LearningFront™ Program

Program Vision. Dynamic Teaching and Learning envisions you engaging in strategies that improve student learning. By using Dynamic Teaching and Learning regularly, you will develop a vision, a habit of mind, and best practices for creating new and better ways of teaching and learning in physical, virtual, and blended learning classrooms.

Challenge. Today there is a burning issue facing teachers and other leaders of learning. It goes like this: How do I design rigorous and equitable lessons for my students to reverse the COVID-19 learning slide and contribute to a new paradigm of schooling?

Solution. Dynamic Teaching and Learning will help you to create, practice, and share dynamic lesson plans and results. This process includes your support of students and colleagues using synchronous, asynchronous, and F2F strategies. Moreover, Dynamic Teaching and Learning will help you become an instructional designer of dynamic lesson plans to post in learning management systems, digital learning apps, and remote learning communities. The Program offers you the choice of what you want to improve, engages you in a solution process, helps you to collaborate with peers as you learn, and applies directly to your role and student needs.

Program Learning Layouts. Dynamic Teaching and Learning plays out in Learning Layouts -- our way of blending people, learning, and technology. For each Learning Layout, our approach supports you to: a) identify a measurable learning goal, b) engage in real world actions to reach your goal, c) complete practice activities that help you learn the actions, and d) adapt what you really need to know to complete practice activities and develop products.

The following seven Learning Layouts are designed to help you to apply Dynamic Teaching and Learning in your physical, virtual, and blended learning classrooms.

Learning Layout 1: My Home Base and Self-Assessment

Getting Started: This component contains a welcome to the program by your Coach and an overview of how Dynamic Teaching and Learning works.
My Program Support: This component contains the program description, projected schedule, product specifications, and resources such as references, video tutorials, program badges and certificate, and an interactive glossary. We strongly suggest that you bookmark and visit "My Program Support" often throughout the program.
Self-Assessment of Dynamic Teaching and Learning: This component contains two activities for self-assessing your proficiency for Dynamic Teaching and Learning and for applying the self-assessment results. The results of the self-assessment appear as red, yellow, or green indicators in front of Learning Layouts 1-7. You will return after completing each Learning Layout to update your self-assessment of progress in the program.

Learning Layout 2: Plan for Learning

Measurable Student Learning Goal:
[You'll select a content standard to increase student learning on your student assessments and high-stakes standardized tests]

Student assessment example: By June 2024, 90% of my grade 4 students will meet or exceed the proficient level on our school’s Writing to Inform Rubric.

High stakes test example: By June 2024, 80% of my students will perform at or beyond the "Performance Level 4" expectations as measured by the Grade 5 PARCC English/Language Arts Assessment.

Real world action you must take to reach the student learning goal:
Plan a blended learning Dynamic Lesson Plan (DLP) that is standards-based, data-driven, evidenced-based, and technology-advanced
Realistic activities to practice the action:
- Practice 1: Selecting standards for each student to learn
- Practice 2: Developing activities for each student to learn the standards
- Practice 3: Determining how well each student achieved the standards
Essential resources offered to complete the practice activities and product:
Videos: TaskBuilder interface and navigation
Videos: TaskBuilder "Select Content" menu and editing tools
InfoFeeds: Instructional design for digital learning systems
Benchmarking: Blended learning dynamic lesson plans
Data: Moving beyond the COVID-19 learning slide
Coaching Tip: Your Coach shares insights and provides feedback
Product: Completed Dynamic Lesson Plan (DLP)
Collaboration: Peer and coach feedback and sharing DLPs

