# data[].attributes.body
"Learning by Design is a classification of activity types, the different kinds of things that learns can do to know. It does not prescribe the order of activities, nor which activity types to use. These will vary depending on the subject domain and the orientation of learns. Learning by Design makes several gentle suggestions to teachers: to reflect upon the range of activity types during the design process, to supplement existing practice by broadening the range of activity types, and to plan the sequence carefully" (17).

https://newlearningonline.com/_uploads/Things_You_Do_to_Know_Cope__Kalantzis_2015.pdf

# data[].attributes.body
The process of Learning by Design relates to technology in the sense that educators are able to reflect upon their instruction and design activities with technology that enhances the learning process.

With Learning by Design and Cognitive Learning Theory, you can view an entire unit and its accompanying lessons and materials. Going through this process allows educators to see the strengths in their lessons in addition to content that may be lacking or missing from the unit.

Teachers are using mental processes to see how internal and external factors are impacting learning. They then take this information and are able to supplement the already existing content with technology.

When you plan a unit in this way, you can incorporate all of the types of learning needed for your students to be successful.

# data[].attributes.body
Cope and Kalantzis (2010) explain Learning by Design is guided by socio-cognitive learning theories: "Learners build cognitive models or knowledge representations. Conceptualizing requires that learners be active concept and theory makers. It also requires weaving between the experiential and the conceptual (Kalantzis & Cope et al, 2005). This kind of weaving is primarily cognitive, between Vygotsky’s world of everyday or spontaneous knowledge and the world of science or systematic concepts, or between Piaget’s concrete and abstract thinking (Vygotsky, 1962; Cazden, 2006a). " (209).

Learning by Design can be explained as cognitive learning processes which are internal processes. These are the processes focused on how we are learning and are seen in most types of learning. This idea is surrounded by us looking at complex learning that is done in schools and understanding how to think about what we are learning in a different sense. These ideas are informed by how we process information and think through that information.

# data[].attributes.body
This process is a great flow to helping teachers re-design curriculum by using the four knowledge processes as a base for designing instruction and learning activities.

# data[].attributes.body
Step 1 of the process is ideation. Think of this as brainstorming. One way to complete this step is with butcher paper and post-its.

Can you think of other ways to collaborate with your colleagues on this step?

# data[].attributes.body
Before working on step 2 of this process, teachers need to print "The Placemat" to help organize their ideas from step 1. The placemat has the four knowledge processes for teachers to sort their activities into. I am linking a blank copy above. This may be useful to use during the re-design phase process! It is recommended to color-code each process. If you wanted to be even more organized, you could use colored post-it notes to sort your ideas.

# data[].attributes.body
After you have generated ideas in the Ideation phase, the next step is to map out those ideas on the printed placemat. Talking with your colleagues, determine where on the placemat the activities would fall. Once the activities are placed, there needs to be reflection.

What types of reflection questions would you ask during this phase?

# data[].attributes.body
Just like SAMR model or Bloom's Taxonomy, there is not one level we are always striving to be at. All knowledge processes are valid and important at different points of teaching and learning. Sequencing helps to determine the best flow of instruction.

# data[].attributes.headline
Question- Please Respond Using the Comment Box. 

# data[].attributes.subject
Question- Please Respond Using the Comment Box. 

# data[].attributes.body
Why do you think one orange sticker sits in-between Analyzing Appropriately and Analyzing Critically?

# data[].attributes.body
This phase is critical! These questions are also typically asked by administrators during evaluations!

# data[].attributes.body
In this phase, the teacher moves from teacher as designer to teacher as researcher. Look at all that data collection!

# data[].attributes.headline
Reflection Question- Please respond in the comments. 

# data[].attributes.subject
Reflection Question- Please respond in the comments. 

# data[].attributes.body
1. How easy is it for you to critique your colleagues' work?

2. How easy is it for you to allow your colleagues' to critique your work?

3. Why is this an important practice?

# data[].attributes.body
The final step!

# data[].attributes.headline
Experiencing the Known: Book Orientation and Predictions

# data[].attributes.subject
Experiencing the Known: Book Orientation and Predictions

# data[].attributes.body
Show the title, the author and the picture on the cover of the book. Do a picture flick, showing the images (if appropriate) and using some key words from the text as you show the images. Students will be able to predict using the images and key words.

Students then write one or two sentences on what the text might be about and some words or phrases that they might expect to see in the text. Instead of writing students could use a Think-Pair-Share to share their predictions. During reading stop and ask students to revise their predictions. After reading students discuss whether their predictions were correct.

Alternatively students write their predictions and then move around the room reading their own and listening to other predictions. They do not discuss or comment on other predictions. When they return to their seats, they rework their predictions and/or work in a small group to come up with a group prediction.

