Pressing Play: Engaging Students Through Learning Playlists

Purpose & objective

The purpose of this session is to explore the benefits of learning playlists and self-paced learning in any classroom (or with adult learners). We will explore several styles and examples of learning playlists and related content curation styles such as hyperdocs and classroom stations. The benefits of embedded this style of teaching and learning in the classroom are endless. First and foremost, learning playlists allow for personalized learning to take place in any classroom. Variety can be provided in style of resource, style of response, timing, involvement of technology, and support. Learning playlists can allow for individual work, partner work, group work, authentic learning, and support from or formative work with instructors. Additionally, learning playlists allow teachers to curate and customize learning for their classes, ensuring that content is up to date and reflects a variety of voices and experiences.

This session will not only use learning playlists as our outcome and focus of discussion, we will also use it as our primary form of learning. Participants will be given access to a learning playlist through which they can explore resources, play with different technology, experiment with design, and work with other session participants or with me to curate their own playlists.

After this session, participants will be able to design a variety of learning playlists, embed content into their chosen playlist style, and facilitate a self-paced learning experience for their students.

Some of the technologies that we will make use of include (but are not limited to): Google sheets/docs/slides, EdPuzzle, Flipgrid, Nearpod, Google Jamboard, Adobe Spark, and Canva.

Outline

1. Overview and introduction to learning playlists
2. Discussion of and exploration of ISTE Standards for Educators and Students
3. Strategies for tracking student learning, growth, and engagement
4. Presentation of participant learning playlist: participants will receive access to a playlist that they can work through throughout the session. Physical stations in the room (including Maker Kits and spaces for group collaboration), as well as digital resources and response methods, will be included in the playlist.
5. While participants work through the playlist, various opportunities will be provided to not only explore existing resources but to begin building out their own.
6. Participants will begin curating a learning playlist for their learners and will work with others in the room to tune their ideas and hone the expectations of their playlists
7. By the end of the session, we will create a collaborative workspace for continued brainstorming, resource sharing, and tuning.

Supporting research

Catlin Tucker: https://catlintucker.com/2023/01/self-pacing-playlists/

Jennifer Gonzalez: https://www.cultofpedagogy.com/student-playlists-differentiation/

Michael Putman: https://www.literacyworldwide.org/blog/literacy-now/2018/06/08/using-playlists-to-personalize-learning

Playlist Building 101: https://www.edelements.com/hubfs/Blog_Files/How%20to%20Pick%20the%20Right%20Instructional%20Model%20for%20Your%20Classroom/Playlist%20Building%20101%20Guide.pdf?hsCtaTracking=5b870616-b62d-4e71-8852-6c58126f8086%7C53107035-4c4a-4892-9014-44f05e018ea7

Blended Learning: https://practices.learningaccelerator.org/strategies/self-paced-progress-through-playlists