PLANNING ENGAGING LEARNING EXPERIENCES Amy Lamitie Shauna Harps, PhD PLANNING ENGAGING LEARNING EXPERIENCES Contents Planning Engaging Learning Experiences: At a Glance .....................................................................................................3 Sample Connection, Consolidation, and Transfer Tasks ...................................................................................................5 Sample Connection Tasks ............................................................................................................................................5 Sample Consolidation Tasks .........................................................................................................................................6 Sample Transfer Tasks ..................................................................................................................................................8 https://region5compcenter.org/ 2 PLANNING ENGAGING LEARNING EXPERIENCES: AT A GLANCE PLANNING ENGAGING LEARNING EXPERIENCES: AT A GLANCE This resource provides recommendations for methods, tools, suggested (not endorsed) sample solutions, and tasks trainers can use to increase participant engagement in professional learning experiences. It also outlines connections between adult learning principles and steps in the Adult Learning Framework. AWARENESS S A S Attends to fact-based information and attitudes; goals/tasks align with Bloom’s Taxonomy levels 1 and 2, On-demand podcasts, shared reading M E P S remembering and understanding, or Webb’s Depth of Knowledge level 1, recall. L A E H T P CAPACITY BUILDING R CY Attends to knowledge, skill, and attitude application; goals/tasks align with Bloom’s levels 3 and 4, applying Facilitated lesson planning sessions, AIN TEN and analyzing, or Webb’s levels 2 and 3, skills/concepts and strategic thinking. observe expert-student interactions ING PE M M IMPLEMENTATION ET O H C Supports plan implementation and monitoring. Goals/tasks align with Bloom’s levels 4, 5, and 6, analyzing, Monthly community of practice, O D evaluating, and creating or Webb’s levels 3 and 4, strategic thinking and extended thinking. observation by instructional specialist S NEEDS ASSESSMENT Determines types of and audiences for professional learning experiences; used to improve current Focus groups, interviews, performance or correct an individual or group deficiency. questionnaires and surveys, scans S PE PREASSESSMENT Y S T Determines prior knowledge, skills, and attitudes; focuses on learning targets; identifies gaps in prerequisite Connection tasks, multiple-choice A T M N knowledge and skill; provides a baseline for monitoring progress; and checks for misconceptions. items P E L M E RE FORMATIVE ASSESSMENT TO U O AS Allows trainers to offer regular feedback to learners about their learning progress; helps identify corrective Consolidation tasks, observation, LS E actions to take. quizzes and polls M SUMMATIVE ASSESSMENT Used to determine the value and efficacy of a professional learning event; helps with future decisions about Case study analysis, group work, planning and implementation of learning events. observation, portfolio COLLABORATIVE DESIGN Learners generate ideas; collect information (written, visual, etc.); and brainstorm using structured methods. Jamboard, Miro, Padlet, shared slides PROJECT-BASED LEARNING Learners contribute to and co-author tasks, written work, multimedia presentations, etc. Shared document and slides MIND AND CONCEPT MAPPING S N O Learners consolidate information visually, create visual frames of knowledge, and represent simple and Jamboard, Miro, Padlet, Popplet I T complex processes. U L S SO LISTING, RESPONDING, AND DISCUSSING AM T P N Trainers capture participants’ responses to prompts and to other learners’ ideas in writing or orally. Chat box, Mentimeter, Nearpod, L E E M Padlet, shared document, Slack S E O G L GA POLLING, VOTING, AND SURVEYS UT N IO E Learners participate in whole-group responses, indicate their levels of understanding to trainer prompts, Mentimeter, Nearpod, polls, survey N AL rank ideas, etc., in efficient ways. apps/forms S U T R SOCIAL NETWORKING I V Learners connect with one another directly to process ideas together verbally. Breakout rooms, Kumospace SHARED READING Learners actively