IMPLEMENTING BLENDED LEARNING WITH LEARNING A SECOND LANGUAGE
I am so excited to start designing my innovation plan, a blended learning with a second language teaching course that will be online web resources using the backward design model. The backward design considers what students will take away from the course and walks backward by thinking about outcomes, activities, and goals to structure the course.
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Implementing Blended learning in the second language is a professional learning course for a beginner's level! I believe that teachers are mentoring, facilitating, or coaching and directing the class. Teachers should focus on continually asking better questions, rely on the tacit and using the imagination.
Instructional Design
My innovation Plan is implementing blended learning in the second language, but still Learning starts from the learner as I mentioned in my learning philosophy.
Learners are autodidact with having a COVA! Choice, ownership, voice through authentic learning environment. This kind of learning is going to prepare learners for life. Learner has the choice of choosing the language and also the second choice of learning this style at any time or place they want related to LSA (Linguistic Society of America)
Learners should analyze, evaluate, absorb, feel and recognize a different culture, language, atmosphere. In addition to that, learners prefer to use technology and record their voices, and play games with the vocabulary. This learning is illuminating which makes a connection with the target culture they are interested in. Also, interacting with a group to speak and explore without stress or pressure to learn and learning as inquiry is a way to regret thinking and explore learning which is a great way that keeps the learner busy and not getting bored.
The Ubd by Wiggins and Mctighe and the Fink’s three column table, I found them very useful in creating a significant learning and leading environment for the students.
BHAG, asks you to start with a backward design model within an outcome-based education (OBE)Framework that will help you clearly articulate the course outcomes.
I followed L Dee's Fink's model of designing a significant learning environment by giving a choice. ownership and voice through authentic learning opportunities to the learner, and if I want to follow this learning style I have to build courses or program differently. I should start with backward design mythology. I should use the focus of the BHAG in my design and development to ensure that my goal is strategic and emotionally compelling enough to speak to where my students will be after the course. The goal should focus more on who the students will be or become as a result of the course and not just focus on what they will be able to do. that requires me to start with it which I construct by imagining what learning looks like or can accomplish by the end of the course. I have followed the Fink taxonomy that has outlined the process in greater detail in the post It's About Learning | Tag Archive | Fink’s taxonomy (harapnuik.org)
I should always get motivated when I design a course and remember what Simon Sinek argues, people aren't interested in what they need to do as much as they are interested in why they need to do. That addresses the learner emotionally rather than rationally and that the heads won't go where the heart won't be.
It is an entirely student-centered environment. BHAG is the goal that I added for them. It is like the road for a driver that takes them to the end with purpose! The adventure starts on the way; Learner will explore the map first, then through
This way they will listen, read the signs, pay attention to the route, ask if there is any question and curiosity will lead their learning.
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Aligning learning outcomes/goals with learning activities and outcomes
Throughout this plan, I’ve worked to incorporate many different types of thinking and learning. Learners will be immersed in practical, creative, and critical thinking. They will be using ideas that are familiar to them (Situation levels and conversation) to influence their planned designs and the direction of their projects. I’m most looking forward to seeing how the students personally connect to the course material and how their experiences in making a conversation with no fear with their choice, ownership, voice through authentic learning process. and shows that technology is a tool that can help bring your big ideas to life in ways that you may not have imagined.
Students should walk away with analyzing and evaluative skills, which they will carry on throughout their following years in linguistics. Students will definitely be learning how to manage their complex situation, and I will provide guidance in doing so through( LSA) goals.
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Critical thinking, in which students analyze and evaluate.
Students will be required to recognize and analyze new words, evaluate conversation modules, identify meaning and pronunciation.
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Creative thinking, in which students imagine and create.
Students will need to create conversation modules to authentic problems, apply existing knowledge to generate new ideas and new sentences to generate new conversation .
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Practical thinking, in which students solve problems and make decisions.
Students will need to apply knowledge to familiar and unfamiliar situations and transfer knowledge and experiences to create a different conversation.
Learning a second Language with constructivist, script theory and applying the digital 21 century innovation will expand the learning and build a significant learning environment.
Related to the target language that you want to learn, the number of students in every level should be 10! The Course divided into three levels: Beginners, Intermediate, Advanced! The course will be a blended learning course! The class needs internet, chrome book or iPad and headset. Every class needs 20 minutes Reading, 20 minutes listening, 20 minutes writing and practicing. So it is one hour a day, four days a week. The learner should complete 144 hours to get to the advanced level. Every learner should have an account with a course number. Additional programs will be used including, YouTube, Quizlet, Mondly, Duolingo and several websites to enhance learning such as The Yojik Website. Second language learners should make a conversation with a native speaker and they should record their voice.
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Implementing Blended Learning to an English as a second language
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This Course design was built To meet the needs of every individual who lives abroad, and didn’t get the chance to speak his language. Not only this, learners who tried to learn but they didn’t find their way of learning, the only method they can get is the traditional way! This Course will find the way to learn in a digital online blended learning method with two languages Arabic, English as a second language . This Course was built with a lot of research and theory to help the learner get engaged with learning a second language. This course was built with full flexibility to learn any time anywhere with a variety of resources to build critical, divergent thinking and exploring inside the learner. Second Language start with Listening, Reading and then speaking so that's why the course resources starts at Monday-listening and watching, Tuesday- reading, Wednesday- practicing / writing, Thursday- pronunciation and Friday- playing related to the subject. Saturday- it will be the only day that we meet and do project as a peer work. So as a grade I divided the grades to their effort of completing all the resources and submitting the assignment.
