ISTE Standard for Coaches 1: Visionary Leadership – Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
As a faculty leader in technology innovation and integration, my classroom is often a laboratory for testing change that could be scaled to the program or institutional level. During the 2017-2018 academic year, my writing, literature, and humanities classes were pilots or “soft release” courses in the early stage of my institution’s “Global Classroom” synchronous learning program.
In Redesigning the Blended Synchronous Peer Review Session, I chronicle my use of both “Backward Design” principles (Wiggins and McTighe, 2005) and classroom research to combine the affordances of peer review sessions for helping writing students to consolidate knowledge and apply cumulative individual and group knowledge with the affordances of synchronous learning, while monitoring the constraints created by synchronous learning for students who are hesitant to share their writing with others or may not possess well-developed collaborative skills, and using student input to test and revise approaches to synchronous peer review.
This post features a unit design, course documents, and an audio clip.
Reference: Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.