Module 3: Tools and strategies for implementing flexible path and pace.
Objectives:
- Learners will be able to define what a playlist is
- Learners will be able to understand why a playlist is a helpful instructional tool
- Learners will be able to define differentiation
- Learners will be able to recognize various instructional technologies to help support flexible path and pace
Module 2 Refresh:
In the "Apply It" section of Module 2 you answered some important questions which correlate with a needs assessment, and content analysis. As we continue to move forward towards creating our own playlist at the end of the course, you will need to narrow in on the content that you will be covering, and who you will be teaching it to. In the following Google Slides Presentation, add your own slide and share with the class what your playlist will be covering.
What is a "Playlist?"
An educational playlist can be understood as collection of resources and activities that students navigate through to understand content. Playlists can be created in various formats, and be different lengths. One teacher may create a playlist for each week in their class, where another may create a playlist for each unit. Playlists tend to be digital as they allow access to more resources, but they can include traditional paper assignments as well.
Playlists serve as a way to guide students through content and different activities with minimal teacher support; student-centered instruction. Using playlists frees up teachers to support students in 1:1 settings, with small group instruction, etc.
A key point to understand though, is that simply providing students with a playlist does automatically mean that is supports personalized learning. A teacher can create a playlist, but if all students are working through it without opportunities to explore different interests, or the ability to focus in on different needs and skills it is not personalized.
Differentiating Instruction Through Playlists:
Differentiation is a term that describes an instructional strategy for teaching a diverse group of students. When differentiating instruction teachers tailor certain elements of the content, and classroom environment to meet the specific, and individual needs of the students.
Some ways that you can use a playlist to support differentiation are as follows:
- Providing content at different reading levels
- Providing audio-content as an alternative to reading
- Incorporating the use of visuals; providing different options for graphic organizers, note taking devices, etc.
- Providing students with varying levels of support
- Creating personal "agendas" for must-do and may-do activities for students
- Providing manipulatives
- Providing different rubrics based on student ability
- Provide students with different learning environments; work in the hall quietly, flexible seating, etc.
Building a Playlist:
- Collect the resources and activities that you want students to explore and complete - The key to this step is to ensure that you are using backwards design meaning, you are designing with the end goal in mind; what your students will ultimately be assessed on. Ask yourself, what do your students need to know? When you know exactly what goal your students will be working towards, you can begin to collect the resources, and other content that you will be presenting.
- Logically sequence the content, resources, and activities for students to progress through - When students are working through a playlist, it is largely self-guided, therefore, the content must be presented in an order that makes sense to the learner. The step should also include deciding where students will work independently, where there will be opportunities for 1:1, or small group instruction, when students will work cooperatively with their peers. Both the content, and the activities should build off one another.
- Incorporate personalized learning strategies into the playlist - This step can include creating small groups that students will work in for aspects of the playlist. One group could be filling in knowledge gaps, where another group could be working through an extension activity. Another critical aspect of this step is to build in opportunities for reflection, as well as goal setting. At this point in the playlist building process, teachers should also consider which particular technologies certain students should be guided towards using.
- Consider where and how you can differentiate instruction - One way in particular to aid in differentiated instruction in playlists, is providing students with options for "must do," and "may do" activities. A must do activity would be a key, foundational activity that is critical for students understanding (these activities can be different for each student), where a may do activity is typically more creative, and provides students with choice. Further, these activities can be targeted for the needs and abilities of different students. Another way to achieve a similar format, is to designate points to different assignments, and at the end of the playlist, students will have needed to reach a certain number of points based on the number of activities that they completed, and their point value.
Technology to Support Flexible Path and Pace & Playlist Building:
As a class I would like us to begin compiling a list of different technologies that will be beneficial to us all as we begin building your playlist.
In the Google Doc please share a few technologies, websites, resources, etc. that could be valuable to your peers to incorporate into their playlists. I will also include a few resources/examples as well.
Be sure to include the name of the resource, a link to it, and a brief description.
Goal Setting:
With an understanding for the final project of creating your own playlist, please share a specific goal that you have for yourself. Consider what you want to achieve through creating your own playlist? What do you want to learn from the experience? How will this benefit you as a teacher, and how will it benefit your students? Please share briefly here!
Click here for Module 4: Module 4: Exploring flexible path and pace through project based learning.
Home Page: Shannon Gallagher's Mini-Course on Flexible Path and Pace in the Special Education Classroom
References:
https://www.cultofpedagogy.com/student-playlists-differentiation/
https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/
https://www.readingrockets.org/article/what-differentiated-instruction