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Learning by Design Implementation

Learning Module

Introduction

This learning module builds off of a foundational artifact which explores the theory of Learning by Design.

Learning Module Goal: Learners will increase their comfort and ability with using the principles of Learning by Design within the classroom, including developing a lesson as a part of this learning module experience rooted in the principles of Learning by Design (LbD). Throughout this learning module, learners will simultaneously experience and learn about the components of LbD.

Target Audience: Educators with an interest in implementing Learning by Design based lessons in their classroom and looking at learning through a different lens.

Related ISTE Standards:

  • 1b: Pursue professional interests by creating and actively participating in local and global learning networks.
  • 2: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning.
  • 5: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
  • 5b: Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • 6a: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

Learning by Design

l-by-d.com

We will use these eight components of Learning by Design to frame our approach in this learning module. This means that each week we will focus on one component of Learnin by Design, both in the content discussed as well as in the actual structure and planning of that week's activities. You will learn about each component while also experiencing it!

1 | Experiencing the Known

1 | Learner

​Experiencing the Known by being in the student’s world
Drawing on learner prior knowledge and experience, community background, personal interests, concrete experience, individual motivation, students’ own lives, and the everyday and familiar.

Let's begin this learning module by considering your current pedagogy and teaching style. Although, theoretically, your pedagogy and teaching style should be closely aligned, this is not always the case. You may have developed one further than the other; you may hold a progressive pedagogy but because of expectations or lack of time, teach in a largely didactic manner. Perhaps your teaching has evolved into an amalgam of styles, but you've never sat down to reconsider your personal pedagogy.

Media embedded October 1, 2017

There are a variety of ways to frame and consider pedagogy. The video above considers three types of pedagogy, and the infographic below shares three additional ideas. While there are philosophies and precedent around these pedagogical models, many teachers have their own individual pedagogy, a combination of models, experiences and background. This week, you will experience the known by considering your own pedagogy and practice.

Taryn Havritz, inspired by Fullan and Langworthy

 Weekly Tasks:

  • Comment: What stood out to you in this update? How might that stand out idea impact your teaching practice or classroom?
  • Share: Write your own post outlining your personal pedagogy, as well as how it aligns and how it differs with your current classroom practice.
  • Connect: Engage with at least 3 fellow learners by comments on their posts.

1 | Admin

Planning Worksheet

Above is the document used to plan this work using the Learning by Design framework. For this module, I choose to focus on each of the 8 domains individually across the eight weeks, both for planning learner activities as well as the content focus. For each of the eight weeks, the same element of Learning by Design is used for both planning learner activities and as the focus topic for learners as they increase their understanding of Learning by Design.

We begin this week with Experiencing the Known; asking learners to consider their own current practices and beliefs/pedagogy before further considering this new pedagogical idea of Learning by Design.

2 | Experiencing the New

2 | Learner

Experiencing the New by being in new worlds
Introducing learners to new experiences – real (excursions, guest speakers) or virtual (texts, images, information). New is from learner’s perspective - to make sense it may have familiar elements.

Review the unit plan below. It focuses on how to implement Minecraft: Education Edition in the classroom. While this unit is designed for adults, it provides an overview of the different ways a concept can be approached through Learning by Design. As you read through this think about the following questions:

  • How would each of these activities translate in to your classroom?
  • What is exciting as a teacher?
  • What makes you feel uncomfortable?
Minecraft Implementation Overview

Weekly Tasks:

  • Comment: What stood out to you in this update? How might that stand out idea impact your teaching practice or classroom?
  • Share: Write your own post including at least one thing about Learning by Design that is exciting, and one thing that makes you uncomfortable. 
  • Connect: Engage with at least 3 fellow learners by comments on their posts.

2 | Admin

This week, learners will be asked to "experience the new" by reviewing a unit plan designed with an LbD approach, considering how the principles included would look in their classroom, and to identify what is exciting and what is uncomfortable about this approach.

3 | Conceptualizing by Naming

3 | Learner

Conceptualizing by Naming by connecting the same type of thing
Identifying new concepts/ideas/themes, including abstract, generalising terms, conventions, features, structures, definitions and rules. Naming is the first step toward understanding.

Below you will find an review of the 8 components of Learning by Design. Think about these components in relationship to what you are currently doing in your classroom. Specifically consider where you naturally connect your current practice to these eight components. 