read, annotate, comment, and highlight texts. NowComment, shared documents ASSESSMENT Trainers check for understanding throughout learning experiences. Google forms, Nearpod, Quizziz https://region5compcenter.org/ 3 PLANNING ENGAGING LEARNING EXPERIENCES: AT A GLANCE 1. ADULTS ARE SELF-DIRECTED AND PREFER AGENCY IN THEIR LEARNING STEP 1: Identify the rationale for professional learning Relevant 1a 1b 2a 2b 2c 3a 3b 1a: Indicate how the learning need was identified. Step(s) 3c 3d 3e 3f 3g 4a 1b: Define the desired outcomes of Strategy or Connection tasks professional learning. Resource Consolidation tasks Transfer tasks STEP 2: Identify knowledge and skills that drive the outcome 2. ADULTS COME TO LEARNING SITUATIONS WITH SUBSTANTIAL EXPERIENCE 2a: Identify the knowledge and skills that have a high Relevant 1a 1b 2a 2b 2c 3a 3b likelihood of driving the desired outcome. Step(s) 3c 3d 3e 3f 3g 4a 2b: To achieve the desired outcome, match knowledge Strategy or Connection tasks and skills with the individuals who need them. S Resource Active Learning tasks E 2c: Situate skills and knowledge within a progression PL Consolidation tasks NCI Transfer tasks of learning experiences. FR I A R M P 3. ADULTS ARE MORE OPEN TO LEARNING WHEN THEY FEEL RESPECTED AND SAFE E NING RSteelepv(sa)nt 1a 1b 2a 2b 2c 3a 3b StoT EdePv e3l:o Dpe sskigilnls aanndd ikmnpolwemleedngte learning experiences WORK R 3c 3d 3e 3f 3g 4a S A T LE Strategy or Connection tasks 3a: D etermine audience size and learner EP T Resource characteristics. S L U D 3b: Identify the learning goals and measurements A 4. ADULT LEARNERS SEEK RELEVANCE AND USEFULNESS of learning. Relevant 1a 1b 2a 2b 2c 3a 3b 3c: Establish relevance and benefit. Step(s) 3c 3d 3e 3f 3g 4a 3d: Determine a training method. Strategy or Connection tasks 3e: Identify an appropriate delivery model. Resource Consolidation tasks 3f: Structure the learning process. Transfer tasks 3g: Design high-quality learning materials. 5. ADULT LEARNERS NEED TO PRACTICE Relevant 1a 1b 2a 2b 2c 3a 3b Step(s) STEP 4: Assess the effectiveness of learning experiences 3c 3d 3e 3f 3g 4a Strategy or Active Learning tasks 4a: Select the appropriate survey. Resource CONNECTION TASKS immerse learners in meaningful, topic-related activities that establish important connections between the learner and topic. » Connecting Learners to the Learning Outcomes » Connections to Prior Knowledge » Connecting Learners to One Another and to the Topic » Personal Goal Setting » Connecting Learners to the Trainer ACTIVE LEARNING TASKS engage learners with content in active ways that facilitate the internalization of knowledge, skills, and attitudes. » Explicit learning: Includes modeling, demonstration, visual and process models, and think alouds » Engagement and sensemaking: Includes Kagan learning structures, School Reform Initiative protocols, and Harvard Thinking Routines; case studies, role plays, simulations, and debates; direct practice with content, materials, techniques, and technologies; and design work » Feedback CONSOLIDATION TASKS promote self-direction and agency in learners; clarify the relevance and usefulness of new knowledge, skills, and beliefs; and prompt learners to engage in sensemaking in focused ways that take into account personal and professional experience. » Debrief Protocols » Mnemonics, Analogies, and Synectics » Graphic Organizers and Concept Maps » Restatement Tasks » Illustration Tasks » Summarizing Tasks TRANSFER TASKS are designed to enhance the likelihood that learners will bring new knowledge, skills, and beliefs into their daily contexts. » Action Planning Tasks » Assets and Barriers Tasks » Anticipation Tasks » Value Statement Tasks https://region5compcenter.org/ 4 SAMPLE CONNECTION, CONSOLIDATION, AND TRANSFER TASKS SAMPLE CONNECTION, CONSOLIDATION, AND TRANSFER TASKS Sample Connection Tasks CONNECTION TASKS immerse learners in meaningful, topic-related activities that establish important connections between the learner and the topic. Such tasks increase self-direction and agency and prompts the learner to consider the relevance and usefulness of new learning in advance. CONNECTING LEARNERS TO THE LEARNING OUTCOMES – 4. Instruct participants to choose a response, move to that Give learners the opportunity to talk about and connect their designated “corner” of the room, find a partner or trio within personal goals with the learning outcomes. the group that forms in that area, and share what drew them to that choice. Monitor to ensure each participant has Sample Task: Sentence Stems someone to share their response with. 1. Preview the learning outcomes, then present participants with 5. Invite participants to share their choice and rationale with the this stem: “I want to (-) so I can (-).” whole group. 