Blended Learning Model
Focusing on a Personalized Learning
Model
to Turn Around a Failing School
Dr. Cynthia White, Princi...
Context
From an achieving school to a failing school:
what happened between 1983 and 2012
•
•
•
•
•
•

Underperforming
Hig...
Strengths
•
•
•
•
•

Math scores on state exams
Context for Learning model – Bill Jacobs
Teachers willing to change
Wirele...
Challenges
• Technology infrastructure
• Hardware
• Teacher buy-in moving from traditional
model to blended model using in...
Instructional Model Premises
1. Sequenced and targeted coaching in
pedagogy
✦

✦
✦
✦

Where/how technology fits in
I do, w...
Instructional Model Premises
2. Data Driven RTI through
Professional development &
Coaching

Knowing and understanding how...
Lessons Learned
•
•
•
•
•
•

Pilot
Home – School Technology Liaison
Instructional Model Coach & RTI Coach
Go to teachers –...
Outcomes
• 15 Point Gain (5 point target) on
California - Academic Performance Index
• Data driven conferences
• Math (Dre...
@dwarlick #educon
Personal or Personalized?
Plan Schooling Backwards
―Contemporary school reform efforts…
typically focus too much on various
means: structures, sched...
Plan Schooling Backwards
―Certainly such reforms serve
as the fuel for the school
improvement engine, but
they must not be...
Personalized
(Relational)

Personalized
Schooling

Personalized
Learning

Schoolin
g
Structures
from
Adults

Learning
Peda...
WHAT should
this student be
learning,
doing, and
thinking about
tomorrow?
Impersonal
Industrial
Schooling First
Asks:

WHAT is
her
birthdate?
First Grade: Week 1

© DreamBox Learning
Personalized
Relational
Schooling First
Asks:

WHAT is she
interested
in?WHAT does
she know?
WHERE could
she be learning?
Personalized
(Relational)

Schoolin
g
Structures
from
Adults

School Policies &
Structures are
Designed for
Students as Un...
Is there
an app
for this?

Blende
Schoolin
d
g
Structures
from
Adults

Is there
an app
for this?

Personalized
(Relational...
Fullan: Alive in the Swamp
“Technology–enabled innovations have a different
problem, mainly pedagogy and outcomes. Many of...
What do you remember
about math from when you
were in school?
Common Experience
From a 5th grade teacher in NY:
―I had a lot of good people teaching me math when I was a
student – earn...
Kid Snippets: “Math Class”
Kid Snippets: “Math Class”
Kid Snippets: “Math Class”
Plan Curriculum Backwards
1. Identify desired
results
2. Determine
acceptable
evidence
3. Plan learning
experiences
and in...
Common Teaching Cycle
Whole
Class or
Small
Group
Instruction

Use Data
Summatively

Independent
Practice

Use Data
Formati...
Instruction, Content Delivery
Whole
Class or
Small
Group
Instruction

Use Data
Summatively

Independent
Practice

Use Data...
Instruction
Let Me
Show You
How To Do
X

Now You
Go Do
X

Maybe You
Need to Be
Shown X
Again

You Know
X

Can You
Independ...
Who is doing the thinking?
Let Me
Show You
How To Do
X

Now You
Go Do
X

Maybe You
Need to Be
Shown X
Again

You Know
X

C...
Impersonal Learning
“If I cover it clearly, they
will „get it.‟”
―Presentation of an explanation, no matter how
brilliantl...
School & Home Work
At School:
Here’s how
to do
X

Use Data
Summatively

At Home:
Practice
X

Maybe you
need to be
shown X
...
Meaningful Flip?
At Home:
Watch a video
about how to do
X

At School:
Practice
X

Maybe You
Need to
Watch the
Video Again
...
PERSONALIZED
LEARNING
PRINCIPLES
Methods & Principles
―As to methods, there may be a
million and then some, but
principles are few. The man who
grasps prin...
Learning Experience: Field Trip Problem

4
3

8
7

5
4

5
3

Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fo...
Dewey, 1916
Democracy & Education
Chapter 12: Thinking in Education

