Designing Empowering Distance Learning – #ISTEsla20 Wk 3 Day 4

The following post has been completed as part of my personal reflection as I work through the ISTE Summer Learning Academy #ISTEsla20 Any images, tables, or direct quotes (as indicated with the appropriate formatting) are provided from the specific course or webinar and can be credited to: ISTE Summer Learning Academy. (2020). https://summerlearningacademy.iste.org/

Fanny Passeport, Emma Ahmed, ISTE summer learning academy, Kirsten Thompson

Week 3 – Day 4 actually has two featured webinars so please consider this Week 3 – Day 4 – Part 1. It is facilitated by Fanny Passeport and Emma Ahmed and is described as follows:

“Through this interactive webinar, we’ll explore how to design empowering distance learning and keep student agency at the center by refocusing what good learning is (with or without technology), as well as how to use our time in ways that build upon our essential needs of relatedness, competency and autonomy.“

Main Takeaways

Check out self-determination theory
- 1. Relatedness
  - all about building relationships and connecting on the human level
  - belonging, we matter
  - model self-compassion
  - “you are not alone and you are doing enough”
  - know your students’ situation (access, support, resources, etc)
  - Maslows before Blooms
  - Think of strategies to cultivate a distance class culture
    - welcome routines
    - class jokes
    - check-ins
  - high expectations require high support
  - partner with parents when possible
- 2. Autonomy
  - empowering learners to take responsibility and drive their own learning
  - different from independence
  - we can willingly turn to others for help
  - co-create essential agreements for self-regulation
  - do less by going deeper: no “busy work”
  - have you asked your students what they want to do
  - self-assessment & shared criteria
- 3. Competence
  - find the right challenge to fit your why
    - Vygotski’s Zone of Proximal Development
  - consider social-emotional aspects of your learning and how this will affect your specific students
  - get student input
  - utilize peer feedback
  - inclusion and access: consider the challenge of access to learning
    - you can’t control what supports and access your students have but you can control your programming
    - use UDL to design learning to the edges, not the majority

Questions

What is something you would like to:
- stop doing?
- continue doing?
- start doing?
Do your answers to the above questions change depending on if you will be teaching F-2-F, blended, or online?

General PD Thoughts

Today’s webinar shared the following ed tech tools: Mural, Mentimeter, EdPuzzle,
Thank you to Fanny & Emma for sharing!

Read all of the #ISTEsla20 posts: