstructionalInstructionalVideosVideos

Tips for CreatingInstructional VideosCreate a ScriptFind a quiet place to recordGet the best audio possibleFind a tool you likeKeep them short Scripts are your best friend when it comes to recording videos of any length. With a script, you’ll know exactly what to say and when to say it. You won’thave to worry about forgetting important points,rambling, or keeping pace with your video.Pick a room where you can be alone, withoutany pets or people disturbing you. Carpetedrooms are best for reducing echoes.Invest in a good microphone so yourvoice is clear in your videos.There are many free and paid tools teachers canuse to create their videos. Some enable you to addscripts, images, shapes, music, school branding,and much more.Ultimately, the ideal length of a given videois determined by the content and the targetaudience, however, you should try to keep allvideos under 3 minutes in length, if possible.

Review andReview andReflectReflectReview and Reflection is a crucial step inprofessional learning, giving adult learnersthe time and space to deeply understandand consider new practices. Be sure to usethe questions on the back on this card toreflect on your teaching practices. “We do not learn from experience…we learn from reflecting onexperience.” - John Dewey If you have partnered with an EdvativeLearning Instructional Design Coach for thiswork, be sure to schedule a coaching session toadd to your learning on Presenting Content.

How might you use course navigation topersonalize student learning?Are the expectations clear based on theinstructions given?How does your page layout support thesuccess of your students? When designing pages, consider thequestions, “Is it easy to read and to follow?”After reviewing the resources in this theme, thehope is that you see that well-designed lessonswill unfortunately fall flat if directions are notclear and materials are not accessible. Theresources included in this theme provided tipsfor organizing lessons and content-relatedmedia in a way that is convenient and logical tostudents, colleagues, and parents.To help guide your thinking in this area, take afew moments to reflect on the questionsbelow.

AccessibilityAccessibility& Inclusion& InclusionACCESSIBLE MATERIALSLEARNER VARIABILITY MEANS OFREPRESENTATIONMEANS OFENGAGEMENT ACCOMODATION &MODIFICATIONMEANS OF ACTION &EXPRESSION

To whom is it accessible?Under what conditions?For which tasks?About Accessibility & InclusionAccessibility is a simple concept in theory,but it can be complicated in practice. What isaccessible to someone with a visual disabilityis not necessarily accessible to someone witha learning disability.The National Center on AccessibleEducational Materials (AEM) takes theapproach of asking some additional questionsbeyond, "Is it accessible?"This recognizes that accessibility is shaped bywhat we need to do, our interactions with theenvironment, and our personal preferences.But accessibility isn't just about specialeducation students. For what is needed forsome to be successful in school is generallygood for all students. Being mindful ofaccessibility while designing learningmaterials for students will benefit allstudents, not just those with an IEP or 504.

WHY IT'S IMPORTANTThe POUR principles are a great place to startto ensure the materials you create areaccessible to all your learners. Perceivable content will make it possible forall your learners to see and hear theinformation. Operable content will help all your learnersnavigate the information independently usingtheir preferred tools. Understandable content will support yourlearners' understanding through a consistentand predictable design.Robust content will work for your learners ona range of current and future technologies,including assistive technologies. ACCESSIBILITY & INCLUSIONAccessibleAccessibleMaterialsMaterials

Operable To make your content operable:Provide a clear structure with headings -- Create descriptive links -- Check for keyboard accessibility -- Provide sufficient time -- Avoid content that flashes -- Robust To make your content robust:Provide descriptive metadata --Perform an accessibility check --Test for accessibility with people --Perceivable To make your content perceivable:-- Add text descriptions to your images.-- Include closed captions and transcripts.-- Provide sufficient color contrast.-- Do not use color alone.-- Make your text readable and legible.Ensure the materials you create are accessible toALL your students by making them: Understandable To make your content understandable:-- Provide clear directions.-- Aim for consistency.-- Use plain language.-- Identify the language.POUR Principles

WHY IT'S IMPORTANTLearner Variability is the recognition thatall students enter our classrooms withunique abilities, experiences, and skillsets. It is also recognizes that thesecharacteristics can and do change amongsubjects and situations. We must, then, anticipate learnervariability and proactively design ourinstruction to personalize the learningexperience for every student. LearnerLearnerVariabilityVariabilityACCESSIBILITY & INCLUSION

