Tools and Techniques in Enabling
Authentic and Independent
Learning and Self-Assessment
Module 3
Francis Jim B. Tuscano I April 17, 2021
francisbtuscano@gmail.com
Connect with me:
francisbtuscano@gmail.com
francisjimtuscano.com
T: @jimtuscano
WITH FRANCIS JIM TUSCANO
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distance and online learning on
empowerED
Goal:
Identify tools, techniques, and strategies that can
enable authentic independent learning and selfassessment in synchronous and asynchronous
learning experiences.
Module 3 Workflow
8:00-9:00 AM
Part I: Importance of Interaction in Designing Authentic
Synchronous and Asynchronous Learning Experience
Open Forum
9:15-9:30 AM
Break
9:30-10:30 AM Part II: Enabling a Culture of Independent Learning and
Self-Assessment among Learners with Different Needs
9:00-9:15 AM
10:30-10:45 AM Open Forum
10:45-12:00 NN Breakout RoomsDiscussion of the Output/Project
Module 3 Workflow
1:30-2:30 PM
Part I: Importance of Interaction in Designing Authentic
Synchronous and Asynchronous Learning Experience
2:30-2:45 PM
Open Forum
Break
Part II: Enabling a Culture of Independent Learning and
Self-Assessment among Learners with Different Needs
2:45-3:00 PM
3:00-4:00 PM
4:00-4:15 PM
Open Forum
4:15-5:30 PM
Breakout RoomsDiscussion of the Output/Project
Part I:
Importance of Interaction in Designing
Authentic Synchronous and
Asynchronous Learning Experience
Mentimeter Activity
What comes into your mind when
you hear the word “interaction?”
Scan the QR code or use the link to
share your thoughts.
https://www.menti.com/9wcifgrsc2
Mentimeter Activity: Processing
Insert Screenshot of Word cloud here.
Understanding Moore’s Theory
of Transactional Distance
Moore’s transactional distance theory reminds
educators that a physical gap is present in distance
education. Furthermore, the transactional distance
theory argues that the gap is more than physical. ).
It is also psychological and pedagogical.
(Moore, 1996).
transactional distance
physical, psychological and pedagogical
How can the gap be lessened or if
possible, closed at all?
Importance of Interaction
Three Main Modes of Interactions
3 Main Modes of Interaction
Student
Teacher
Students
Content
Differentiating Synchronous and
Asynchronous Learning Experiences
Synchronous
Same place (physical/virtual), same
time, same pace, same platform
Asynchronous
Different place (physical/virtual),
different time, different pace,
same/different platform
Example: Teacher-Student Interaction
Synchronous
Online
Radio-/TV-Based
Printed Modular
Offline-Based
Video-Conference for online lecture or
discussion
Asynchronous
Feedback-giving on assignments, journals,
discussion forums, or other activities; Email
or chat correspondence
Feedback-giving on assignments, journals, or
other activities
Consultation through texts, calls, walkie-talkie,
home visitation, etc.
Example: Student-Content Interaction
Synchronous
Online
Radio-/TV-Based
Printed Modular
Offline-Based
Asynchronous
Independent study/review with online
resources, articles, or materials
Independent study/review with TV/radio
program
Independent study/review with printed
resources, articles, or materials
Independent study/review with pre-saved
offline resources, articles, or materials
Example: Student-Students Interaction
Synchronous
Online
Whole class planning/discussion
without the teacher
Asynchronous
Small-group/collaborative work or
projects
Posting and replying in discussion
forums/threads
Radio-/TV-Based
Printed Modular
Offline-Based
Students correspondence over phone,
text group chats etc
Module Example
4Ds: A Simple Instructional Design Guide
DIP
DEEPEN
DO
DISCERN
Sample module the follows the 4Ds
Instructional Design Guide
*1 week module in Science 6 (60 minutes per day)
Stoplight!
Asks the learners to write what they learned (green) so far, a question
that they have (orange), or where they are experiencing difficulty (red) at.
