Applying the T-TESS Rubric in Blended Learning Environments

Transcription

1 Applying the T-TESS Rubric in Blended Learning Environments Why was this tool developed? What is blended learning (BL)? What is inacol? What is a competency? BL Domain 1: Mindsets BL Domain 2: Qualities BL Domain 3: Adaptive Skills In order to effectively support T-TESS appraisers, this tool was created to provide guidance for applying T-TESS to blended learning classrooms and digital learning environments. This tool should be utilized by appraisers to ensure that the collection of evidence accurately reflects teacher and student actions in both the face-to-face AND online learning environments. Simply put, blended learning is a program in which a student is learning online (while at school) and is provided some element of student control over time, place, path, and/or pace. The online learning experiences are fully aligned and connected to the student's face-to-face learning path and experience. In other words, blended learning isn't 'fluff'. The International Association for K-12 Online Learning (inacol) is the leading advocacy organization that focuses on online and blended learning. In order to provide the appraiser with support and guidance, including instructional look-for's, inacol's BL Teacher Competencies have been correlated with T-TESS domains & dimensions. The correlations are noted throughout this tool. A competency is the ability to successfully apply knowledge, skills, and abilities in a work setting. In other words, the Blended Learning Teaching Competencies identify the Mindsets, Qualities, Adaptive Skills, and Technical Skills that a teacher should continuously add and enhance in order to successfully implement blended learning experiences in their classroom. The BL competencies are predicated on two fundamental mindsets that correlate nicely with T-TESS: 1. A shift from teacher-led to student-centered learning. 2. Continuous improvment / growth. Likewise, quality BL requires three primary qualities in teachers: 1. Grit (long-term goals, practice, perseverance) 2. Transparency (openly confront results - the positives & negatives) 3. Collaboration (teamwork to achieve organizational goals & objectives) Blended teachers should: 1. Reflect (plan & differnetiate in response to data and feedback) 2. Innovate (use technology creatively & purposefully to solve problems & enhance learning) 3. Communicate (establish & maintain open communication with all stakeholders to monitor and support student learning) Note: the remaining pages of this document primarily focus on Domain 4: Technical Skills It is critical that both appraiser and teacher understand that the role of the teacher in a blended learning environment is active (and not passive). Blended learning is not the same as fully-online learning and, therefore, the teacher should remain active in the face-to-face environment, especially in regard to expectations related to T-TESS 2.5: Monitor & Adjust. The T-TESS Triangle compels a focus on the connections between Learner Outcomes, Teacher Behaviors, and Student Behaviors throughout a lesson. This focus does not change in blended learning lessons and the rest of this tool will highlight the major look for's in the online environment that will assist the appraiser in collecting evidence related to these connections. This tool is designed to serve as a compliment to the T-TESS rubric and should never be used in its place to appraise teachers. Instead, it should be utilized to enhance the appraiser's collection of evidence in those cases in which teacher and student activity occurs in the online learning environment. It can also help inform how a teacher might gather evidence that would inform and enhance the teacher and appraiser's coaching conversations. Key Points Thank you for your intention & efforts to effectively monitor and gather evidence of teacher and student activity in both blended learning lessons and online environments! Appraisers should make full use of their administrative rights in their campus sub-account in the Canvas LMS. This will allow the appraiser to gather evidence directly from the online learning environment, including T2S, S2T, and S2S communication. More information can be found here:

