# data[].attributes.body
Map out the instruction you are redesigning currently (or some other unit) with the Learning by Design planning placemat. As you think through ways of learning in your plans, what becomes clearer for you?

# data[].attributes.body
We've now looked at several different models that have similar underlying paradigms. How does this model support learning design in ways that differ from other models that share paradigms?

# data[].attributes.body
What is your current process for instructional planning? When and how do you make decisions about materials and technologies as a part of that process? How does that relate to what you learned from Learning by Design?

# data[].attributes.body
What phase are you in? What activities are you doing? What are you learning?

If you have just completed some Ideation activity, what options did you come up with? Could you use some ideas on the redesign solution or apps and tool recommendations?

# data[].attributes.body
In the end you need to employ a model of instructional design to your redesign. What difference might using Learning by Design make?

# data[].attributes.body
Here is my try.  It's a bit sketchy.  However, I found it assisted me in understanding the process of Learning by Design a little better than simply reading about it.  I felt good about this unit's coverage of all the areas of the placemat.  I know, however, that all of my units would not have this coverage.  I am unsure as to the sustainability of this level of analysis for all units, as time is at a premium.

(NOTE: on my computer, I have to click on View in New Window or View Original to see the map. Not sure if that will happen to others.)

# data[].attributes.body
Learning by Design seems far more conceptual than what we have previously discussed. Previous paradigms have seemed fairly linear. While parts of LBD could be seen as linear, I get a feel of a "big picture" view of a unit with LBD rather than a step or task oriented view. It helped to look at the same unit through the ADDIE lens and through the LBD lens.

# data[].attributes.body
I used to be a meticulous planner.  Everything written out for everything I did.  That was not a sustainable lifestyle, especially when my own children arrived on the scene.  I am grateful that there are mechanisms available to use as a springboard for my teaching.  For example, as I look at next year, I will be teaching sixth grade math and science (a recent development!).  The sixth grade NGSS storylines are available as I plan my time with my students. I can use them as springboards for lessons once I get to know the needs of my group.  When I am lucky enough to teach the same thing for a few years in a row, I build up some pretty substantial unit resources from which to pull.  Every year has its differences and challenges, so I try to stay fairly open to the needs of my groups.  I also remain open to newer technologies that will come down the road as I teach a concept. Sounds nebulous and a 180 from how I started my career.  I spend a great deal of time collaborating with colleagues.  I have already "found" my colleagues with whom I want to meet to help me plan out my year.  That does not mean I will carbon copy what they are doing.  It means I trust that they have been teaching this information for a bit and they will be more solid on what has worked in the past and what I "must" do for all students. What I have learned most importantly is that I MUST be in tune with the needs and interests of my students. Being relevant and responsive to them is becoming more and more important in my planning. That requires changing as their needs change.

# data[].attributes.body
I am still in the defining phase. My students are engaged in some other areas, so I am hoping to have them help me before spring break. We shall see. Lots of field trips and whatnot this week! I want them to help me with "How might we..." statements to give an idea of how we might solve some of the problems they listed.

# data[].attributes.body
I think Learning by Design could help by helping me sift through what solution we might embrace and what type of larger impact that process will hold (or not) for the students.  My project is not necessarily responsive to a linear model.  Our problem solving will potentially have many layers and levels.  I find LBD helpful with thinking about what my students are thinking and why I am choosing certain paths for them, while the other models have been more of a process scaffold.  There's a place for both in this process, I think.

# data[].attributes.body
I always start with an assessment blueprint breaking down the standards into specific learning targets driven by Bloom's taxonomy. Next, I create my summative assessments followed by my formative assessments. Then I create my remaining materials, activities, and integrate technology. Standards and assessment have really been the driving force of my instructional planning. Learning by design really focused on the actual activities students will be doing and ensures that students knowledge is constructed through experiencing, applying, conceptualizing, and analyzing. With Bloom's taxonomy driving my learning targets, I feel that the use of LBD fits well. Although, I will not fill out a placemat for every unit it is a great reference to use for reflection (similar to the ADDIE model). Moving forward I want to keep in mind the eight areas of the placemat as I design my activities to ensure that I am providing a wide variety of activities rather than just staying in some sections.

# data[].attributes.body
I just wrapped up my ideate phase and will now be moving into the prototyping phase. With IAR testing starting up after spring break and RtI time being cancelled many days, I think this could be quite tricky, but I'm excited and my students are excited to try out what we have decided.