Start with a clear goalStart with a clear goalWhen goals are relevant and matter to students, they areWhen goals are relevant and matter to students, they aremore likely to engage in the task and put forth maximummore likely to engage in the task and put forth maximumeffort — even when it learning gets challenging.effort — even when it learning gets challenging. Ensure the goals are crafted using language that is easyEnsure the goals are crafted using language that is easyfor students to understand. Each student should knowfor students to understand. Each student should knowexactly what they are working to achieve — whether it isexactly what they are working to achieve — whether it isindependent, remote, or collaborative team work.independent, remote, or collaborative team work.Provide choice so there are different ways learners canProvide choice so there are different ways learners canperform tasks, engage with the material, makeperform tasks, engage with the material, makemeaning of it, and show what they know.meaning of it, and show what they know. Encourage flexible means toEncourage flexible means toachieve the goalachieve the goalBeing intentional in design choices and anticipatingBeing intentional in design choices and anticipatingpossible barriers to access ensures that all students canpossible barriers to access ensures that all students canfully participate and benefit from the learning experience.fully participate and benefit from the learning experience.Ensure all learners can access theEnsure all learners can access thematerials and learning environmentmaterials and learning environmentMake learning personally relevantMake learning personally relevantEffective teachers ensure every student feels empoweredEffective teachers ensure every student feels empoweredto reach their full learning potential. Empowered studentsto reach their full learning potential. Empowered studentsare strategic and goal-directed. They know how to setare strategic and goal-directed. They know how to settheir own learning goals and use resources to maketheir own learning goals and use resources to makeprogress.progress. Promote expert learningPromote expert learning12345Proactive Design Tips

WHY IT'S IMPORTANTThe research behind Universal Design forLearning (UDL) shows students differ in theways that they perceive and comprehendinformation that is presented to them. Others may simply grasp information quickeror more efficiently through visual or auditorymeans rather than printed text. Also, learningand transfer of learning occurs when multiplerepresentations are used, because they allowstudents to make connections within, as wellas between, concepts. In short, there is not one means ofrepresentation that will be optimal for alllearners; providing options for representationis essential.Means ofMeans ofRepresentationRepresentationACCESSIBILITY & INCLUSION

Providing the same information throughdifferent modalities (e.g., through vision,hearing, or touch).Providing descriptions (text or spoken) forall images, graphics, video, or animations.Providing written transcripts for videos orauditory clipsProviding access to text-to-speechsoftwareProviding information in a format that willallow for adjustability by the user (e.g.,text that can be enlarged, sounds that canbe amplified). Multiple Meansof PerceptionLearning is impossible if information is imperceptibleto the learner, and difficult when information ispresented in formats that require extraordinaryeffort or assistance. To reduce barriers to learning, itis important to ensure that key information is equallyperceptible to all learners by:Such multiple representations not only ensure thatinformation is accessible to learners with particularsensory and perceptual disabilities, but also easierto access and comprehend for many others.

WHY IT'S IMPORTANTThe research behind Universal Design forLearning (UDL) shows students differ inthe ways in which they can be engaged orare motivated to learn. Some learners are highly engaged byspontaneity and novelty while others aredisengaged, even frightened, by thoseaspects, preferring strict routine. Somelearners might like to work alone, whileothers prefer to work with their peers. In reality, there is not one means ofengagement that will be optimal for alllearners in all contexts; providing multipleoptions for engagement is essential.Means ofMeans ofEngagementEngagementACCESSIBILITY & INCLUSION

Optimize individual choice and autonomyOptimize relevance, value, and authenticityCreate an accepting and supportiveclassroom climateMultiple Meansof EngagementBeing clear about learning goals helps to recruitinterest and helps students sustain effort andpersistence when things get challenging.Provide Options for Recruiting InterestProvide Options Sustaining Effort &PersistenceProvide Options Self RegulationHeighten salience of goals and objectivesVary demands and resources to optimizechallengeFoster collaboration and communityIncrease mastery-oriented feedbackPromote expectations and beliefs thatoptimize motivationFacilitate personal coping skills andstrategiesDevelop self-assessment and reflection

