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EDI ReflectionEDI Reflection NotebookNotebookSamuel MormandoSamuel MormandoChristine GumpertChristine GumpertNikolette TrofaNikolette TrofaMike SimoneMike SimoneJulie DevineJulie DevineMeg HayesMeg Hayes

ContentsTHEME 1: BUILDING INTERACTIONSTHEME 2: DESIGNING EXPERIENCESTHEME 4: ACCESSIBILITY & INCLUSIONTHEME 3: PRESENTING CONTENT03092015This digital workbook is designed as a supplement to theEffectively DESIGNED Instruction course. At various points inthe course, you will be prompted to return to this workbookto respond to questions and to add your own reflections.Using the  EDI Reflection Notebook will help deepen yourunderstanding of the 4 Themes of EDI and how this workcan be added in your lesson DESIGN. We recommend youdownload the notebook so that you can keep your ownnotes and reflections. WRAP UP SECTION2722

Theme 1: Building InteractionsBefore Your LearningView the Module 1 Introductory VideoWhat questions or thoughts do you have about the upcoming theme? Add your thoughts inthe space below.During Your LearningAdd your notes and links to keep from Theme 1 in the space below.Resources for Theme 1 Activities Link to Your Classroom in Action Padlet Observing Collaborative Learning33Guidelines for Class Discussions

After Your LearningWhat were your biggest takeaways? What do you hope to implement in your classroom or your teaching practices?Add your thoughts in the space below.44

Chances are you already have tried-and-true ways to foster interactions between yourstudents and get to know them as individuals. Please share at least one of your strategies toBuild Interactions. To complete this task, follow this link to Padlet. New to Padlet? See below for more information on this collaborative tech tool or click thevideo icon to learn more. Your Classroom in Action - Activity 1.2.1Your Classroom in Action - Activity 1.2.1Sharing Your PracticesPadlet is an onlinenoticeboard thathelps digitizecontent andfacilitates groupcollaborations. The tool allows you tocreate and uploadcontent, such as text,images, and videos topadlets using templatesand custom layouts. Padlet is also a lovededucational resourcefor schools anduniversities acrossthe globe. 55

Collaborative Learning Observation - Activity 1.2.2Collaborative Learning Observation - Activity 1.2.2 If you are new to Peer Observation as a professional development option, this article has greatinsights. Just remember that these types of classroom visits are non-evaluative and a chance for youto learn from a trusted colleague. The graphic organizer below is a place for you to jot down thoughtsand noticings as you visit a neighboring classroom. The following prompts are organized aroundsome of the EDI Strategy Cards for Theme 1. CollaborationCollaboration ✽ What collaborative teaching or learning✽ What collaborative teaching or learningstrategy is in use?strategy is in use? ✽ How did the teacher arrange groups/pairs?✽ How did the teacher arrange groups/pairs? Teacher to Student FeedbackTeacher to Student Feedback ✽ How were directions and expectations clearly✽ How were directions and expectations clearlycommunicated?communicated?✽ How does the teacher check-in with groups✽ How does the teacher check-in with groupsand individuals?and individuals?Student to Student FeedbackStudent to Student Feedback ✽ Do students have set roles or duties within the✽ Do students have set roles or duties within thecollaborative experience?collaborative experience?✽ How would you rate the engagement level of✽ How would you rate the engagement level ofthe students?the students?Student to Teacher FeedbackStudent to Teacher Feedback ✽ Where can students confirm directions and✽ Where can students confirm directions andexpectations?expectations?✽ How can students request teacher support✽ How can students request teacher supportwhen needed?when needed?66

What is your role as the teacher? Make your role in the discussion explicit . How will you facilitate discussion? What will your presence bein the discussion spaces? What is the role of the students? Examples: Discussion starter / original poster or student monitor. If students are expected to respondto their peer’s questions, be sure to guide how to do so.Guidelines for Class Discussions - Activity 1.2.3Guidelines for Class Discussions - Activity 1.2.3 Planning for Classroom DiscussionGoals & Expectations Communicate the purpose(not just the topic) Establish discussionguidelines Examples: 3CQ Model, Snowball Technique Questions Using the verbiage inBloom’s TaxonomyEngaging in Classroom Discussion77