Part II:
Enabling a Culture of Independent
Learning and Self-Assessment
among Learners with Different Needs
Designing for Feedback, Learner
Agency, and Way-finding in
Asynchronous Learning Experiences
Focus: Asynchronous Learning Experiences
In these asynchronous learning experiences, students undergo selfpaced or independent learning. The challenge is to enable feedback,
learner-agency, and way-finding skills even if they are on their own.
Design for Feedback
Mentimeter Activity
“How have you given feedback to
your students this school year?”
Scan the QR code or use the link to
share your thoughts.
https://www.menti.com/7c69d21d
Mentimeter Activity: Processing
Insert Screenshot of Word cloud here.
Design for Feedback
Teacher should provide timely and regular feedback to
student learning through formative assessments, which
should be strategically embedded throughout the unit or
course.
In giving feedback, feedback
should be tangible,
transparent, actionable, userfriendly, timely, ongoing, and
consistent (Gikandi, 2010).
Online Distance Learning
Sample Formative
Assessments
Web-based tools or apps
Online quizzes with automated
feedback
Quizlet, Google Forms, Kahoot, Pear Deck
Learning Management Systems such as Schoology have quiz
features that provide immediate feedback to students.
Guided learning through videos and EdPuzzle, Khan Academy, NearPod, YouTube
other interactive media
Recorded explanation/feedback on
diagrams, solutions, or processes
created by students
Flipgrid, Explain Everything, Seesaw, Screencastify, Screen
Recording feature of Apple devices, Kaizena
Tracking of student progress through Seesaw, Book Creator, Pages, Google Sites
uploading learning artifacts for
process portfolios
Sample Formative
Assessments
Web-based tools or apps
Discussion Threads/Boards Flipgrid, Padlet
Learning Management Systems such as Schoology
have discussion boards or threads
Feedback Poll
Mentimeter, Poll Everywhere, Survey Monkey
Sharing of Checklist/Rubrics Any document-based app that shows the rubrics or
checklist
Print-Based Mode of Distance Learning
For printed-based modality, practice quizzes, drills, and enrichment
activities are the simplest forms of formative assessments. The challenge is
how to deliver feedback when students are learning on their own.
Aside from the answer key, formative assessments may be accompanied by
helpful rubrics or checklists for students to use as they reflect on what
they know and can do.
Parents or home learning managers may also be involved, but schools
should make clear the expectations from them.
Other means: Instant messaging (texts or online), home visitations
TV-/Radio-assistance Distance Learning
TV or radio broadcasts act as supplement to the printed modules of the
students. Hence, practice quizzes, drills, and enrichment activities on TV or
over the radio may be used for students to check their learnings.
Examples of non-traditional formative
learning activities for independent learning
and self-assessment
a visible thinking routine
•
is goal oriented in that it targets specific types
of thinking
•
gets used over and over again in the classroom
•
consists of only a few steps
•
is easy to learn and teach
•
is easy to support when students are engaged
in the routine
•
can be used across a variety of context
•
can be used by the group or by the individual
VISIBLE THINKING works well when they become routines
of students in class.
routine - any procedure, process, or
pattern of action that is used repeatedly
to manage and facilitate the
accomplishment of specific goals or
tasks
“What Makes You Say That?”
Interpretation with justification routine
The routine involves the
following questions:
1. What's going on?
2. What do you see that
makes you say that?
“Claim Support Question”
A routine for exploring truth claims”
1. Make a claim about --> the topic
2. Identify support for --> your claim
3. Ask a question related to your claim
Claim: An explanation or interpretation of some aspect of the topic.
Support: Things you see, feel, and know that support your claim.