―…thinking is the method of an
educative experience. ...
Dewey, 1916
―First that the pupil have a genuine situation of
experience—that there be a continuous activity in which
he i...
Dewey, 1916
―Secondly, that a genuine problem develop within this
situation as a stimulus to thought.‖

Is the sandwich di...
Dewey, 1916
―Third, that he possess the information and make the
observations needed to deal with it.‖

Time for sense-mak...
Dewey, 1916
―Fourth, that suggested solutions occur to him which he
shall be responsible for developing in an orderly way....
Dewey, 1916
―Fifth, that he have opportunity and occasion to test his
ideas by application, to make their meaning clear an...
Dewey, 1916
1. Genuine Interesting Situation & Experience

4 5916
Democracy and Education: an Introduction to the Philosop...
Dewey, 1916
2. Genuine Problem Stimulates Thought

How many
bags can be
made in all?
Democracy and Education: an Introduct...
Dewey, 1916
3. Have Information & Make Observations

4 5916
Democracy and Education: an Introduction to the Philosophy of ...
Dewey, 1916
4. Solutions Occur to Her, She Develops Them

Democracy and Education: an Introduction to the Philosophy of Ed...
Dewey, 1916
5. Test Her Own Ideas, Make Meaning, Discover Validity

Democracy and Education: an Introduction to the Philos...
Learning is not
accomplished by putting
thoughts into a mind, but
rather by empowering a
mind to generate
thoughts.
Q&A
Thank you!
www.dreambox.com
@DocHudsonMath
DreamBox Math on iPad®
•
•
•
•
•
•
•

1,300 rigorous adaptive lessons for Pre-K through Grade 6
Convenient, flexible and a...
3 Essential Elements
Rigorous
Mathematics

Motivating
Environment

• Common Core State
Standards, Texas
TEKS, Virginia SOL...
Upcoming SlideShare
Loading in...5
×

Engaging Math Learners and Improving Achievement Through Blended Learning

549
-1

Published on

New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.

Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.

Topics will include:

How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
549
On Slideshare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • This is the first of your presentation slides. On your last slide, consider including your contact information.
  • People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
  • People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
  • People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
  • NOTE: For each point try to use bullet to differentiate DBL as unique vs. “what else is on the market” e.g. Practice-only programs, one large static assessment, “predictive” not “intelligent adaptation”, etc.Online, supplemental K-6 math curriculum Over 1,300 rigorous adaptive lessons within two age-appropriate learning environments- primary and intermediate available within the same appRobust real-time reporting accessible via a desktop administrative dashboard for administrators, teachers and parents Aligned to the CCSS and Standards for Mathematical Practices--DreamBox was developed by a team of leading math educators including Dr. Cathy Fosnot and Dr. Skip Fennell and nationally board certified teachers who create, test and refine our lessons.Offers convenient, flexible and accessible learning any where at anytimeInnovative virtual manipulatives provide an engaging kinesthetic learning experience Supporting schools and districts in all 50 states and internationallyDreamBox on the iPad is user friendly, simple to access and easy to navigate with tools and contentthat support anytime/anywhere learning, project-based/authentic learning, competency-based progression, and/or student-driven learning paths for K-6 students.Beta tested in 5 rounds over 3 years ….
  • DreamBox Learning combines 3 essential elements in one mobile app:1) Mathematics- CCSSM & Standards for Mathematical Practice- unlike other programs that provide drill and practice DreamBox builds both conceptual understanding and procedural fluency2) Flexible & Motivating (persist and progress) – gaming fundamentals, cloud based. Mobile app allows same rich learning experience on a mobile device with ease of login, flexibility, convenience, interaction and accessibility for all users.3) Powerful intelligent adaptive learning engine providing millions of personalized learning paths—each one—tailored to a student’s unique needs.
  • Engaging Math Learners and Improving Achievement Through Blended Learning