# data[].attributes.headline
Experiencing the New: Picture Priorities

# data[].attributes.subject
Experiencing the New: Picture Priorities

# data[].attributes.body
Collect pictures related to a topic and number them randomly. Give students time to examine the pictures and to discuss their responses to them. Then ask them to rank the pictures in order of importance or to sequence them in an order that makes sense to them. They then compare and contrast their order with other students or groups. They could them reorder their pictures.

# data[].attributes.headline
Conceptualizing by Naming: Concept Organizer

# data[].attributes.subject
Conceptualizing by Naming: Concept Organizer

# data[].attributes.body
Create a concept graphic organizer:

Name the concept, putting it in a circle at the middle of the page.

Connect it with Characteristics, in boxes linked to the concept with lines.

Provide Examples of each characteristic, in different-colored boxes linked to that characteristics.

# data[].attributes.body
In the center circle, write an event, for example ‘Widespread use of solar energy’ Think of and write a direct consequence of this event in an oval and connect it to the center with a single line. This is a first order consequence. Think of some other first order consequences and draw/write them in. Think of and record second order consequences. These are things that resulted from the first order consequence. Join it to first order consequences by a double line. This tool can be used in analyzing critically to examine environmental and societal impacts.

# data[].attributes.body
Story Map is a strategy that helps students to build a framework for understanding and remembering a narrative. Story Maps:

provide a useful visual outline for analyzing narratives

provide a means to organize information

reinforce key elements of a narrative

provide a clear model for writing summaries and responses to narratives they have read

A story map can look like a map which the students draw freehand or include a structure such as a star.

# data[].attributes.body
End a story or a non-fiction text, having been supplied half.

Predict:: Where will the text go next? What are the most likely scenarios?

Draft:: Write your ending to the text.

Compare: Look at the other half of the text. How was your ending similar or different?

# data[].attributes.body
Use the knowledge you have acquired (new experiences, concepts, theories, analyses, appropriate applications) and apply this in a different setting, to a different subject matter or to a different problem. Reflect on the similarities and differences between the original and the new context.

# data[].attributes.body
After looking through several examples of activities within each of the knowledge processes, please add to our class Google Doc with examples that you use in your own classroom. By the end, we should have a great bank of activities to pull from!

# data[].attributes.attachment_link.title
6. Multiliteracies Pedagogy: Learning by Design

# data[].attributes.body
Our Padlet is organized by columns. Please engage by clicking on the resources and our commentary in each column. While you engage, we want to learn with you!

Each column includes questions. Questions are highlighted, bolded, and in a green box.

In addition, you can add any overarching or additional thoughts, comments, and questions here!

# data[].attributes.headline
Journal Article: The Teacher as Designer: pedagogy in the new media age 

# data[].attributes.subject
Journal Article: The Teacher as Designer: pedagogy in the new media age 

# data[].attributes.body
"Learners build cognitive models or knowledge representations. Conceptualizing requires that learners be active concept and theory makers. It also requires
weaving between the experiential and the conceptual (Kalantzis & Cope et al, 2005). This kind of weaving is primarily cognitive, between Vygotsky’s world of everyday or spontaneous knowledge and the world of science or systematic concepts, or between Piaget’s concrete and
abstract thinking (Vygotsky, 1962; Cazden, 2006a). " (209).

We invite you to read a few sections of the journal entry and answer any of the following questions by leaving a comment:

1. What quotes stand out to you?

2. What information applies to you as a 21st-century educator?

3. What do you think you could do differently in your classroom after this week's material?

4. Do you feel like teacher prep programs prepare educators for this type of work?

Or leave any other comment that comes to mind!

# data[].attributes.headline
Overview of Learning by Design: Please view our ThingLink for an explanation of what each process consists of. 

# data[].attributes.subject
Overview of Learning by Design: Please view our ThingLink for an explanation of what each process consists of. 

# data[].attributes.body
Please view our ThingLink for an explanation of what each process consists of.
The Learning by Design pedagogy uses eight ‘Knowledge Processes’. A Knowledge Process is an activity that represents a way in which students learn.

Teachers become designers of learning environments. Despite the number order on the Thing Link, teachers can mix and match any of the processes in the order they choose. The processes are there to guide teachers in determining the most appropriate sequence of learning activities for students.

Teachers use the Knowledge Processes as prompts to design, document and deploy their learning programs. We call the mindful and considered use of these Knowledge processes ‘Learning-by-Design’.

# data[].attributes.attachment_link.description
View the interactive image by Laura Williamson

# data[].attributes.body
Thank you for sharing the narrative organizer! My students always need an organizer to remember what they need to include in their story. They use it as a checklist. -Lilly

# data[].attributes.body
I think if your coworker is asking for advice it is okay to give suggestions. If your coworker is not asking for advice, I don't think I should critique. It is important to respect each others work. -Lilly