Online Blended Learning as a English as a Second Language
Designing and planning
The Google Classroom course designed for beginner level, who they can read and write the alphabet but still need to learn more words and phrases! This Course design related to the second language learning strategy that it should starts first from using the power of listening(auditory). and then the power of visual learning and reading with spaced repetition method.
Teacher in this course should be a mentor, instructor, coach of the classroom not a lecturer. This also a fully online course but some time we have a collaboration work and Zoom meeting so that way it came out to be a Blended Learning with a Second Language English and Arabic. I presented here the assessment as learning, so the students work together which make the instructor focus on the evaluation, analysis, and creation.
There are Zoom meeting and collaboration with the peers but most of the work should be done in an asynchronous fashion through the course website, but also still there is synchronous happen with the student as well. In terms of ratio, it should be 70% asynchronous with 30% synchronous as well.
One of the key that I used through my course is encouraging my student to collaborate, attend the Zoom meeting on time, prepare for the project and share it with friends. I tried to build a very informative start here page that has all the information about me, with Introduction video, picture for me, overview, syllabus, content slide, announcement, course calendar, course guideline, course syllabus). I also built a Rubric attached to each assignment for two modules, each module for one week. I used the backward design model within an outcome-based education(OBE)Framework, the three column table with the ADDIE method so that will help me clearly articulate the course outcomes, with focusing on the (BHAG) Big hairy audacious goal and the Taxonomy theory that will align the learning goal, outcome and assessment to make it clear related to my innovation plan, learning philosophy
Referrals
Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching
and learning. https://opentextbc.ca/teachinginadigitalage
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Backward course design (n.d.) https://teaching.uwo.ca/curriculum/coursedesign/backward-design.html
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Design quality online course. (2019). UBC Wiki. https://wiki.ubc.ca/Design_Quality_OnlineCourse
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eLearning Toolkit. (2020). https://elearningtoolkit.uwo.ca/
Harapnuik. D. (2021). Assessment Of/For/As learning. https://www.harapnuik.org/?page_id=8900
Fink, L. D. (2003) A Self Directed Guide to Designing Courses for Significant Learning. Retrieved from https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf.
L.Dee Fink
A Working, Self-Study Guide on (deefinkandassociates.com)
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McTighe, J. & Seif, E. Teaching for Meaning and Understanding – A Summary of Underlying Research. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.554.5606&rep=rep1&type=pdf
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Morrison, D. (2013, May 7). Why Online Courses [Really] Need an Instructional Design Strategy. https://onlinelearninginsights.wordpress.com/2013/05/07/why-online-courses-really-need-an-instructional-design-strategy/
Finks Taxonomy & 3 Column Table Resources - https://drive.google.com/drive/folders/1gMqxX2SEtWmnQ37m4UxWUcWxy0w87rWj?usp=sharing
Frameworks & Taxonomies of Learning (n.d.) https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/teaching-learning-frameworks.aspx
Quality Assurance Begins with a Set of Standards. (n.d.) https://www.qualitymatters.org/qa-resources/rubric-standards Select a QM Rubric that matches your learning context.
Start with Why by Simon Sinek
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Tucker. R .Cutlin (2016). Blended Learning in Action
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OSCQR Course Design Review scorecard from SUNY Online (2021) - https://onlinelearningconsortium.org/consult/oscqr-course-design-review/
Iterative Design Models: ADDIE vs SAM. (2020) https://elmlearning.com/iterative-design-models-addie-vs-sam/
Standards for Professional Learning. (2015) Retrieved from https://learningforward.org/standards/learning-designs#.VzHxq2MWVlI
Why you need a BHAG to design learning environments | It's About Learning (harapnuik.org)
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Usability Testing and Reflection
This time is a highly collaborative professional time with my Peers; to have feedback and a stake holder participant in my online Google classroom course! I was able to have My colleagues Nadine Noman, who interested in teaching an Arabic language with implementing blended learning and Margie, she is one of my peer groups.
Margie feedback was helpful in realizing some staff I hadn't noticed whenever I created the course. I created a Usability Test using a google doc. which I give her questions to answer? I was able to look again into the course and make some changes to make it more clear for the student to navigate. Another feedback that I got from Margie, she said it is very easy to flow and very clear but "if you move the content and resources from stream to classwork it will be more organized.
Nadine she like my start page and she said it is easy and very informative, but I need to put more modules and it will be easier if I contain a voice over some of the assignment for clarification!
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This Usability test it will be the Practice that I will always want to use for moving forward when I want to organize and add content with resources related to each other.
In 5318 Designing and Creating a Course; I was able to build an online course which include what I have been learning over a year in ADL program at Lamar University. I was able to implement COVA and CSLE with blended learning. I used three column table as a backward design. I used all the component of learning philosophy and creating a new culture of learning with highly effective collaboration and interaction. I was able to build an online program that can used for learner who interested to learn a second language according to my innovation plan.
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