Give students time to think before, during, and after the discussion Giving time to think will allow students to prepare more meaningful contributions to thediscussion and creates opportunities for more students, not just the ones that are the quickest torespond, to contribute to the conversation. Some activities that may help in his area include: ✅ “Silent meeting”: Devote class time to students silently engaging with class materials andcommenting in a shared document. ✅ Think-Pair-Share: Give students time to think before participating. In response to an open-ended question, ask students to first think on their own for a few minutes, then pair up to discusstheir ideas with their partner. Finally, ask a few pairs to share their main takeaways with the wholeclass. ✅ Extend the discussion: Encourage students to continue the class discussion by leveragingasynchronous course spaces (e.g.: Schoology, Padlet). You may ask students to summarize thediscussion, extend the discussion by contributing new ideas, or pose follow-up questions that willbe discussed asynchronously or used to begin the next in-class discussion. ✅ Polls to launch the discussion: Pose a poll closed-ended question and give students time tothink and respond individually. Wrapping up Classroom Discussion. Give students an opportunity to reflect on and share what they have learned.  How will you know the discussion has met the learning objectives of the course or class session?  How will you ensure students make connections between broader course concepts and thediscussion?88

Theme 2: Designing Learning ExperiencesBefore Your LearningView the Module 2 Introductory VideoWhat questions or thoughts do you have about the upcoming theme? Add your thoughts inthe space below.During Your LearningAdd your notes and links to keep from Theme 2 in the space below.Resources for Theme 2 Activities 99Your Classroom in ActionAsynchronous Learning OpportunitiesBalance Challenge

After Your LearningWhat were your biggest takeaways? What do you hope to implement in your classroom or your teaching practices?Add your thoughts in the space below.1010

Balance Challenges - Activity 2.2.1Balance Challenges - Activity 2.2.1Who is doing the heavy cognitive lift? Who is responsible for the learning? Who are the sources of information?One of the resources from 2.1, Blended Learning: Designing with Balance in Mind, challenged teachersto view their lessons through the lens of “balance” by asking: The goal of this activity is to analyze a previously developed lesson you have used with students. Firstprovide an overview of the lesson in its current state. Then, using Dr. Tucker’s list below, reflect howyou might build more balance into the lesson by tweaking certain aspects.Lesson in Original FormPossible Changes to Create Balance1111

Sharing Your PracticesYour Classroom in Action - Activity 2.2.2Your Classroom in Action - Activity 2.2.2Using the "Check for Understanding" list from this Module, select a new formative or summativeassessment to try out with your students. Take note of the effectiveness of the task in relationto the skill or content you were intending to assess. Also consider the student experience asthey completed the task. Was it engaging, challenging, and aligned with course? To complete this task, follow this link to Padlet. If interested in learning more about the differences between Formative and SummativeAssessments, please see the resources below.1212

Asynchronous Learning Opportunities - Activity 2.2.3Asynchronous Learning Opportunities - Activity 2.2.3 There are many benefits to adding both synchronous and asynchronous activities to anyclassroom. However, without proper planning and understanding of the differences, manyteachers misuse these strategies with their students. For this activity, look at the chart and imagebelow that shows the “when,” “why,” and “how” of using synchronous and asynchronousstrategies, then answer the questions that follow. SynchronousLearning Asynchronous Learning  Reflecting on less complex issues.  Getting acquainted.  Assigning tasks. Students become more committedand motivated because a quickresponse is expected. When students are not in the classroom, teachers can use videoconferencing apps or software toconnect with students or parents.WHEN? Reflecting on complex issues. When synchronous meetings cannotbe scheduled. Students have more time to reflectbecause the teacher does not expect animmediate answer. Use asynchronous tools such as email,discussion groups, collaborative docs,Padlets and other tech tools to provideasynchronous learning opportunities.WHY?HOW?1313