WHY IT'S IMPORTANTThe research behind Universal Design forLearning (UDL) shows students differ inthe ways that they can navigate a learningenvironment and express what theyknow. Some may be able to express themselveswell in written text but not speech, andvice versa. It should also be recognizedthat action and expression require a greatdeal of strategy, practice, andorganization, and this is another area inwhich learners can differ. In reality, there is not one means ofaction and expression that will be optimalfor all learners; providing options foraction and expression is essential.Means of ActionMeans of Action& Expression& ExpressionACCESSIBILITY & INCLUSION

Multiple means of action or expressionrefers to offering students diverse ways ofexpressing what they have learned. Teachers can provide more than one way toassess students' learning by offering choicein summative assessments (e.g., assignmentformats, due dates, and/or topics). Multiple Meansof ExpressionSome assignment options can include:Podcast Research PaperVideoWebsitePresentationInfographic

WHY IT'S IMPORTANTAdaptations, accommodations, andmodifications need to be individualizedfor students, based upon their needs andtheir personal learning styles andinterests. However, it is not always obvious whatadaptations, accommodations, ormodifications would be beneficial for aparticular student, or how changes to thecurriculum, its presentation, theclassroom setting, or student evaluationmight be made. Sometimes a studentmay need to have changes made in classwork or routines because of his or herdisability.AccommodationAccommodation& Modification& ModificationACCESSIBILITY & INCLUSION

There are many different ways students canbe supported with specific accommodationsbased on their unique needs. Below are someexamples that may benefit students.Extended TimeUse of TechnologyClarified DirectionsSeparate SpaceAlternate VersionUse of Text-to-SpeechUse of Speech-to-TextTest Question ReaderUse of a ScribeBraille or Large PrintOral ResponseTestingAccommodations Copies of PresentationNote-TakerEnlarged PrintRecording of LecturesFlexible SeatingSmart DevicesCaptioning Preview VocabularyGraphic OrganizersGraph PaperManipulatives ClassroomAccommodations Complete different homework problemsAnswer different test questionsCreate alternate projects or assignmentsLearn different materialGet graded using different standards Be excused from particular projects Modifications Accommodationsand Modifications

Review andReview andReflectReflectReview and Reflection is a crucial step inprofessional learning, giving adult learnersthe time and space to deeply understandand consider new practices. Be sure to usethe questions on the back on this card toreflect on your teaching practices. “We do not learn from experience…we learn from reflecting onexperience.” - John Dewey If you have partnered with an EdvativeLearning Instructional Design Coach for thiswork, be sure to schedule a coaching session toadd to your learning on Accessibility & Inclusion.

How are you designing experiences thatallow students with a disabilityopportunities to learn in any format?How can you offer ways of customizing thedisplay of information?How can you construct meaning fromwords, symbols, and numbers usingdifferent representations?How might you build connections to priorunderstandings and experiences?How might you provide prompts andscaffolds to estimate effort, resources, anddifficulty?After reviewing the resources in this theme, thehope is that you see that as teachers planlearning experiences for their students, theymust ensure the content and the activitiesmeet students at the level appropriate to theirlearning needs. Teachers must strike a balancebetween providing rigor but avoiding hurdleslike frustration. To help guide your thinking in this area, take afew moments to reflect on the questionsbelow.

WHY IT'S IMPORTANT"Although many teachers recognize theimportance of making students active agentsin the classroom, it is easy to overlook studentagency when we plan our lessons. However,the ability to make key decisions about theirlearning is a powerful motivator for students.If they are invited to tailor the learning to theirinterests, decide how to approach a problem,or determine what they will create, it makesthem feel valued as individual learners. It alsohas the advantage of getting more students tolean into the learning happening in theclassroom."-Catlin TuckerTeacher ToolkitTeacher ToolkitIdeas for BuildingIdeas for BuildingStudentStudent AgencyAgency

TECH MAKEOVERChallenge students to “redesign” one ofyour lessons using technology: video,visualization, presentation, etc. Get students on the case: give them anauthentic or real-world mystery to solve.Have them research, collaborate, andconduct their analysis using online tools.SHERLOCKMake all feedback transparent bypublishing it in an online space. What isthe impact on you and your students whenall feedback is visible? BULLETIN BOARDAssign students to choose a problem, anidea, or a concept they see peersstruggling with. Have them craft an onlinelesson that will help their classmates.COACH

ACT IT OUTCheck comprehension by asking studentsto produce a newscast, interview, or roleplay of events. Aggregate theseproductions online and ask students todraw connections among them. HEY TEAM!Assign a collaborative project wherestudents have to recruit team membersfrom outside of class: family members,friends, experts. Online spaces allowmembers to be from anywhere. WISH YOU WERE HEREAsk students to capture their learning inone photo. Create a digital gallery ofphotos. VJHave students use video to set goals atthe beginning of a new unit, then havethem video journal about their learningthroughout the unit.