Question: What's left hanging? What isn't explained? What new reasons does your
claim raise?
http://inside.isb.ac.th/shahn/files/2012/09/IMG_0520.jpg
“Color Symbol Image”
https://mybrilliantstudents.files.wordpress.com/2013/08/photo-5-162.jpg
“I Used to Think… Now I Think”
A routine for reflecting how and why our thinking has
changed
Remind students of the topic you want them to consider. It could be the
ideal itself – fairness, truth, understanding, or creativity – or it could be
the unit you are studying.
Have students write a response using each of the sentence stems:
I used to think... But now, I think...
“HEADLINES”
A routine for capturing the essence
This routine draws on the idea of newspaper- type headlines as a vehicle
for summing up and capturing the essence of an event, idea, concept,
topic, etc. The routine asks one core question:
1. If you were to write a headline for this topic or issue right now that
captured the most important aspect that should be remembered,
what would that headline be?
A second question involves probing how students' ideas of what is most
important and central to the topic being explored have changed over
time:
2. How has your headline changed based on today's discussion?
How does it differ from what you would have said yesterday?
https://d1zqayhc1yz6oo.cloudfront.net/3beb9d31d1572b423d2f1c095fdfb537.jpg
Design for Learner Agency & Way-finding
Teachers have a big role in making sure that all learning experiences
and non-academic encounters lead to the development of learner
agency and the mastery of way-finding skills, two dimensions that
relate to social-emotional learning skills that include flexibility,
self-discipline, reflective thinking, and self-regulation.
(Tuscano, 2020)
Social emotional learning (SEL): “how
children and adults learn to
understand and manage emotions,
set goals, show empathy for others,
establish positive relationships, and
make responsible decisions.”
Collaborative for Academic, Social, and Emotional Learning (CASEL)
Design for Learner Agency
OECD’s Student Agency for 2030 Report (2019) gives us the gist
that captures the essence of student agency, which they have
“… defined as the capacity to set a goal, reflect and act
responsibly to effect change.”
Design for Learner Agency
Developing learner agency goes beyond giving students the
opportunity of choice and voice. It is also about letting students
practice a sense of responsibility in all their choices, decisions, and
actions as they navigate the challenges and opportunities of learning.
Design for Way-finding
In online learning, way-finding refers to the set of systems or
information that a learner uses to navigate the virtual environment.
Hudson gives a more specific description of way-finding as a way to
support students consume, create, and filter content in the Internet,
which eventually leads to ownership of learning and development
curation and critical-thinking skills (Hudson, 2015).
How to Develop Learner Agency and Wayfinding Skills for Effective Independent
Learning
How to Develop Learner Agency and Way-finding
Skills for Effective Independent Learning
For independent learning in whatever modality keep in mind:
•Make CLEAR the learning goals or targets for the module. Learning
goals should be stated in a clear and concise manner, and more
importantly, articulated in the level of the students.
•To help students regulate, navigate, and reflect on their own progress,
learning goals could be used as checklists that they (or with their
parents/home learning managers) can tick off once they are able to
demonstrate the goals on their own.
How to Develop Learner Agency and Way-finding
Skills for Effective Independent Learning
For independent learning in whatever modality keep in mind:
•Design the modules and learning materials in such a way that all of
these help the learner achieve the learning goals. Follow the MAMI
Principle: Minimal activities, maximum impact.
•Arrange your contents in chunks that are manageable for students.
Avoid overwhelming your students by putting everything together.
Chunk lessons based on themes, similar concepts or skills.
•Make use of learning materials that are digestible and
developmentally appropriate to your students. Avoid overloading
their minds with too much information or multimedia materials. Arrange
your learning materials in easy-to-follow way.
“Compass Points”
A routine for examining propositions”
1. E = Excited
What excites you about this idea or proposition? What‟s the
upside?
2. W = Worrisome
What do you find worrisome about this idea or proposition?
What‟s the downside?
3. N = Need to Know
What else do you need to know or find out about this idea or
proposition? What additional information would help you to
evaluate things?
