

"The most important thing that schools can do is not to use technology in the curriculum more, but to use it more effectively."
John G. Palfrey and Urs Gasser
www.geckoandfly.com

Instructional Design Video Walkthrough
Exploring Plot Elements Through Blended Learning
I currently teach all subjects in a second-grade classroom at a high-performing campus. I have a heterogenous group of students, like most of us do, where students have a variety of needs from reteaching foundational skills to extensions of mastered content. The course I plan to build for this assignment is a blended learning environment that engages learners in being able to describe plot elements and key details using traditional literature. I plan to create experiences that allow students choice, use of technology, critical thinking, and self-reflection to help them grow as self-directed learners. Learners will be able to collaborate face-to-face in book clubs and other activities, while also participating in digital learning modules. Currently, I have implemented a blended learning model, but it follows more of a competency-based model where students have various methods of receiving content and practicing the skills. My goal is to elevate their learning experiences and allow for a shift to an outcome-based education so students can access deeper and more meaningful learning (Harapnuik, 2020). Since students will have the choice in how they demonstrate their learning and what sources they will use, they will begin to take more control of their learning.
Course Syllabus
Course Schedule
State Standards
In my state, Texas, we are responsible for ensuring mastery of certain TEKS. This unit will cover the following state standards:
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2.8A The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
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2.8B The student is expected to describe the main character's (characters') internal and external traits
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2.8C The student is expected to describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently
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2.8D The student is expected to describe the importance of the setting.
Fink's 3-Column Table
To guide my thinking in designing this course, I have gone with Fink's 3 Column Table. This planning tool is essential in helping me to think about who the learner will be or where I hope they will be by the end of the course. After planning for the end results, I was able to focus more on the details, the learning activities (Harapnuik, 2016).
References
Bates, A.W. (2022). Teaching in a Digital Age: Guidelines for designing teaching and Learning. https://pressbooks.pub/teachinginadigitalagev3m/chapter/section-2-4-does-technology-change-the-nature-of-knowledge/
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Harapnuik, D. (2021). Assessment of/for/as learning. https://www.harapnuik.org/?page_id=8900
Harapnuik, D. (2020). Why I don’t use checklists, progress bars & other activity monitors. https://www.harapnuik.org/?p=8314
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Horn, M. & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.
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Liljedahl, P. (2021). Building thinking classrooms in mathematics. 14 teaching practices for enhancing learning. Corwin Press.
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Thomas D., & Brown, J. (2011). A new culture of learning: cultivating the imagination for a world of constant change.