Learning Layout 3: Teach for Learning

Measurable Student Learning Goal:
["Continue your goal from Plan for Learning"]
Real world action you must take to reach the student learning goal:
Teach the F2F and Virtual Activities of your Dynamic Lesson Plan (DLP), including formative assessment
Realistic activities to practice the action:
- Practice 1: Converting your DLP to a digital learning platform
- Practice 2: Scheduling your F2F and virtual learning activities
- Practice 3: Conducting a dry run for your blended learning DLP
Essential resources offered to complete the practice activities and product:
Video: How to convert DLPs to a digital learning platform
Video: How to develop DLP schedules
InfoFeeds: Supporting blended learning and coaching activities
Benchmarking: Blended learning lessons in action
Data: Results of research on teaching for blended learning
Coaching Tip: Your Coach shares insights and provides feedback
Product:: Video samples of F2F and virtual activities
Collaboration: Peer and coach feedback and sharing benchmarks

Learning Layout 4: Check for Learning

Measurable Student Learning Goal:
["Continue your goal from Plan for Learning"]
Real world action you must take to reach the learning goal:
Check for learning by administering a Summative Assessment to verify how well each student learned your content standard
Realistic activities to practice the action:
- Practice 1: Developing an aligned summative assessment
- Practice 2: Administering an aligned summative assessment
- Practice 3: Scoring student performances on an aligned summative assessment
Essential resources offered to complete the practice activities and product:
Video: How to Check for Learning
InfoFeed: Standards-based summative assessment
Benchmarking: Example aligned summative assessments
Data: Correlation of student assessments and high stakes tests
Coaching Tip: Your Coach shares insights and provides feedback
Product: Completed summative assessment
Collaboration: Peer and coach feedback and sharing final summative assessment

Learning Layout 5: Act for Learning

Measurable Student Learning Goal:
["Continue your goal from Plan for Learning"]
Real world action you must take to reach the learning goal:
Act on your DLP Results by relating student learning with the teaching strategies that had the most and least influence
Realistic activities to practice the action:
- Practice 1: Analyzing your results to look for trends, contributing factors, and implications
- Practice 2: Reflecting on your results and teaching practices
- Practice 3: Building a TaskBuilder Figure 8 Strategy Action Plan
Essential resources offered to complete the practice activities and product:
Video: How to Act for Learning
InfoFeed: The TaskBuilder Figure 8 Strategy
Benchmarking: Example TaskBuilder Figure 8 action plans
Data: Results of your DLP summative assessment
Coaching Tip: Your Coach shares insights and provides feedback
Product: Completed TaskBuilder Figure 8 Strategy Action Plan
Collaboration: Peer and coach feedback and sharing TaskBuilder Figure 8 Strategies

Learning Layout 6: Collaborate for Learning

Measurable Student Learning Goal:
["Continue your goal from Plan for Learning"]
Real world action you must take to reach the learning goal:
Collaborate with peers in a Professional Learning Community to share lessons, videos, results, and strategies for improvement
Realistic activities to practice the action:
- Practice 1: Posting your blended learning DLP as a WikiTask
- Practice 2: Sharing Open and Moderated WikiTasks for feedback
- Practice 3: Offering feedback to colleagues to improve their DLPs
Essential resources offered to complete the practice activities and product:
Video: How to Collaborate for Learning
InfoFeed: Constructive feedback for collaboration
Benchmarking Example DLP WikiTasks
Data: DLP results from a professional learning community
Coaching Tip: Your Coach shares insights and provides feedback
Product: Your professional learning community
Collaboration: Peer and coach feedback and sharing DLP products

Learning Layout 7: Dynamic Learning Lab, Reflection, and Kaizen

Overview: This component contains a review of the Learning Layouts and their connections to real world actions by teachers and other leaders of learning.
Dynamic Learning Lab: This component contains the guidelines for demoing blended learning DLPs and sharing best works.
Portfolio Reflection and Program Feedback: This component contains the activities for completing your Portfolio Reflection and the Program Feedback Survey.
Kaizen: This component promotes connecting your accomplishments to continued professional learning after the program.

Sources: The Program Measurable Student Learning Goals, Real World Actions, Practice Activities, and Essential Information were adapted from LearningFRONT Professional Learning Standards and projects developed and delivered collaboratively with local school systems, teacher education institutions, and national organizations.