Reteaching ActivitiesHow do you currently leverage time outside of class to allow students to review and practice reteaching activities ontheir own? Using the Building Student Interactions strategy cards, how might you begin to offer students moreopportunities to access reteaching activities asynchronously? Add your thoughts in the space below.Remediation ActivitiesHow do you currently leverage time outside of class to allow students to remediate on their own? Using the BuildingStudent Interactions strategy cards, how might you begin to offer students more opportunities to access remediationactivities asynchronously? Add your thoughts in the space below.Enrichment ActivitiesHow do you currently leverage time outside of class to allow students to dive deeper into the learning on their own?Using the Building Student Interactions strategy cards, how might you begin to offer students more opportunities todive deeper into the lesson asynchronously? Add your thoughts in the space below.Parent SupportHow do you currently provide parents with a view into your classroom and the work that their child is completing? Usingthe Building Student Interactions strategy cards, how might you begin to offer parents more opportunities to accesswhat is being taught, why it is being taught, and how it is being taught? Add your thoughts in the space below.Activity 2.2.3 (Con't)Activity 2.2.3 (Con't)1414

Theme 3: Presenting ContentBefore Your LearningView the Module 3 Introductory VideoWhat questions or thoughts do you have about the upcoming theme? Add your thoughts inthe space below.During Your LearningAdd your notes and links to keep from Theme 3 in the space below.Resources for Theme 3 Activities LMS Course Design RubricLMS Parent Empathy Map ExerciseTech Tools & Presentation Tips and Tricks1515

After Your LearningWhat were your biggest takeaways? What do you hope to implement in your classroom or your teaching practices?Add your thoughts in the space below.1616

LMS Course Design Rubric - Activity 3.2.1LMS Course Design Rubric - Activity 3.2.11717

TasksWhat are the top 2-3 thingsparents are trying to accesswhen logging into the LMS?Pain PointsWhat paint points mightparents experience whentrying to Log into the LMS?CommunicationWhat types of communicationscan we have with parentsregarding parent access, use,and LMS parent expectations?Bonus PointsWhat are some other items that wecan add to our LMS that will makethe parent experience a better one?With so much focus on students, it is easy to forget about those tasked with supporting studentsafter school hours. As the expectations for using an LMS have increased for students, so too havethey for parents. Consequently, we must understand AND proactively address the challengessome parents may face when accessing information in their child's LMS. The Empathy Map below will help you think about how you communicate, create, and organizestudent and parent resources in your school's learning management system. Empathy Map for Parent LMS Experiences - Activity 3.2.2Empathy Map for Parent LMS Experiences - Activity 3.2.21818

YouTube VideoUsing the tools listed below, the tech tools provided in the EDI Course in the RISE Platform, andthe Tech Tools contained in the EDI Strategy Cards, begin to upgrade how you Present Content toyour students. Each section below contains a YouTube video tutorial or presentation on the topiclisted. The last row contains tips and tricks for 3 of the most popular learning managementsystems (Schoology, Canvas, and Google Classroom) used in schools today. Tools, Tips, & Tricks for Presenting Content - Activity 3.2.3Tools, Tips, & Tricks for Presenting Content - Activity 3.2.3iFrame GeneratorWebsiteYouTube Video7 PresentationStructures Used bythe Best TED Talks The 3 Magic Ingredients of AmazingPresentations YouTube Video30 UltimatePowerPoint Tips and Tricks YouTube VideoWhy Storytelling Matters YouTube VideoSlidesmania MasterSlides Editing and Overview YouTube VideoHow to Use Bitmojis inSchoology YouTube VideoDesign andCustomize a Canvas Course YouTube VideoGoogle ClassroomTips and Tricks for Teachers YouTube Video1919

Theme 4: Accessibility and InclusionBefore Your LearningView the Module 4 Introductory VideoWhat questions or thoughts do you have about the upcoming theme? Add your thoughts inthe space below.During Your LearningAdd your notes and links to keep from Theme 4 in the space below.Resources for Theme 4 Activities Link to using SensusAccess (also contained in your EDI Course in the RISE platform).Designing Choice Boards ActivityAddressing Predictable Barriers Activity2020

After Your LearningWhat were your biggest takeaways? What do you hope to implement in your classroom or your teaching practices?Add your thoughts in the space below.2121