This is our plan:
Students will collaborate with a group to complete thematic inquiries. These thematic units will be a rotation of science (informational), social studies (informational), and literary themes (literary). Initially, students will complete an inquiry design plan. This plan will require students to identify their compelling question, supporting questions, and planned texts for research. This plan will also include a tentative argument stem and ideas for taking informed action. Taking informed action will include a multimodal text (commercial, website, etc.). Students will work with their group to jigsaw multiple different sources. I want to encourage students to utilize both print and digital sources. To ensure accountability, I will have set check points each week where students will meet with me and share what is happening. Students will then post their progress on a blog. After completion of their project, students will post their project on our edmodo account for feedback from peers. Students will then post to their blog to share with friends, family, and the world.

Additionally, supports and resources will be provided on our edmodo page. I plan to officially role this out next school year. At the beginning of the year, I will begin with lessons on digital literacy and appropriate use of technology. Then I will teach different multimodal text creation tools. I want to provide screencasts of these tools in our edmodo so students can refer back to them. I also want to provide additional resources such as question stems, topic ideas, and many of the activities provided by the learning by design website to get my students thinking critically.

# data[].attributes.body
Completing the LBD placemat helped me to further refine my ideas for my redesign and think how students could gain knowledge in different ways through their inquiry. With the student driven nature of my project I found it to be a bit tricky. However, I do think many of the activities linked to the knowledge processes provided by LBD could be valuable to my students. I would like to take time to teach many of these activities to my students (maybe 1-2 mini lessons a week) and then provide resources on our class edmodo. Students could then utilize these activities when completing their inquiry.

# data[].attributes.body
Learning by Design seemed to be much more in depth at the mapping/design/etc. phase than other models. The cyclical nature of constant redefinition was still present, but I felt that the model really dove deeply into the actual activities that will be taught. I found the information on knowledge processes to be the most valuable part of this model.

# data[].attributes.body
My process for planning a unit looks pretty similar to the Learning by Design model. First, I decide what the theme for the thematic unit will be based on the AP Spanish Language and Culture themes. From there, I decide which subthemes I will center my unit on and then create the essential questions and enduring understandings for the unit. Then, I create the assessments for speaking, writing, and listening and reading. With the end goal in mind, I am then able to create the formative assessments and the daily materials (including the authentic resources I will use and the technology I will incorporate). I don't necessarily decide which standards to cover for each unit, because in each unit, the students focus on all of the standards for their level of proficiency goal. For example, in Illinois there are standards for Novice Low to Advanced proficiency levels. The standards cover what students need to do to be able to read, write, speak, and listen at that level, and all of those skills are covered and worked on almost every day in every unit. Overall, I would say that this process is very similar to what I learned about Learning by Design.

# data[].attributes.body
I had hard time completing the placemat as my reDesign is very student driven. Rather than putting in activities, I put what I hope to achieve for each of the areas. The use of the placemat did make me think deeper about the structure of the inquiry I am going to have students complete. For a typical unit I think this would be a really great tool to ensure all knowledge processes are included.

# data[].attributes.body
For my unit reDesign, I have decided to incorporate new technology tools into my upcoming technology unit for Spanish 3. My goal is to eventually incorporate 3 new technology tools (GimKit, GooseChase Edu, and AAPPL Communication Builder). Recently I have begun the prototype stage. I tried out short versions of GimKit and GooseChase Edu in my Spanish 4 classes. I was very happy with the results, especially with GimKit! Today I just tried out AAPPL Communication Builder for the first time in my classes. This tool is an online program that helps students practice interpersonal skills and prepares them to take the AAPPL Test at the end of their senior year in Spanish to try and earn the Seal of Biliteracy. I have a subscription to this site but was finally able to have students access the material and record themselves today due to an issue with the Chromebooks that the technology department was able to solve today. I am learning a lot about how important it is to prototype and test technology because the prototype stage has allowed me to work out LOTS of kinks that could have caused major issues if I were to skip this stage!

# data[].attributes.body
I think that after going through the other models of reDesign and learning about LBD, LBD would be the best match for my unit reDesign. I like how this model is very user-friendly and easy for me to wrap my head around. I also like the organization and visual layout of the placemat. It has proven to be a really good way for me to write out my thoughts and think through all aspects of the unit reDesign.

# data[].attributes.body
I feel like this Placemat activity really helped me think about all the activities I want to cover throughout this unit and to make sure that I have enough activities in every category of the placemat. Obviously, I have many more activities and formative assessments that will be used in the unit, but I wanted to make sure I had a good representation of some of the main parts of the unit on my placemat.