    1. 1. Blended Learning Model Focusing on a Personalized Learning Model to Turn Around a Failing School Dr. Cynthia White, Principal Cleveland Elementary School
    2. 2. Context From an achieving school to a failing school: what happened between 1983 and 2012 • • • • • • Underperforming High Poverty 75% English Learner Neglected Technology circa 1993 Morale
    3. 3. Strengths • • • • • Math scores on state exams Context for Learning model – Bill Jacobs Teachers willing to change Wireless internet infrastructure installed Upper grades using Read 180 so teachers familiar with adaptive learning • I knew about the Dreambox model
    4. 4. Challenges • Technology infrastructure • Hardware • Teacher buy-in moving from traditional model to blended model using individual – personal data to drive instruction • School Site Council buy-in • The message to the parent community on why it’s important
    5. 5. Instructional Model Premises 1. Sequenced and targeted coaching in pedagogy ✦ ✦ ✦ ✦ Where/how technology fits in I do, we do, you do model of instruction Pacing for rigor Relevance
    6. 6. Instructional Model Premises 2. Data Driven RTI through Professional development & Coaching Knowing and understanding how data from adaptive technology works, which means ongoing discussions on how we use the data to inform and act on change in instruction.
    7. 7. Lessons Learned • • • • • • Pilot Home – School Technology Liaison Instructional Model Coach & RTI Coach Go to teachers – stipend Partnerships (after school programs) Ongoing professional development
    8. 8. Outcomes • 15 Point Gain (5 point target) on California - Academic Performance Index • Data driven conferences • Math (Dreambox is most preferred activity) • Parent buy-in
    9. 9. @dwarlick #educon
    10. 10. Personal or Personalized?
    11. 11. Plan Schooling Backwards ―Contemporary school reform efforts… typically focus too much on various means: structures, schedules, programs, PD, curriculum, and instructional practices (like cooperative learning)‖ [or personalized learning] [or blended learning] [or flipped classrooms] [or iPads®, hardware, etc] p. 234-235, Wiggins & McTighe, © 2007
    12. 12. Plan Schooling Backwards ―Certainly such reforms serve as the fuel for the school improvement engine, but they must not be mistaken as the destination…[which is] improved learning.‖ p. 234-235, Wiggins & McTighe, © 2007
    13. 13. Personalized (Relational) Personalized Schooling Personalized Learning Schoolin g Structures from Adults Learning Pedagogy with Students Industrial Schooling Industrial Learning Impersonal (Industrial)
    14. 14. WHAT should this student be learning, doing, and thinking about tomorrow?
    15. 15. Impersonal Industrial Schooling First Asks: WHAT is her birthdate?
    16. 16. First Grade: Week 1 © DreamBox Learning
    17. 17. Personalized Relational Schooling First Asks: WHAT is she interested in?WHAT does she know? WHERE could she be learning?
    18. 18. Personalized (Relational) Schoolin g Structures from Adults School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students ―Think & Do‖ using Their Own Intuitive Ideas Learning Pedagogy with Students School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students ―Sit & Get‖ the Teacher’s Ideas Impersonal (Industrial)
    19. 19. Is there an app for this? Blende Schoolin d g Structures from Adults Is there an app for this? Personalized (Relational) School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students ―Think & Do‖ using Their Own Intuitive Ideas Is there an app for this? Blende Learning d Pedagogy with Students School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students ―Sit & Get‖ the Teacher’s Ideas Impersonal (Industrial) Is there an app for this?
    20. 20. Fullan: Alive in the Swamp “Technology–enabled innovations have a different problem, mainly pedagogy and outcomes. Many of the innovations, particularly those that provide online content and learning materials, use basic pedagogy – most often in the form of introducing concepts by video instruction and following up with a series of progression exercises and tests. Other digital innovations are simply tools that allow teachers to do the same age-old practices but in a digital format.‖ (p. 25) Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
    21. 21. What do you remember about math from when you were in school?
    22. 22. Common Experience From a 5th grade teacher in NY: ―I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t good math. Every class was the same for eight years: „Get out your homework, go over the homework, here‟s the new set of exercises, here‟s how to do them. Now get started. I‟ll be around.‟” p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
    23. 23. Kid Snippets: “Math Class”
    24. 24. Kid Snippets: “Math Class”
    25. 25. Kid Snippets: “Math Class”