2 T-TESS Domain 1: PLANNING Dimension 1.1 Standards & Alignment - Aligned goals, standards, and objectives - Lesson structure: design & pacing - Technology integration - Clear lesson structure & sequence in place, most easily determined if/when the lesson has been built within a Canvas course module. - Aligned goals and/or objectives are clearly stated at the outset of the blended lesson, most likely found on a Canvas content page at the top of the lesson module. - Use of technology enhances students' learning and mastery of goals (not 'fluff'). - Develop and deliver valid and reliable assessments, projects, and assignments that meet standards-based criteria and assess learning progress by measuring student achievement of learning goals. - Understand and manage the F2F and online components of lesson planning and organization within a blended lesson. - Use the LMS and/or other online collaborative tools to organize and manage the blended learning environment. - Clear instructions (posted, verbal, and/or digital) make it evident to students which components of the lesson require online versus F2F actions. - Lesson sequencing / pacing is enhanced through the use of module settings, including module requirements and module prerequisites. - Digital media resources are vetted by the teacher for tight alignment to standards and objectives. Dimension 1.2 Data & Assessment - Formal & informal assessments - Progress monitoring - Communication & feedback - Data to inform instruction - Use qualitative and quantitative data to understand individual skills, gaps, strengths, weaknesses, interests, and aspirations of each student, and use that information to personalize learning experiences. - Assessments in the digital environment (Quizzes in Canvas, for example) are utiilized to provide formative checks for understanding throughout the lesson. - Formative checks are designed so that immediate feedback is provided to students. This is possible for auto-grading question types in Canvas Quizzes. - Assignment expectations are clarified with quality rubrics, when appropriate. - Formative checks are utilized, along with Module settings, to ensure students cannot proceed to the next learning task until demonstrating mastery of target(s). - Canvas' 'Conditional Release' functionality is utilized to create ready pathways to intervention and/or extension activities. Dimension 1.3 Knowledge of Students Dimension 1.4 Activities - Student's prior knowledge - Adjustments to student needs - Diverse learning for strengths and gaps - Social emotional & learning style considerations - Use of a variety of instructional materials & media, included leveled-resources (differentiation). - Recognition and validation of students' interest & desire to utilize technology for learning. Intentional support of students who have minimal tech skills. - Questions (higher order thinking) - Grouping w/ roles & responsibilities - Problem solving - Goal setting & student ownership - Activities, resources & technology aligned - Use of a variety of instructional materials & media, including leveled-resources (differentiation). - Students are prompted to set learning goals and complete learning target reflections at the outset and end of the blended lesson (metacognition). - Use qualitative and quantitative data to understand individual skills, gaps, strengths, weaknesses, interests, and aspirations of each student, and use that information to personalize learning experiences. - Collaboratively, transparently, and proactively seek out feedback from students, parents, and colleagues to continuously improve communication, instruction, and teaching practices. - Use of surveys and reflective prompts (Canvas Quiz survey, Google Form, etc.) planned and provided to students in order to solicit their input about teaching practices (i.e. what's working / what's not working), classroom environment, etc. - Provide resources for students to learn content and enable them to work independently and/or in cooperative groups. - Create pedagogical approaches and learning experiences that promote content-based problem-solving and online collaboration. - Provide balanced opportunities for students to participate in asynchronous and synchronous modalities. - Demonstrate skill in the evaluation, selection, and use of effective instructional materials, tools, strategies, and resources for students, and engage students in this process to help their achievement and development of academic skills. - Organization of students into digital groups (Canvas Groups, for example) for the purpose of small group communication & collaboration aligned to learning objectives. - Pre-planned and sequenced questions that scaffold to higher order thinking are found in online activities as well as in the F2F classroom.

3 T-TESS Domain 2: INSTRUCTION Dimension 2.1 Achieving Expectations Dimension 2.2 Content Knowledge & Expertise Dimension 2.3 Communication Dimension 2.4 Differentiation Dimension 2.5 Monitor & Adjust - High, challenging expectations (Rigor) - Mastery of the objective - Student mistakes / self-corrections - Student initiative / self-monitoring - Students provided choice in how they can demonstrate their learning / mastery of objective(s), likely through the use of web tools including Google Apps - Teacher tips and suggestions in online components, including assignment instructions, demonstrate anticipation of student mistakes and/or difficulty. - Content knowledge in multiple contexts - Cross-disciplinary - Anticipating misunderstandings - Higher order thinking skills - Sequencing & linking instruction - Lesson overviews (written, audio, and/or video) in which the teacher provides an introduction to the relevance of the learning topic and objectives. - Digital media resources are vetted by the teacher for tight alignment to standards and objectives. - Written & verbal communication - S2S & S2T communication - Questioning / wait time - Anticipate misunderstandings - Open-ended and thought-provoking question prompts in discussion forum assignments. - Active teacher 'presence' in discussion forums, especially to extend thinking. - Provide process & product choice for students to create evidence of their knowledge in a variety of formats to demonstrate mastery. - Students actively coached to utilize assignment data and analytics (in Canvas) to view and reply to feedback, track their progress (Canvas e-portfolio, perhaps), and refine their learning goals. - Teacher intentionally designs opportunities for celebration within both the F2F and digital environments (images, gifs, video annoucements, 'celebration discussion', etc.). - Teacher identifies and corrects design errors in the online lesson ASAP. - Deliver valid and reliable assessments, projects, and assignments that meet standards-based criteria and assess learning progress by measuring student achievement of learning goals. - Develop, practice, model, and embody respectful behaviors in both face-to-face and online learning environments. - Individualizing lessons - Use qualitiative and quantitative data to understand individual skills, gaps, strengths, weaknesses, interests, and aspirations of - Monitoring participation and performance each student, and use that information to personalize learning experiences. - Differentiated content & process - Create customized learning pathways with students, where learning goals and objectives are linked to explicit and diverse learning - Recognizing confusion & disengagement experiences, matched to the individual student's learning performance level and preferences. - Monitor and adjust - Tailor content and instructional strategies to individual learning goals, needs, and interests - Provide assistive technologies to facilitate learning. - Seeks out student confusion in order to proactively address off-task behavior and - Use of a variety of instructional materials & media, included leveled-resources learner frustration. This is especially important during the period in which some students may struggle with the transition to blended learning. - Use of system tools (differentiated assignments, conditional release, etc.) to - Provides guidance to students about accessibility resources, including Kurzweil, increasingly individualize learning paths for students. text-to-speech Chrome add-ons, etc. - Monitor & adjust instruction and activities - Adjustments to maintain engagement - Monitors 'behaviors' - Checking for understanding - Questioning & academic feedback - Actively engages in and monitors the F2F and digital spaces to ensure student activity and learning. - Utilizes system data tools (Canvas: course analytics, student analytics, quiz statistics, module progress data, assignment data, etc.) to enhance timeliness and effectiveness of instructional adjustments. - Data-informed interventions and extensions are prepared and delivered in the online environment. - Lesson sequence in the digital system reflects effective scaffolding and pacing. - Consistent formatting in digital environment. See AISD Designer Style Guide. - Clear and short instructions, utilizing numeric 'Steps' to facilitate student work. - Timely and specific feedback to students, via Speedgrader tools in Canvas. - Use of system communication tools (Canvas Inbox and Announcements.) - Continually assess student progress against clearly defined standards, goals, and outcomes to identify specific topics in which each student needs additional support to achieve master of a concept or skill. - Use data from multiple sources, including data systems, in a complimentary way to inform and adjust individual student instruction and groupings. - Continually evaluate technologies, tools, and instructional strategies to ensure their effectiveness. - Seeks out feedback from students, most critically when blended learning requires students to engage in unfamiliar tasks, practice new skills, and/or provides students with an increased level of autonomy. - As adjustments are made, the teacher models grit and continuous growth by acknowledging to students any technical issues and improvement efforts.