# data[].attributes.body
I really struggled with this activity. The purpose of my project is to give students choices when completing their literature circles. While prototyping, I narrowed down student suggestions for one technology choice and one tactile choice for students to complete for their jobs. I think by analyzing this project through Learning by Design, I was able to recognize how important choices are for students. Something I identified in my placemat is that some students enjoy trying new things to complete an assignment, which includes technology, while others still work best with that hands-on piece.

# data[].attributes.body
I feel like this design is more thorough than the others that we have discussed in class.  I plan on starting my persuasive writing unit in the next week or so (when IAR testing is over, that is...) I would like to sit down and use this design when thinking of my unit.  I feel like this design is good when planning units for the thorough-ness of each aspect!

# data[].attributes.body
Since I do not have a curriculum to look at, or team members to collaborate with, I look to the Common Core Standards as to what to teach.  I first choose the sets of standards that I plan to incorporate in my next unit, then I identify how I plan to assess those standards whether it is a paper, project, or test.  I think guide how I present students that information based on those assessments.  For example, if I am having students create a project, I will look at the rubric guidelines to sway in which direction I will present information to students.

As far as technology within these lessons, I always try to incorporate one form of students interacting on technology within. This can be interactive notes on their Chromebooks, or a whole different assessment tool for them to practice their skills.

# data[].attributes.body
I am in my prototyping phase for my reDesign Project. I completed my Ideate Phase in the form of Bingo Selection. I have attached the link to the S'more that includes all of my ideas for this phase.

By completing this project, I am learning how very important choices are for students. I have included some of my students within my prototyping phase to get my final ideas, and they love the ideas of including a technology choice, as well as a tactile choice for each job within my literature circles. There were many disagreements as to which is better: technology, or pencil and paper.

# data[].attributes.attachment_link.description
(Re)Designing Instruction: Ideating - Bingo-Selection by Abby Bruno by Abby Bruno | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more

# data[].attributes.headline
Abby Bruno-reDesign and Learning by Design

# data[].attributes.subject
Abby Bruno-reDesign and Learning by Design

# data[].attributes.body
By incorporating Learning by Design into my reDesign Project, it would be a bit more detailed. I feel like this design helped guide my thought process when it came to getting specific examples for the assessment tools I wanted to incorporate into my lesson.

# data[].attributes.body
Out of all the learning models we have learned about throughout this course, this one has been my favorite so far! I feel like the Learning by Design model gives the teacher a better opportunity to really think about the big picture as well as all the smaller elements (lessons, activities, etc.) that all fall under the big picture. Recently, my department has been looking over each unit we teach in all the levels of Spanish and creating Understanding by Design documents for each unit. I see many similarities between UbD and Learning by Design!

# data[].attributes.body
This is was massive struggle for me. Honestly, I've been having difficulty each week trying to make sure I fully understand each phase of design to incorporate it correctly in my project. I've been talking to my colleagues about this class/project pretty consistently. I like the different theories and design aspects that are being introduced but it's a lot to process if you aren't familiar with what is being introduced. One thing I did understand: Learning By Design is complicated.

# data[].attributes.body
As stated previously, and it could be just me, but Learning By Design is complex. It takes some thought to accurately understand (I have nothing against thinking).  I feel it would take me a good amount of planning time to create a unit using the LBD method. LBD is thorough, it is not something to be just glossed over to fully execute properly.

# data[].attributes.body
Collaboration. I work with others on almost everything. I don't know it all and I won't pretend like I do. Since I co-teach it's crucial for me and my co-teacher to be on the same page.  Unfortunately we don't share a common conference hour so we make time to get our thoughts together. We both are very respectful of each other and our students. I've suggested cutting down the reading material simply because of our students with IEP's. We cover more of the main parts now so that for students where reading is a challenge don't get discouraged. He's been open and receptive to that. I'll have to introduce LBD to him and see if it would be something he would be willing to incorporate into his teaching philosophy.

# data[].attributes.body
I'm in the design-ish phase. I have some thoughts for Ideate that I have in my portfolio. My interviews went well. What I mostly gathered is that my students really enjoy labs the most. That's not unexpected. Would you rather do something hands-on where you can move around or be in a desk and have me lecture the entire hour on notes? So I was not surprised about that. My issue is WHAT technology to incorporate into the my reDesign that properly engages my students. I don't want to use technology just for the sake of using technology. It needs to have meaning.

# data[].attributes.body
To me LBD can just be whole new world (like Aladdin). This could be an eye opener how to design a lesson. Again, I'm not pretending to understand it fully but I think the more I study it, the more I ask about it and see what my colleagues think, that will help me to understand it more. LBD is very structured and I like that aspect of it. It also allows efforts to be creative and can be interpreted in different ways to make a successful lesson.

# data[].attributes.body
Here you go, Zachary!