4. S = Stance or Suggestion for Moving Forward
What is your current stance or opinion on the idea or
proposition? How might you move forward in your evaluation
of this idea or proposition?
http://static.toondoo.com/public/w/h/a/whatedsaid//toons/cool-cartoon-2970722.png
Growth Mindset: Failure and Risk-Taking
in Independent Learning
Growth Mindset
From Carol S. Dweck’s study on human character, intelligence, and
ability to learn or improve, came two kinds of mindset, fixed mindset
and growth mindset.
Growth Mindset
Fixed mindset sees
intelligence, character, and our
capability to learn and create
new things as static and that
the sense of success, whether
in the present or in the future,
has been largely
predetermined with what you
know and can do now.
Growth mindset believes that
intelligence can be developed,
which means that one can get
smarter or be better at
something through effort,
handwork, persistence, use
of helpful strategies, and
help, feedback, or criticism
from others.
Growth Mindset
Growth mindset plays an essential role in helping students thrive
in independent learning and it opportunities of self-assessments.
Growth Mindset
Students tend to see and fear
self-assessments or formative
assessments because of the
pressure to get things right
immediately, defeating the
purpose of these assessments as
safe spaces to commit and learn
from one’s mistakes.
Growth Mindset
The effect is that students hinder
themselves from exploring
concepts and skills further.
They are afraid to take risks with
out of the box ideas. They would
rather do anything to get that
perfect score just to avoid the
disappoint of teachers and
parents.
Growth Mindset
Teachers also need to reflect on their
attitude towards formative and selfassessments. The same kind of mindset is
often seen in teachers, who usually have
negative attitudes towards students
committing mistakes and over-emphasize
and unnecessarily praise perfection.
Growth Mindset
At this time of distance learning, we need to help students and their
parents to realize that it is all right to commit mistakes and not to
pressure themselves towards getting the perfect score. Better learning
happens when students learn from their failures.
How to foster growth mindset?
Check how you speak, act, or even give feedback to students.
- Do
you emphasize correctness or perfection more than appreciating the effort
of students?
- Do
you give time for students to learn from their mistakes or do you move on
immediately?
- Do
you always praise the perfect students and show disappointment to
students who failed or committed some mistakes?
- Do you welcome new and radical ideas or do you encourage “safe answers?”
- Do you celebrate failure and cheer for improvement?
Stoplight!
Asks the learners to write what they learned (green) so far, a question
that they have (orange), or where they are experiencing difficulty (red) at.
Open Forum
Part III:
Breakout Rooms Discussion of the Output/Project
Module 3 Output*
Goal: Identify tools, techniques, and strategies that can enable authentic
independent learning and self-assessment in synchronous and
asynchronous learning experiences.
Identify current mode of distance learning in school:
___________________________
Identify foreseen mode of distance learning in school for next year:
___________________________
*Cacacho (2021)
Module 3 Output
Areas
Synchronous
learning activities
Consider - design
that supports
interaction
- tools used to
enable these
learning
experiences
- level of or effect
on student
engagement
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
Module 3 Output
Areas
Asynchronous
learning activities
Consider - design
that supports
interaction
- tools used to
enable these
learning
experiences
- level of or effect
on student
engagement
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
Module 3 Output
Areas
Means of
delivering
feedback to
student learning
Strategies that
promote learner
agency and
independent
learning
Strategies that
promote selfassessment
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
Let us try one together.
*This is an empathic and reflective exercise.
No right or wrong answers. Just authentic ones.
Example #1
Areas
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
Means of
delivering
feedback to
student learning
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas
Means of
delivering
feedback to
student learning
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
Online apps for drills
and practices gave
automated feedback to
students, which saves
time for teacher and
give more focus to
explaining common
mistakes for students
to understand.
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas
Means of
delivering
feedback to
student learning
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Online apps for drills
and practices gives
automated feedback to
students, which saves
time for teacher and
give more focus to
explaining common
mistakes for students
to understand.
