Learning Through Interdependence

Effective feedback received on a learning journey makes the learning more enjoyable and more productive. When feedback is built into every phase of skill acquisition and application, we're better able to get on the track and stay on the track toward proficiency and even mastery.

I've been reviewing the ADDIE Model and Instructional Design and keep seeing how our relationships, collaboration, and feedback are vital to our learning growth. The ADDIE Model I've seen includes:

• Analyze - This is where we determine the scope of the course or learning. This is where we ask the Who, Why, What, When, Where, and How. We analyze the needs of our Learners, the environment, and the expected learning outcomes or standards. As there are often too many standards to include in the time allotted, we often want to identify the crucial or power standards. A vital aspect of the analysis that is often overlooked is understanding who our Learners are and identifying their specific needs, passions, and interests. It was through reading "Make Learning Personal" by Barbara Bray and Kathleen McClaskey, that I realized the importance of placing our Learners at the center of the learning, rather than the center being the content or curriculum. Only after we aim to understand our Learners, can we more ideally design our learning journey. The environment often includes the culture of learning (#COLchat) being fostered, the specific time of day of the learning, whether useful technology is available to reinforce the learning, and whether any distractions exists inside or outside the learning space. Only once the components of the analysis phase have been identified and resolved, does it make sense to transition to the design phase. 

• Design - We start by sequencing the standards (#SBLchat) or learning outcomes based on the time available for the course and the needs of our Learners. After the standards are sequenced, we usually chunk them into themed units. Unit assessments are then designed to meet the known target. This is often referred to as Backward Design, a crucial piece in "Understanding by Design" (UbD). Any needed resources are identified and collected. After we have a solid design of our anticipated learning, should we move on to develop the components in the next phase. 

• Develop - During the development phase, the instructional materials are built. The thresholds for passing and proficiency are solidified. Course-, unit- and standard-level assessments and instruction are developed to support the design. As we develop materials, identify methods and media, we want to be aware of the variability of our Learners. When we design to the edges, we provide access to learning for all Learners. When we develop activities with low floors and high ceilings, we're better able to reach and empower our challenged Learners while offering additional enrichment to those more gifted and talented. Universal Design for Learning (UDL) provides guidelines and principles to reach all Learners. The following image identifies the three (3) UDL networks across the top along with what to focus on to enable Learners to access, process and internalize our learning. Once the methods, materials, and media have been identified, then we're ready for the next phase. 

• Implement - The implementation phase is where the syllabus for the course is created, once we understand our Learners and the learning outcomes.  However the Learners will be graded, the procedures have to be documented and communicated clearly. During this phase, the learning is facilitated, the instruction is delivered, or the Learners are provided access to our learning loop (instruction, practice, feedback, more practice, formative assessments, etc.). We want to regularly refer to the above Univeral Design for Learning (UDL) reference to verify that all Learners are given learning opportunities with variability. 

• Evaluate - Each of the preceding phases maintains its own evaluation so the learning can be clearly defined, acquired, and kept on track. Each phase should function to double check the prior phases. Once the instruction is complete for a Unit or a Course, a summative evaluation is useful to determine any aspects of the instruction that might need improvement (in the current or future year). Learners and educators should be encouraged to self-assess and reflect throughout the learning journey. This evaluation or reflection reinforces the interdependence so vital to a culture of learning. When we reflect, self-assess, and request feedback, we often close gaps and enrich the learning journey from those "aha" moments that so often result. 

As we prepare to start the 16-17 school year, let's be mindful of this iterative and phased approach to learning. The more communication and collaboration we build into our learning journey, the more engaged, meaningful, and relevant it will be for everyone. Join me in building in the Interdependence for Learning!