2. Ask them to focus in on something specific they want to learn (based on the learning outcomes) and for what purpose. VARIATION: This task can be used to consolidate learning at the 3. Prompt them to generate a written statement. end of an event. 4. Explain to them that setting an intention can be a powerful motivator for learning and can help them focus in on what is CONNECTING LEARNERS TO THE TRAINER – Can help to particularly relevant to them. strengthen the trainer’s relevance and usefulness as a learning 5. Prompt participants to share their statement to the whole facilitator and presents an opportunity to further create a group or an individual. respectful and safe learning space. Sample Task: Would You Rather? VARIATION: Situate participants’ statements in a Know-Want to Know-Learned (K-W-L) chart and revisit the chart at the end of the 1. Prepare several “Would you rather?” questions for the event. event to monitor learning. These choice-based questions can be humorous and personal, or they can reflect preferences related to the content you will explore together. CONNECTING LEARNERS TO ONE ANOTHER AND TO THE TOPIC – 2. “Draw” or delineate a line in the training space and invite Builds a sense of community, enhances personal feelings of participants to stand for this activity. belonging and safety, and clarifies why the learning is relevant 3. Pose several “Would you rather?” questions and ask and useful to the participants. participants to “vote with their feet” by standing on one side Sample Task: Four Corners1 of the line or the other (orient them to where they should stand based on their preference). 1. Before the activity, mark four to five areas in the learning 4. Participate along with the group so they can see what your space with a large image, number, or word that corresponds preferences are. to the choices you will be giving. 5. Read the dynamics of the groups to see if participants 2. Ask participants to silently reflect on a statement or question need time to process their choices before you read out prompt that is aligned to the content of the learning event. another choice. 3. Share response choices with the group on a poster/slide. 1 Adapted from SEL 3 Signature Practices Playbook. (2019). CASEL. Retrieved July 13, 2021 from https://schoolguide.casel.org/uploads/2018/12/CASEL_SEL-3-Signature-Practices-Playbook-V3.pdf https://region5compcenter.org/ 5 SAMPLE CONNECTION, CONSOLIDATION, AND TRANSFER TASKS CONNECTIONS TO PRIOR KNOWLEDGE – Give learners the Sample Consolidation Tasks opportunity to review, discuss, or write about what they already know or think they know about the topic. CONSOLIDATION TASKS promote self-direction and agency Sample Task: Hot Potato in learners; clarify the relevance and usefulness of new knowledge, skills, and beliefs; and prompt learners to engage in 1. Assemble groups of three or four learners. sense-making in focused ways that take into account personal and 2. Give each learner a sheet of paper with a different topic or professional experience. question written at the top of the page. 3. Give groups a short length of time to brainstorm and write down all the key points they can think of that are related to DEBRIEF PROTOCOLS – Assist participants to collectively the topic/question before passing their paper on to the next consolidate focused aspects of what they learned. person in their group. Sample Task: 3-2-1 Plus 12 4. Each time they receive a paper, learners read what is already written and add their statements. Specify that key points 1. Assemble groups of three or four learners. should not be repeated, although clarifying words can be 2. Participants draw a right-hand margin on a piece of paper and added. label the margin “Plus 1.” 