4 T-TESS Domain 3: LEARNING ENVIRONMENT Dimension 3.1 Classroom Environ., Routines, Procedures Dimension 3.2 Managing Student Behavior - Procedures, routines and transitions - Management of supplies and equipment - Safety and organization - Students demonstrate familiarity with login procedures, hardware retrieval & handling, and storage steps. - Students demonstrate willingess and ability to assist one-another with minor technical questions and issues. - Reaction to misbehavior - Behavior system is in place with clear standards - Positive reinforcement - Student-generated - Use technology creatively and purposefully to work effectively and efficiently. - Demonstrate technical troubleshooting skills during the online component of learning. - Teacher actively teaches, models, and reinforces important technology skills, including Netiquette, and maintains high standards and expectations for student behavior in the digital environment. - Teacher adheres to the Code of Ethics and Standard Practices for Texas Educators in all digital communications. - Classroom behavior expectations, procedures, policies, etc. are reinforced in the digital environment (on the teacher's classroom website, for example). - Students are provided tools and resources that are developmentally appropriate and that fall within those providers' terms of service. - Students protect their personal information by maintaining the integrity of their passwords and exercising good digital citizenship skills. - Develop, practice, model, and embody respectful behaviors in both face-to-face and online learning environments. - Teacher utilizes the AISD Student Code of Conduct and Acceptable Use Policy as guides for responding to student misbehavior in the online system. - Students sign a classroom contract that addresses expectations for appropriate usage and behavior in the digital environment. Dimension 3.3 Classroom Culture - Relevant, meaningful learning - Positive rapport - Student engagement - Mutual respect (T2S, S2S, S2T) - Establish and maintain open communication channels, online and in person, with students, educators, and other stakeholders to support student learning. - Demonstrate technical troubleshooting skills during the online component of learning. - Teacher maintains professionalism in all digital communications. - Students treat others with care and respect, even in the online environment. - Teacher regularly celebrates examples of quality Netiquette, peer-to-peer technology troubleshooting, and digital collaboration. - Teacher utilizes system tools to engage parents and guardians in the digital learning environment. - Teacher and students demonstrate patience and a proactive disposition in those instances in which technology is not cooperating and/or behaving nicely.

5 Blended Learning Resources 1. Blended Learning Strategy Videos & Case Studies: 2. What is Blended Learning? article: 3. Blended Learning Resources from Christensen Institute: 4. inacol Quality Online Teaching videos: vimeo.com/channels/qualityonlineteaching 5. Edutopia's Blended Learning site: Blended lesson templates are available to Arlington ISD teachers (via Canvas Commons) for import into their Canvas courses. The templates provide a skeleton lesson structure, formatting and design suggestions, as well as content pedagogy and tips. Each can be easily customized by teachers for usage in the blended classroom. Purposeful and effective integration of technology and blended learning strategies is vital to any professional educator seeking Proficient, Accomplished, or Distinguished performance levels on T-TESS. The Arlington ISD Instructional Technology Department is committed to supporting teachers' continuous professional growth on behalf of increased student learning. It is the department's belief that no teacher can fully reach their professional potential without quality technology integration and blended learning approaches. Likewise, students are unable to reach their individual potential in the absence of educational technology coupled with blended pedagogy.