    26. 26. Plan Curriculum Backwards 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
    27. 27. Common Teaching Cycle Whole Class or Small Group Instruction Use Data Summatively Independent Practice Use Data Formatively to Plan Whole Class Assessment
    28. 28. Instruction, Content Delivery Whole Class or Small Group Instruction Use Data Summatively Independent Practice Use Data Formatively to Plan Whole Class Assessment
    29. 29. Instruction Let Me Show You How To Do X Now You Go Do X Maybe You Need to Be Shown X Again You Know X Can You Independently Do X?
    30. 30. Who is doing the thinking? Let Me Show You How To Do X Now You Go Do X Maybe You Need to Be Shown X Again You Know X Can You Independently Do X?
    31. 31. Impersonal Learning “If I cover it clearly, they will „get it.‟” ―Presentation of an explanation, no matter how brilliantly worded, will not connect ideas unless students have had ample opportunities to wrestle with examples.‖ Best Practices, 3rd Ed., by Zemelman, Daniels, and Hyde, ©2005 Understanding by Design, Wiggins & McTighe, ©2005
    32. 32. School & Home Work At School: Here’s how to do X Use Data Summatively At Home: Practice X Maybe you need to be shown X again Whole Class Assessment
    33. 33. Meaningful Flip? At Home: Watch a video about how to do X At School: Practice X Maybe You Need to Watch the Video Again Use Data Summatively Whole Class Assessment
    34. 34. PERSONALIZED LEARNING PRINCIPLES
    35. 35. Methods & Principles ―As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.‖ – Ralph Waldo Emerson
    36. 36. Learning Experience: Field Trip Problem 4 3 8 7 5 4 5 3 Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fosnot, Heinemann © 2007, used with permission
    37. 37. Dewey, 1916 Democracy & Education Chapter 12: Thinking in Education ―…thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection.‖ Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
    38. 38. Dewey, 1916 ―First that the pupil have a genuine situation of experience—that there be a continuous activity in which he is interested for its own sake.‖ Field trip + Lunch = Interest Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
    39. 39. Dewey, 1916 ―Secondly, that a genuine problem develop within this situation as a stimulus to thought.‖ Is the sandwich distribution fair? Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
    40. 40. Dewey, 1916 ―Third, that he possess the information and make the observations needed to deal with it.‖ Time for sense-making, modeling, manipulatives, & conversation Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
    41. 41. Dewey, 1916 ―Fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way.‖ How do we know when something “occurs” to a student? 5th grader in intervention: “So it looks like a half of a fifth is a tenth. That‟s easy!” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
    42. 42. Dewey, 1916 ―Fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.‖ Convince yourself through inquiry, exploration, feedback Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
    43. 43. Dewey, 1916 1. Genuine Interesting Situation & Experience 4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
    44. 44. Dewey, 1916 2. Genuine Problem Stimulates Thought How many bags can be made in all? Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
    45. 45. Dewey, 1916 3. Have Information & Make Observations 4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
    46. 46. Dewey, 1916 4. Solutions Occur to Her, She Develops Them Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
    47. 47. Dewey, 1916 5. Test Her Own Ideas, Make Meaning, Discover Validity Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
    48. 48. Learning is not accomplished by putting thoughts into a mind, but rather by empowering a mind to generate thoughts.
    49. 49. Q&A
    50. 50. Thank you! www.dreambox.com @DocHudsonMath
    51. 51. DreamBox Math on iPad® • • • • • • • 1,300 rigorous adaptive lessons for Pre-K through Grade 6 Convenient, flexible and accessible Real-time reporting for parents, teachers, and administrators Supports CCSS and Standards for Mathematical Practice Kinesthetic and accessible virtual manipulatives Used by students in all 50 states and internationally Lesson progress syncs seamlessly on tablet, laptop, or desktop © DreamBox Learning
    52. 52. 3 Essential Elements Rigorous Mathematics Motivating Environment • Common Core State Standards, Texas TEKS, Virginia SOL, Canada WNCP & Ontario Curriculum • Motivating and empowering environments • Gaming fundamentals, rewards • Standards for Mathematical Practice Intelligent Adaptive Learning™ Engine • Millions of personalized learning paths • Tailored to each student’s unique needs © DreamBox Learning
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×