5. Each learner’s paper should be passed along until it arrives 3. Individuals write three key ideas they remember from the back at its original owner. learning event, two things they want to explore, and one point to ponder. PERSONAL GOAL SETTING – Bring to a conscious level 4. Round-robin share one idea each. As members share, listeners participants’ personal reasons for being in attendance, in turn may record personal notes in the right-hand margin. enhancing their sense of self-direction and agency. 5. Continue the pattern through the next two categories. Sample Task: 3 And 5 List 1. Prompt participants to list three things they already do well or GRAPHIC ORGANIZERS AND CONCEPT MAPS – Prompt know about the topic/skill they are learning about. participants to generate connections between new information presented in a learning event, to better understand and visualize 2. Ask them to then list five things they want to learn about the how various ideas work together, to establish consistent topic or need to learn to be able to do. language across an initiative, or to demonstrate a decisionmaking or planning process. VARIATION: Pair with a needs assessment to preview content and Sample Task: Process Map3 skills to be learned, and to inform the 3 and 5 list. For any given concept, ask participants to chart features (write inside of a square or circle shape) and the relationships between the features (use labeled lines and/or directional arrows). Primary Secondary Tertiary Producer Consumer Consumer Consumer (corn) (steer) (human) (parasite) 2 Adapted from Adaptive Schools. (No date). Retrieved July 2, 2021 from https://www.livebinders.com/play/play?id=1626114 3 Adapted from What Is a Concept Map. (No date). Retrieved July 13, 2021 from https://www.lucidchart.com/pages/concept-map https://region5compcenter.org/ 6 SAMPLE CONNECTION, CONSOLIDATION, AND TRANSFER TASKS ILLUSTRATION TASKS – Use to consolidate relationships between Sample Task: Matchbook Definitions4 complex ideas. 1. Prompt groups to craft a “matchbook” definition of an Sample Task: Sketch Notes important idea or disposition addressed in a learning event. 2. Explain that like a matchbook, very few words can be used 1. In groups of two to three, prompt participants to summarize a (8–12) because there isn’t enough space. big idea using illustrations. Provide them with paper/flipchart page and markers. 3. Give groups (of 2 to 4) 5 minutes to craft and post the definition. 2. Provide participants with a “bank” of illustrated bullets, frames, figures, and connector shapes, as well as a model of a different big idea. VARIATION: Use this strategy to check understanding by 3. Post pictures around the training space and invite participants summarizing conclusions from a discussion or dialogue. to conduct a gallery walk. Prompt them to affix notes to each illustration to extend on the idea, add a question, or offer praise. TIPS » Keep definitions posted for reference. » Use half sheets of chart paper or small digital spaces to Key 1 IDEA # encourage short definitions. Content Concept IDEA #2 SUMMARIZING TASKS – Prompt participants to generate oral and written accounts of new skills and/or the relationship between new knowledge and ideas. Sample Task: Content Check Information5 MNEMONICS, ANALOGIES, AND SYNECTICS – Use these memory 1. Randomly distribute cards numbered 1 through 4. techniques to allow participants to link new information and ideas to familiar understandings in unique linguistic ways that 2. Display a chart with the following ideas: help to encode important information. » What are we supposed to do? Sample Task: Mnemonic » Why are we doing it? » What are we expecting to see? Invite participants to use a letter strategy to generate important » What are our next steps? aspects of a concept. They may choose to use an acronym (such as ROYGBIV to recall the colors of the rainbow) or an acrostic 3. The numbers that members receive determine which learning (such as HOMES to remember the names of the Great Lakes). event summary statement they make. VARIATION: Provide participants with an acrostic and prompt VARIATIONS them to write full sentences that include the vertically » Throw numbered cards on a table, and participants stacked word. identify questions. » Add summary checks for groups with 4+ people (e.g., Who RESTATEMENT TASKS – Taps into participants’ active-listening needs to know what happened? By when are next steps due?). skills and allows them to pause, recall, and clarify the essence of something before moving ahead. 