For examples of each of these areas in the classroom, review section 2 of this Learning by Design review.

via OpenColleges
  • ​Experiencing the Known by being in the student’s world: Drawing on learner prior knowledge and experience, community background, personal interests, concrete experience, individual motivation, students’ own lives, and the everyday and familiar.
  • Experiencing the New by being in new worlds: Introducing learners to new experiences – real (excursions, guest speakers) or virtual (texts, images, information). New is from learner’s perspective - to make sense it may have familiar elements.
  • Applying Appropriately by doing things the right way: Acting upon knowledge in an expected, predictable or typical way based on what has been taught. It involves transformation of the learner and requires that they have opportunities to demonstrate their understanding and learning.
  • Applying Creatively by doing things in interesting ways: Doing things in interesting ways by taking knowledge and capabilities from one setting and adapting them to a different setting – taking something out of its familiar context and making it work somewhere else.
  • Conceptualizing by Naming by connecting the same type of thing: Identifying new concepts/ideas/themes, including abstract, generalising terms, conventions, features, structures, definitions and rules. Naming is the first step toward understanding.
  • Conceptualizing with Theory by connecting different types of things: Generalising and synthesising concepts by linking them together, making sense of how they contribute to the whole, generalising cause and effect relationships. What if...?
  • Analyzing Functionally by thinking about what something does: Examines the function or rationale of knowledge, action, an object or represented meaning. What is it for? What does it do? How does it work? What is its structure, function or connections? What are its causes/effects?
  • Analyzing Critically by thinking about who benefits: Interrogates human purposes, intentions and interests of knowledge, an action, an object or represented meaning. What are its individual, social, and environmental consequences? Who gains? Who loses?

Weekly Tasks:

  • Comment: What stood out to you in this update? How might that stand out idea impact your teaching practice or classroom?
  • Share: Write your own post on where your current practice naturally connects to Learning by Design.
  • Connect: Engage with at least 3 fellow learners by comments on their posts.

3 | Admin

Learners are being asked to think about the components of Learning by Design in relationship to what they are currently doing in your classroom, specifically considering where LbyD connects to their current practice. Encourage learners to dig deep to figure out how these two considerations connect.

4 | Conceptualizing with Theory

4 | Learner

Conceptualizing with Theory by connecting different types of things
Generalising and synthesising concepts by linking them together, making sense of how they contribute to the whole, generalising cause and effect relationships. What if...?

Again consider the eight components of Learning by Design. How do they connect to your experiences outside of the classroom? Think of ways you have learned new skills as an adult or in less traditional, structured settings. One thing many teachers have experienced is learning new teaching methods or strategies after completing formal teacher training. Another example might be how you learned skills like making repairs around the house or how you learned to cook. Where do those experiences connect to Learning by Design? How do those connections differ from the connections you made last week between LbD and your classroom practice?

Media embedded October 7, 2017

Weekly Tasks:

  • Comment: What stood out to you in this update? How might that stand out idea impact your teaching practice or classroom?
  • Share: Write your own post on the places where Learning by Design connects to your own experiences learning new skills as an adult. Include the similarities and differences between the skills you identified for last week's update.
  • Connect: Engage with at least 3 fellow learners by comments on their posts.

4 | Admin

This week learners are being asked to consider two questions, inspired by Conceptualizing with Theory:

  1. How does Learning by Design connect to their experiences learning new skills as an adult?
  2. How does this compare and contrast with the connections they made last week to their classroom practice?

5 | Applying Appropriately

5 | Learner

Applying Appropriately by doing things the right way
Acting upon knowledge in an expected, predictable or typical way based on what has been taught. It involves transformation of the learner and requires that they have opportunities to demonstrate their understanding and learning. 

Learning by Design: Implementation

This week's big question is: what is the easiest way you could apply Learning by Design in your classroom? Review the four updates you've written so far connecting your practice and experiences to Learning by Design. Now start thinking about how Learning by Design can apply to your classroom. 