BREAKING NEWSSend student reporters out to identifyplaces where learning topics show up inthe real world. Have them share a shortvideo or conversation filmed at the scene. FREEZE!Ask students to pause throughout thelearning process and capture theirprogress with a photo, video, or text.Collect these in an online space. PEN PALSUsing digital tools, connect students withpeers from outside the school who canshare perspectives, give input, andbroaden understanding. KNOW THY AUDIENCEPitch YOUR project. Test several projectideas with students and let them useonline tools to discuss and vote on them.

STUDENT TEACHERSAsk students to design an online orblended learning experience for theirpeers from drafting lesson goals tocurating content to designingassessments. HOW DID WE DO?Test your learning goals by using them as apost-experience “checklist” for students.Have students self-assess using an onlineformat (survey, spreadsheet, etc.) LABUse your school community as a lab totest ideas. Have students interview,survey, and explore resources just outsideyour classroom, aggregate and analyzetheir findings. PITCH PERFECTOn your next class project, leverage theversatility of technology by allowingstudents to pitch their own topics andformats.

ON LOCATIONUse a mobile device to create videoprompts in places that matter to you.Choose locations that add context and/orhighlight the importance of content.TIMESHEETMake all of your class discussionsasynchronous for one week. YOU-BRICRubrics are easy to create and use online.Try crowdsourcing them: increase buy-inand encourage self-assessment bycollaborating with students to createcourse evaluation tools. JUST ONE QUESTIONUse online polls and quizzes to gaugequickly and instantly how students areresponding to course content.

Stage an asynchronous video debatewhere students have time to research,practice, and compose arguments andresponses. RETHINK DEBATEWALK THE WALKBuild empathy by completing yourblended experience alongside yourstudents. Publish your work alongsidetheirs. EMOTICLASSDesign an introduction to an onlinelearning experience that does not use asingle word of text. You’ll need to getcrafty with the visuals and digitalresources you choose. CLASSBOOKLearn which social media tools yourstudents use most and brainstorm what aclass community space might look likeonline.

TEXTBOOK BOYCOTTFind three online resources that illustratea course concept in meaningful andrelevant ways: one from academia, onefrom popular culture, and one from newsmedia. GET TO KNOW YOUBreak the ice online by asking students torespond to a prompt via social media,discussion forum, or image/video sharing.MAPMAKINGLook up “Gantt Charts” online and map anentire learning experience using thisapproach borrowed from projectmanagement. UPVOTEDemocratize conversations and feedbackthrough using online polls, surveys, andsocial media voting.

TONE TESTRecord three versions of the same videogreeting. Try various tones, locations, andorganizational structures. Ask youstudents for feedback.THE OUTSIDERSIdentify three people and/or organizationsoutside your school who can help yourstudents learn. Think broadly: tools likevideo chat and social media can connectyou to global resources. MUSEUM OF FINE WORKCreate an online space for students topublish work they have created andcurated. Have them leave shortstatements about the work, as an artistmight do in a gallery. NO RED PENS Harness the power of the one-on-oneconference by delivering feedback viavideo.