The LearningFRONT Dynamic Learning Community

The LearningFront Dynamic Learning Community (LDLC) supports professional learning entirely over the Internet. It blends what people do best -- nurture, facilitate, and support -- with what technology does best -- process information at the speed of light. LDLC members become colleagues, join teams, learn, collaborate in cohorts, and share products and performances.

Dynamic Teaching and Learning is offered through the LDLC Program Coach, Team, and Self-Paced Strategies. These strategies help you to complete practice, development, collaboration, and assessment activities and to demonstrate real world actions expected in program learning layouts. The program includes seven learning layouts, which are subdivided into components and activities. Text, graphics, animations, video, and social learning tools such as Syzygy, colleague and team messages, and instant messaging support each learning layout. The program also helps you to use the TaskBuilder and WikiTasks tools to develop and share program products.

Program Coach Strategy- Nick Hobar is the program subject matter expert and author of Dynamic Teaching and Learning and will serve as your Program Coach. Please use a Colleague Message to contact him directly throughout the program. Learn More about Nick Hobar.
Team Strategy - In the Team Strategy, members complete learning layouts working as a cohort, in teams, and independently as part of a scheduled webinar. Members submit practice activities and products to their coach, colleagues, and teams for formative feedback and to their coach to confirm completion and earn badges. The Team Strategy can include brief coaching sessions for individual members during the scheduled webinar.
Self-Paced Strategy - In the Self-Paced Strategy, members complete learning layouts independently, at their own pace, in their preferred location, and submit practice activities and products to their coach, colleagues, and teams for formative feedback and to their coach to confirm completion and earn badges. The Self-Paced Strategy can include brief coaching sessions for individual members in a scheduled web conference.

Dynamic Teaching and Learning supports the LDLC Program Coach, Team, and Self-Paced Strategies by leveraging the skill sets of 12 cohort members to offer peer instruction and feedback thereby converting, for example, a 1:12 coach-member ratio to a 12:1 coach-member ratio facilitated by the program coach.

Program Delivery and Timeline. Dynamic Teaching and Learning is delivered as described below and displayed in this Infographic.

Week 1.

Using the Team Strategy your program coach will initiate Dynamic Teaching and Learning by conducting a webinar to meet members virtually, clarify program expectations, establish colleagues and a cohort team, and demonstrate the LearningFRONT integrated social and professional learning tools. These tools are used to collaborate, complete practice activities, and construct program products. This webinar will include time for members to complete a self-assessment and practice the first and second learning layouts to gain experience with the LDLC integrated tools and virtual collaboration and learning.

Weeks 1-2

Using the Self-Paced Strategy, you will acquire content, skills, and feedback to complete Learning Layout 2 practice activities for planning a dynamic lesson plan and submit a draft to your program coach and colleagues for feedback.

Weeks 3-4

Using the Self-Paced Strategy, you will complete Learning Layout 3 practice activities to teach your blended learning dynamic lesson plan, capture video samples of F2F and virtual activities, and consult with your program coach, as needed.

Weeks 4-5.

Using the Team Strategy, your program coach will conduct the second webinar for the cohort members to share progress and challenges, initiate Learning Layout 4 and prepare for the final four weeks of the program.
Using the Self-Paced Strategy, you will complete Learning Layout 4 practice activities to check your dynamic lesson plan by administering a summative assessment to verify how well each learner learned the standards and consult with your program coach, as needed.

Weeks 6-7

Using the Self-Paced Strategy, you will complete Learning Layout 5 practice activities for acting on the results of your dynamic lesson and completing a TaskBuilder Figure 8 Strategy for a new dynamic lesson plan.

Weeks 7-8

Using the Self-Paced Strategy, you will complete Learning Layout 6 practice activities for collaborating with peers in a professional learning community to share lessons, videos, results, and strategies for improvement and consult with your program coach, as needed.
Using the Team Strategy, your program coach will conduct a culminating webinar to demo your DLP, reflect on your professional learning, share best works, provide program feedback, and build on the collective expertise of your program cohort. The program cohort member relationships and products will serve as powerful professional learning resources for use in your career development opportunities and to share in learning communities beyond the completion of Dynamic Teaching and Learning.