Weekly Tasks:

  • Comment: What stood out to you in this update? How might that stand out idea impact your teaching practice or classroom?
  • Share: Write your own post on the simplest way you could implement Learning by Design in your classroom.
  • Connect: Engage with at least 3 fellow learners by comments on their posts.
  • Project: This week you'll start your project. Using the template below, or a template that works well for you, write (or re-write) a lesson for the following week using the principles of Learning by Design. Check out this guide to getting started with Learning by Design! Use the rubric to guide your work. The project will be due at the end of next week.
l-by-d.com

5 | Admin

This week learners will begin playing with the idea of implementing Learning by Design in their classroom. Beginning with an "Applying Approrpiately" inspired approach, learners will consider the easiest way they could implement Learning by Design in their classroom.

They will also begin working on their project; writing a Learning by Design lesson to implement in their classroom. This rubric will be used to guide their work:

Learning by Design Implementation Project Rubric

 

6 | Applying Creatively

6 | Learner

Applying Creatively by doing things in interesting ways
Doing things in interesting ways by taking knowledge and capabilities from one setting and adapting them to a different setting – taking something out of its familiar context and making it work somewhere else.

This week, dream big about Learning by Design. What is the most unconventional, radical, and/or potentially challenging way you could implement Learning by Design principles in your classroom? Don't let resources, physical structure, or policy hold you back here. Imagine you have the funds and authority to make a major change to implement LbD. What will you do?

The video below isn't about Learning by Design specifically, but it will get you inspired to dream big and change paradigms!

Media embedded October 8, 2017

Weekly Tasks:

  • Comment: What stood out to you in this update? How might that stand out idea impact your teaching practice or classroom?
  • Share: Write your own post on the prompt above the video.
  • Connect: Engage with at least 3 fellow learners by comments on their posts.
  • Project: Your project should be complete by Sunday at midnight. Refer to last week's post for the full descripton and rubric. You will be asked to implement your LbD inspired lesson next week in your own classroom, so, for the purposes of this project, you will need to work within the confines of what you can achieve in your current structure. 

6 | Admin

This week we are "Applying Creatively", and asking learners to dream big about implementation of Learning by Design. Encourage learners to really think outside of the box and not be limited by resources, access, physical structure, policy, etc. Do encourage learners to consider all learners, including those with disabilities, in their work. 

The project should be complete by Sunday night at midnight. Next week learners will be asked to implement their project in their classroom.

7 | Analyzing Functionally

7 | Learner

Analyzing Functionally by thinking about what something does
Examines the function or rationale of knowledge, action, an object or represented meaning. What is it for? What does it do? How does it work? What is its structure, function or connections? What are its causes/effects?

So, how does Learning by Design work? This week you are trying out Learning by Design in your classroom. Consider a few of the following questions:

  • What did Learning by Design look like in action in your classroom?
  • How did it differ from what you normally do?
  • What improvments did you see, or do you imagine you would see long term from implementing LbD? What challenges?
  • Did LbD impact your students? How did they engage with the lesson?
  • What components of LbD did you implement? 
www.l-by-d.com

 

Weekly Tasks:

  • Comment: Use this space to ask your peer's any questions you have, including questions about your project and/or implementation.
  • Share: Write your own post on how implementation went. Focus your work on a functional analysis of implementing your LbD lesson. Include at least 2 of the questions above. 
  • Connect: Engage with at least 3 fellow learners by comments on their posts.
  • Project: This week, put your project in to action in your classroom! We're all learning together, so don't worry about it being perfect. Do your best to implement it as thoroughly as possible.

7 | Admin

This week learners will implement their Learning by Design inspired lesson and reflect on that experience, in order to functionally analyze the theory of Learning by Design

8 | Analyzing Critically

8 | Learner

Analyzing Critically by thinking about who benefits
Interrogates human purposes, intentions and interests of knowledge, an action, an object or represented meaning. What are its individual, social, and environmental consequences? Who gains? Who loses?

Fridley Public Schools

Finally, how do you think Leanring by Design impacted/would impact your students? Consider all student groups including high achievers, average performers, English language learners, students of color, and students with behavioral challenges, ADHD, learning disabilities, autism, cognitive disabilities, etc. Who stands to benefit the most? Are there ways to mitigate the potential losses? 

Weekly Tasks:

  • Comment: What stood out to you in this update? How might that stand out idea impact your teaching practice or classroom?
  • Share: Write your own post on the prompt above.
  • Connect: Engage with at least 3 fellow learners by comments on their posts.
  • Project: Complete this survey with final thoughts on your project.
Course Survey

8 | Admin

Finally, learners will consider who benefits and who loses with this approach to learning. They also need to complete a survey about their implementation experience.