4 Adapted from Adaptive Schools. (No date). Retrieved July 2, 2021 from https://www.livebinders.com/play/play?id=1626114 5 Ibid. https://region5compcenter.org/ 7 SAMPLE CONNECTION, CONSOLIDATION, AND TRANSFER TASKS Sample Transfer Tasks TRANSFER TASKS are designed to enhance the likelihood that learners will bring new knowledge, skills, and beliefs into their daily contexts. These tasks harness learners’ sense of self-direction and agency, consider learners’ contextual experiences, and clarify the relevance and usefulness of what has just been learned. ACTION PLANNING TASKS – Clarify needed action(s) after a 3. After participants brainstormed, prompt them to consider learning event and can increase the likelihood of follow-up which barriers they have some level of control over and to and accountability. cross out factors they have no control over. 4. Ask participants to identify factors that could facilitate Sample Task: Traffic Light6 adherence to newly learned skills, knowledge, and/or After learning something new, participants reflect on what they attitudes. Again, they may wish to consider helping factors in are going to stop doing (red), continue doing (yellow), and start terms of who, what, where, when, and how. doing (green). 5. Finally, prompt participants to match one barrier with a strategy they can use when they bump up against that barrier. ANTICIPATION TASKS – Tap into self-efficacy and optimistic thinking by focusing on possibility and emphasizing VALUE STATEMENT TASKS – Prompt learners to actively consider personalization of new learning. and sometimes prioritize relevant material they will take away from the learning event. Sample Task: Adaptations and Possibilities Sample Task: Urgent/Important Grid8 1. Ask learners to consider the following questions: » If this information is or these skills are to be applied, what 1. Hand out a copy of the grid below to individuals or teams, adaptations will I have to make? along with small cards that articulate key aspects of the » If I were to combine this with existing knowledge or systems new learning. in my world, what might this create? 2. Invite participants to sort through what new information, skills, 2. Learners may verbally process their thinking with a partner, or or dispositions are most important for them to attend to right the task can be adapted so that learners place a sticky note on away. Where they place cards on the grid will indicate where an “adaptation” poster and another on a “possibilities” poster. they need to put the most effort moving forward with the Depending on the number in the learning event, several such new learning. posters can be placed around the room and learners can read 3. Ask participants to rank ideas on the cards in terms of what is through sticky notes for greater insights and inspiration. most urgent and important to attend to, what is least urgent and important, etc., by placing cards on the grid to represent ASSETS AND BARRIERS TASKS – Prompt learners to proactively where they fall. Cards that are least urgent/important may consider factors that will help or hinder their ability to enact new represent knowledge and skills they already have, for example, skills, understandings, and attitudes. or skills they need to apply further down the road. 4. Debrief by pairing participants and setting a timer for 1 or 2 Sample Task: Contingency Planning7 minutes for each person to share their thinking with a partner. 1. Ask participants to identify one new skill or attitude or new Urgent knowledge they would like to apply right away. Priority Area 2. Ask participants to brainstorm possible resistance or barriers Not Important Important to integrating that new skill; knowledge; or attitude into their workplace (e.g., who, what, where, when, how). Not Urgent 6 From Lipton, L., and Wellman, B.M. (2011). Groups at Work: Strategies and Structures for Professional Learning. Charlotte, VT: Miravia. 7 Adapted from Will Thalheimer. (No date). Triggered Action Planning—Job Aid. Retrieved July 2, 2021 from https://www.worklearning.com/wp-content/uploads/2014/09/Triggered-Action-Planning-Job-Aid-v1.2.pdf 8 Adapted from Facilitation Tools for Meetings and Workshops. (No date). Retrieved July 2, 2021 from https://www.livebinders.com/play/play?id=1626114 https://region5compcenter.org/ 8