Because of the limitations
of online distance
learning, sometimes it is
harder to give more
focused feedback to
specific students,
especially since they
logout immediately out of
Zoom class.
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
Due to reduced number of
meetings, there is not
much time to give
feedback to the class,
especially after FAs.
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas
Means of
delivering
feedback to
student learning
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Online apps for drills
and practices gives
automated feedback to
students, which saves
time for teacher and
give more focus to
explaining common
mistakes for students
to understand.
Because of the limitations 1. Provide regular feedback to
of online distance
students by creating
learning, sometimes it is
opportunities for students
harder to give more
consultations or special
focused feedback to
after-school encounters,
specific students,
especially for students who
especially since they
might be at risk in class.
logout immediately out of 2. Explore use of asynchronous
Zoom class.
discussion forums that will
engage individual students to
Due to reduced number of
share their ideas. Make use
meetings, there is not
of these forums as means to
much time to give
give feedback and clarify
feedback to the class,
ideas. This will also allow for
especially after FAs.
peer feedback giving,
allowing for more means to
get feedback for students.
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas
Means of
delivering
feedback to
student learning
Gains
Losses
Version 2.0 Upgrade
Bugs
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Online apps for drills
and practices gives
automated feedback to
students, which saves
time for teacher and
give more focus to
explaining common
mistakes for students
to understand.
Because of the limitations 1. Provide regular feedback to 1.a. Request for and propose to
of online distance
students by creating
the administrators the need for a
learning, sometimes it is
opportunities for students
special block for consultation
harder to give more
consultations or special
and after-school encounters.
focused feedback to
after-school encounters,
1.b. Establish and setup the
specific students,
especially for students who rules and protocols in making
especially since they
might be at risk in class.
use of the special block, i.e.
logout immediately out of 2. Explore use of asynchronous inviting students for extra
Zoom class.
discussion forums that will
encounter.
engage individual students to 1.c. Communicate to parents
Due to reduced number of
share their ideas. Make use and students how they can take
meetings, there is not
of these forums as means to advantage of this.
much time to give
give feedback and clarify
feedback to the class,
ideas. This will also allow for 2.a. Look for opportunities to
especially after FAs.
peer feedback giving,
integrate discussion forums in
allowing for more means to modules/units.
get feedback for students.
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #2
Areas
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
Example #1
Areas
Gains
Losses
Version 2.0 Upgrade
(Benefits from the
current set-up)
(Things lost or given up (Plan of Action for an
due to the current setup) improved version; Things to
do to close the gaps seen in
the losses)
Bugs
(Adjustments that needs to be
done to get to improved
version 2.0 from current
version)
*This is an empathic and reflective exercise. No right or wrong answers. Just authentic ones.
References
References
Cacacho, J. (2021). Improving XSEL, Worksheet. Xavier School.
Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc.
Gikandi, J. (2010). Engaging with formative assessment for meaningful online learning. Retrieved from:
https://mirandanet.ac.uk/engaging-formative-assessment-meaningful-online-learning/
Hudson, E. (2015). Teaching as Wayfinding. Retrieved from https://hybridpedagogy.org/teaching-as-wayfinding/
Moore, M. (1996). Theory of Transactional Distance. Retrieved from:
http://faculty.jou.ufl.edu/mleslie/spring96/moore.html
Organisation for Economic Co-operation and Development. (2019). Student Agency for 2030 Conceptual
Learning Framework. Retrieved from http://www.oecd.org/education/2030-project/teaching-andlearning/learning/student-agency/Student_Agency_for_2030_concept_note.pdf
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement,
understanding, and independence for all learners. John Wiley & Sons.
Tuscano, F.J. (2020). Embracing Online Distance Learning. Retrieved from
https://www.rexpublishing.com.ph/embracing-online-distance-learning-2/
Tools and Techniques in Enabling
Authentic and Independent
Learning and Self-Assessment
Module 3
Francis Jim B. Tuscano I April 17, 2021
francisbtuscano@gmail.com