Designing Choice Boards - Activity 4.2.1Designing Choice Boards - Activity 4.2.1When creating the boards be sure to have activities that cater to every learning style such asvisual, auditory, and kinesthetic.Boards can be created for weekly tasks, projects, and even assessments. Detailed instructionsand requirements can be given for each task. An extra credit slot can be included to encouragestudents to better their learning.Tic-Tac-Toe: Encourage students to perform a set of three activities so that it forms a Tic-Tac-Toe. Students can choose these activities horizontally, vertically or diagonally. In this methodthe “FREE CHOICE” square can be in the middle.What are Choice Boards?Choice boards are graphic organizers that comprise of different amounts of squares. Each square isan activity. The activities help students learn or practice a primary concept, while allowing them achoice. Students can be instructed to choose one or more of these activities to complete. They canprogress from one activity to another either in an organized or random order.Benefits of using Choice BoardsChoice Boards provide students with the power to choose “how” to learn a particular subject orconcept. This freedom encourages them to be more responsible, accountable and independent intheir learning. It also allows them to work on the activities at their own pace. The boards are usefulfor teachers as it enables them to identify and use student interests and preferences to stimulateactive learning and student engagement.Designing Choice BoardsThe board should revolve around a particular concept or learning goal and each activity isstructured to stimulate learning, practice or mastery of that subject. The first step in designing aChoice Board is to identify the core concept or academic goal that the students need to complete.Second, plan the activities so that it provides students with a variety of mediums or methods forlearning the concept. To do this, first identify the students’ interests, preferences and even levels ofreadiness. The activities can be different levels of complexity and can be arranged on the board inan increasing order of difficulty. Additional instructions for each task can be included and studentsare instructed to perform the tasks either as individual activities or in groups. One square can alsobe a “FREE CHOICE” allowing students to create and perform an activity of their own choice.Differentiating Instruction through Choice BoardsThe following are tips to using Choice Boards for differentiated learning:1.2.3.Use of Choice Boards help to improve student motivation, engagement and learning byempowering them to learn to the best of their ability. Using the follow Choice Board template,create a Choice Board that will stimulate active learning and engagement in your students. 2222

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Addressing Those Predictable Barriers - Activity 4.2.2Addressing Those Predictable Barriers - Activity 4.2.2Using the UDL Guidelines below, plan a lesson(s) that proactively addresses the predictable barriers thatare in all classrooms. The UDL template on the next page can be used to organize your work if needed.2424

The UDL Guidelines are organized both horizontally and vertically. Vertically, the Guidelines areorganized according to the three principles of UDL: engagement, representation, and action andexpression. The principles are broken down into Guidelines, and each of these Guidelines havecorresponding “checkpoints” that provide more detailed suggestions.Applying to PracticeThe UDL Guidelines are not meant to be a “prescription” but a set of suggestions that can be appliedto reduce barriers and maximize learning opportunities for all learners. They can be mixed andmatched according to specific learning goals and can be applied to particular content areas andcontexts.In many cases, educators find that they are already incorporating some aspects of these guidelinesinto their practice; however, barriers to the learning goal may still be present. We see the Guidelinesas a tool to support the development of a shared language in the design of goals, assessments,methods, and materials that lead to accessible, meaningful, and challenging learning experiences forall.2525

SensusAccess Accessibility Tool - Activity 4.2.3SensusAccess Accessibility Tool - Activity 4.2.3Using either the embedded form located in the EDI Course in the RISE Platform or navigating the Edvative SesusAccess webpage, use one of the supported document types to convert your first file. 2626

Wrap UpWe know educators' time is precious and we thank you for giving up some of yourtime to learn with and alongside the Edvative team. We would also like to learn more from you! Please take a moment to provide uswith (1) your biggest takeaways, (2) what kinds of results have you gotten so far,and (3) what feedback do you have for our team, so that we can improve thiscourse and others like it in the future.If you would like to partner with Edvative for other professional ambitions, pleasecontact Samuel Mormando at smormando@edvative.com. Link to the EDI Course Wrap Up Padlet 2727