Program Schedule

Dynamic Teaching and Learning is is delivered through the LDLC according to the schedule of dates and times posted when registering for the program and can be modified for a customized approach with interested individuals and organizations.

Expectations: For a successful outcome to your efforts in Dynamic Teaching and Learning, you are expected to complete the following learning layouts and products to demonstrate your achievement of the program real world actions. The real world actions are described in the "Action Activity" in each Learning Layout and the target completion dates are specified below.
Products	Learning Layouts	Completion Dates
Self-Assessment	LL1 - My Home Base and Self-Assessment	During the first Team Strategy Strategy and updated after each Learning Layout
Practice Activities	Learning Layouts 2 - 6	During Team and Self-Paced Strategies
Dynamic Lesson Plan	LL2 - Plan for Learning	By the end of Week 2
Video Episode	LL3 - Teach for Learning	By the end of Week 4
Summative Assessment	LL4 - Check for Learning	By the end of Week 5
Results of the DLP	LL5 - Act for Learning Systems	By the end of Week 7
Professional Learning Community	LL6 - Collaborate for Learning	By the end of Week 8
Portfolio Reflection	LL7 - Dynamic Learning Lab, Reflection, and Kaizen	During the final Team Strategy Webinar

Review the infographic of the program products and timeline projected for developing and submitting program expectations.

Dynamic Teaching and Learning uses a portfolio reflection to measure your performance and award a program completion badge and certificate. Your portfolio reflection will apply the following rubric to measure progress from your initial self-assessment toward the completion of the program vision, challenge, and real world actions. You will consider the rubric performance levels and descriptors as you reflect on your accomplishments in the program. You may seek external validation of your portfolio reflection by sharing it for feedback with a colleague, mentor, or other professional associates.

Portfolio Reflection: Rubric Performance Levels and Descriptors
Dynamic	I fully understand Dynamic Teaching and Learning; I submitted all practice activities that provided vivid examples and answered pertinent questions to demonstrate my knowledge of technology for leaders of learning; I masterfully navigated LearningFRONT social and professional learning tools to support my learning; I enjoyed learning collaboratively and sharing products with my program colleagues, teams, and coach; I attended all program webinars in accordance with the program schedule, stayed on task, asked probing questions, and took risks to learn deeply; Where appropriate, I offered insightful interpretations or extensions of the program real world settings; and I completed all of my program products at the dynamic level and can confidently implement them in my physical, virtual, and blended learning classrooms.
Proficient	I substantially understand Dynamic Teaching and Learning; I submitted all practice activities that provided relevant examples and answered relevant questions to demonstrate my knowledge of Dynamic Teaching and Learning; I enjoyed learning collaboratively and sharing products with my program colleagues, teams, and coach; I attended all program webinars in accordance with the program schedule, stayed on task, and asked probing questions to learn deeply; and I completed most of my program products at the dynamic level and with support can implement them in my physical, virtual, and blended learning classrooms.
Novice	I am just beginning to understand Dynamic Teaching and Learning; I submitted some practice activities to demonstrate my knowledge of Dynamic Teaching and Learning; I enjoyed learning collaboratively and sometimes shared products with my program colleagues, teams, and coach; I attended some program webinars in accordance with the program schedule; and I completed some of my program products and need more help to implement them in my physical, virtual, and blended learning classrooms.

You will use the colleague, team, and Syzygy messaging systems; Program, TaskBuilder, and WikiTasks professional tools; and other modern information services identified in the program references to complete program real world action products. In addition to Team and Self-Paced strategies, your coach is available for virtual coaching sessions scheduled according to the Coaching Tool. For LearningFRONT technical help please contact: LearningFRONT Support Team.