Megan Geariety

Return to: ETAP 623 Spring 2020 (Zhang) | Self Paced Learning through the GRID Method

About Me

Hi everyone! I'm Megan Geariety. I received my Bachelors in Elementary/Special Education (1-6) with Minor in Math from Keuka College in 2018. In the Curriculum Design and Instructional Technology Masters program at SUNY Albany, ETAP 623 will mark my halfway point through the CDIT program. I was previously a 6th grade teacher, and look forward to my future in elementary schools.

My Topic and Purpose

Two of the biggest buzz-words in education right now are self-paced learning and problem-based learning. In addition, technology is being integrated into classrooms faster than ever before. Those teachers that undertake self-paced learning can use a variety of resources and tools to assist in learner understanding. Problem-based learning offers students a chance at more real-world type situations where they are given a problem and must use their knowledge to find a solution. The GRID method combines these two strategies, along with the use of technology, to implement units that allow for more student input into their learning.

Learning Outcomes

At the completion of this course, learners will:

• Explain what self-paced and problem-based learning are.
• Understand the benefits of self-paced learning for students and teachers.
• Learn how to make a mastery GRID for a unit.
• Reflect on the effectiveness of the GRID method after being used with students.

Needs Assessment

Exploring the Problem and Solution

I hear it frequently as a new teacher: "classrooms just aren't the same as they used to be." Many factors account for this change. In the 21st-century, the expectations for people are more driven by their ability to effectively communicate, think outside the box, work well with others (even if they disagree), and think critically for themselves. When we home this into classrooms, we realize that our classrooms also have to adapt to better fit these standards being set for students as they enter the world.

One way that teachers have been tackling this gap from the education system to the world is through self-paced learning and instruction that finds students where they are. The GRID method is just one way that creates a process for designing self-paced learning units that offers opportunities for extensions based on student interests. By addressing student needs and taking into account the diverse needs of processing time and learning style, self-paced learning changes the role of both the teacher and the student. The student must take ownership of the learning to work productively through the content, while the teacher can become more of a facilitator to help individual students work through any misconceptions that arise along the way.

What is to be Learned

This course will focus on self-paced learning and, more specifically, the GRID method. Unit one will be designed to help learners gain a better understanding of self-paced learning and the impacts it has on the classroom for both teachers and students. Unit two takes a look at the GRID method and breaks down a previously made GRID. During unit three, learners will have a chance to apply their knowledge in making their very own GRID either based on a previously mapped-out unit plan, or based on the standards and materials they intended to use for the unit.

The Learners

This course is designed for educators that are interested in new teaching styles. Learners should come to the course with basic background knowledge in how to use Microsoft Word or Google Docs (adjusting font size, adding a table, formatting a document). Learners, along with gaining a better understanding of why the GRID method is beneficial for students and teachers, will also work to create their own GRID for a unit in their classroom.

Instructional Context

Instruction will be completed online. All materials and resources will either be embedded via pictures or links to external websites. Learners should have access to technology that can access the internet.

Goals

After this course, learners will be able to defend the self-paced learning classroom for the benefits that it allows for students and teachers. In addition, learners will have created a self-paced learning unit that can be implemented into their classroom.

Performance-Based Objectives

Learners can:

• describe how the role of the teacher and the student change in a self-paced and problem-based learning classroom setting.
• explain the benefits and drawbacks of the GRID method.
• develop a GRID based on a unit of choice.
• implement the GRID unit and reflect on areas of success and weakness for improvement of the GRID unit.

Task Analysis

Unit 1: Self-Paced Instruction & Problem-Based Learning

• Learners will explain the benefits of self-paced learning for students and teachers in the classroom.
• Learners will compare the role of a facilitator and the traditional role of a teacher.
• Learners will describe the role of a student in a self-paced instruction setting.
• Learners will discuss strategies that can be used to transition a unit to problem-based learning.

Unit 2: The GRID Method

• Learners will identify the key components of the GRID method.
• Learners will discuss the benefits and drawbacks of using the GRID unit in various grade levels.
• Learners will explain how technology aids with learning while using the GRID method.
• Learners will compare the GRID method to teaching strategies that are currently used in their classroom.

Unit 3: How to Develop and Implement a GRID Unit

• Learners will examine current resources and instructional materials for use in the GRID.
• Learners will evaluate instructional technology to use in a GRID unit.
• Learners will construct a GRID based on new and existing instructional materials.
• Learners will identify areas of strength and weaknesses in instructional materials to improve the GRID unit.

Curriculum Map

References and Resources

GRID Method: Teach Better

Boninger, F., Molnar, A., Saldaña, C. M., & University of Colorado at Boulder, N. E. P. C. (2019). Personalized learning and the digital privatization of curriculum and teaching. In National Education Policy Center. National Education Policy Center.

Casey, K. (2018). Moving toward mastery: Growing, developing and sustaining educators for competency-based education. CompetencyWorks Report. In iNACOL.

Debs, L., Miller, K. D., Ashby, I., & Exter, M. (2019). Students’ perspectives on different teaching methods: comparing innovative and traditional courses in a technology program. In Research in Science & Technological Education, 37(3), 297-323.

Friend, B., Patrick, S., Schneider, C., & Vander Ark, T. (2017). What’s possible with personalized learning: An overview of personalized learning for schools, families, & communities. In iNACOL.

Headden, S. (2013). The promise of personalized learning. Education Next, 13(4), 14–20.

Light, D. & Pierson, E. (2014). Increasing student engagement in math: The use of Khan Academy in Chilean classrooms. International Journal of Education and Development using Information and Communication Technology, 10(2), 103-119.

Jalali, A., Leddy, J., Gauthier, M., Sun, R., Hincke, M., & Carnegie, J. (2011). Use of podcasting as an innovative asynchronous e-learning tool for students. Online Submission, 741-748.

Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended, and competency education. In International Association for K-12 Online Learning.