Visualize learning: Use learning goals tostructure an online space where studentscan document learning and reflect in avariety of formats.DON’T INSTRUCT. INSPIREEnliven your instructions for anassignment by integrating at least oneimage, one video, and one hyperlink. REALITY TVAsk students to apply course content “inthe field” by working with people andresources in their communities. Use theonline learning environment to documentand archive this work.CONFERENCE CALLStage a blended conference: havestudents prepare, present, and discusstheir work online with another class,school, or organization. Leverageasynchronous and synchronousconnections. JOURNEY JOURNAL

WHY IT'S IMPORTANTThe activity of note taking can be consideredan important component of writing across thecurriculum. It crosses all disciplines and hasthe two main outcomes: note taking helpsstudents learn, and note taking helps studentslearn to write.When done correctly, note-taking can helpstudents fulfill two major needs: to recordinformation that can be used at a later dateand/or to aid reflection. The following research-based strategies are designed tohelp successfully develop these two essentialfunctions with your students. Research-Research-Based StrategiesBased StrategiesNoteNote TakingTakingCognitive Writing CARDS

Retrieval Note-TakingEncourage students to read a book,watch a video, or listen to a lessonwithout taking notes (yet!).Close the book, video, or pause during alesson so students can write down whatthey remember (two things, everything,anything!).Open the book, watch a video, andcontinue with the lesson.Based on the research by Dr. Pooja Agarwal,have students dip their toes into retrievalnote-taking by:Instead of taking notes with a book open,simply take notes (while retrieving) with thebook closed. This approach supportsstudents in their existing note-takingstrategies, while encouraging a smallmodification to take notes with the bookclosed vs. the book open.Agarwal, P. K., & Bain, P. M. (2019). Powerful teaching:Unleash the science of learning. John Wiley & Sons.

SketchnotingSketchnoting is based on the idea of dualcoding, meaning: the brain retainsinformation better if it is taken in bothvisually and verbally. Here are some ways tointroduce visual note-taking to your students:Clark, J. M. & Paivio, A. (1991). Dual coding theory andeducation. Educational Psychology Review, 3(3), 149-170. Play with Text. Have students to play with spacing, vary text sizes, and add symbols anywhere on the page to createa hierarchy of information that might be harder tocapture in linear text.Start by Scribbling. Not all students will like the ideaof sketchnoting at first, so encourage them to startoff just by scribbling notes on paper.Things to Remember. Have students identify 5 to 10key words or concepts from the current lesson andbegin developing a visual library of shorthand (e.g.,icons or characters) to represent them.Keep It Fun. The process isn’t about ensuring that the sketches and drawings look good, but that students find a way to tease outthe relationships between topics and concepts.

Graphic OrganizersEgan, M. (1999). Reflections on effective use of graphicorganizers. Journal of Adolescent & Adult Literacy, 42(8),641-645.Graphic organizers are helpful learning toolsfor students of all ages to organize, clarify, orsimplify complex information. They can alsohelp students construct understandingthrough an exploration of the relationshipsbetween concepts.LET LEARNING GOALS DRIVE DESIGNWell-designed graphic organizers shouldguide students to categorize key concepts,surface the interconnection of ideas, or helpstudents construct knowledge. There aremany ways to create graphic organizers but,in general, they should guide students to:Observe. Have students identify and noteimportant details on the topic. Reflect. Encourage students to criticallythink and reflect on the information.Question. Have students ask questions tolead to more observations and reflections.

Olson, C.B. and Land, R. (2007). A Cognitive StrategiesApproach to Reading and Writing Instruction for EnglishLanguage Learners in Secondary School. Research in theTeaching of English, 41(3). Sentence Starter StrategiesMy purpose is…My top priority is…To accomplish mygoal, I plan to…I wonder why…What if…How come…PredictingI’ll bet that…I think…If, then…This reminds meof…I experienced thisonce when…I can relate to thisbecause…What this means tome is…I think thisrepresents…The idea I’m gettingis…So, the big idea is…A conclusion I’mdrawing is…This is relevant tomy life because…I like/don’t likebecause…This could be moreeffective if…The most importantmessage is…EvaluatingReflecting and RelatingAsking QuestionsForming InterpretationsPlanning & Goal SettingMaking Connections

Cornell Notes Main IdeasKeyQuestionsAfter notes arecompletedThe bottom section is a reflection orsummary of students' notes in their ownwords, in order to help retain the material. Donohoo, J. (2010). Learning how to learn: Cornell notes asan example. Journal of Adolescent & Adult Literacy, 54(3),224-227.Cornell note-taking is a popular note-taking method fortaking, organizing, and summarizing notes. This methodtypically results in better overall comprehension.Key Words and IdeasImportant Dates, People,PlacesRepeated/Stressed InfoIdeas Written on the Boardor PresentedInfo from TextbookDiagram or PicturesFormulas