Best practices in blended professional learning

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Presentation at ASCD 2014 Annual Conference

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  • Best practices in blended professional learning

    1. 1. Best Practices in Blended Professional Learning Andrew Miller ASCD Faculty @betamiller #ascd14
    2. 2. 3
    3. 3. By the end of this session you will:  Clarify Blended Learning  Examine Sample Blended Learning professional learning implementations  Uncover best practices in blended professional learning  Gain strategies for planning blended professional learning
    4. 4. “From online lessons to streaming video of master teachers in the classroom, technology can be a powerful tool to help teachers explore and share best practices to implement the Common Core. Yet technology is best positioned to support, not drive, effective Common Core implementation.” - Vicki Phillips
    5. 5. Benefits of Online, Face-to-Face Professional Development Similar, Study Finds • Access the article at www.tinyurl.com/edweek1 • Read the article individually • Write down affirmations and questions you have • Be prepared to debrief
    6. 6. Benefits of Online, Face-to-Face Professional Development Similar, Study Finds
    7. 7. 8
    8. 8. = Blended LearningBlended Learning
    9. 9. Problem/Problem/ Project BasedProject Based LearningLearning ConstructivistConstructivist PrinciplesPrinciples Collaboration Figure 1.1 – “Engaging the Online Learner.” Conrad and Donaldson
    10. 10. “True Professional Development is deliberate process, guided by a clear vision of purposes and planned goals. These goals form the criteria by which content and materials are selected, processes and procedures developed, and assessments evaluations prepared” - Guskey
    11. 11. Steps to Ensure Intentionality • Begin with a clear statement of purposes and goals. • Ensure that the goals are worthwhile. • Determined how the goals will be assessed - Guskey
    12. 12. Research shows that professional development is most effective and can impact student classroom achievement when it is long-term, collaborative, school-based, focused on the learning of all students, and linked to the curricula that teachers have to teach (Cohen & Hill, 2001; Garet, Porter, Desimone, Birman, & Yoon, 2001; Hiebert, Gallimore, & Stigler, 2002; Wenglinsky, 2000). Blended teacher professional development: A synthesis of three program evaluations Ron Owston , Herb Wideman, Janet Murphy, Denys Lupshenyuk⁎
    13. 13. “Blended learning lends itself well to incorporating these design principles. For example, blended learning programs can be designed to extend to a full school year or even longer because teachers do not need to be removed from classrooms for extended periods in order to participate. Face-to-face sessions can coincide with district professional development days or teachers can be replaced with substitutes for several days throughout the school year to attend face-to-face sessions.” Blended teacher professional development: A synthesis of three program evaluations Ron Owston , Herb Wideman, Janet Murphy, Denys Lupshenyuk⁎
    14. 14. Blended teacher professional development: a synthesis of three program evaluations • Access the article at www.tinyurl.com/blended1 • Select of the following areas to read as a team of 3. –3.1, 3.2, or 3.3 • Identify what worked, and why you think it worked.
    15. 15. Blended teacher professional development: a synthesis of three program evaluations
    16. 16. Specific Goals
    17. 17. Meaningful Formative and Summative Assessments
    18. 18. Cohorts and Teams
    19. 19. Problems of Practice
    20. 20. Major Models of Professional Dev. • Training • Observation/ Assessment • Involvement in development/ improvement process • Study Groups • Inquiry/ Action research • Individually guided activities • Mentoring - Guskey
    21. 21. THINK SH SHARE How might some models of Professional Development be blended?
    22. 22. Strategies for Time • Add Days to Calendar • Add Hours to Day/ Contract • Add Staff for Release Time • Alter Schedule/ Shared Planning • Flexible Staff FTE • Compensate Out of Contract Time • Flip the Staff Meeting
    23. 23. Tech Integration Sample Plan Developed Purpose Statements •How can technology enhance and support what students need to know and be able to do? (standards, learning goals, and curriculum) •How can technology help students and teachers identify what students have learned? (formative assessment) •How can teachers leverage technology to meet student learning needs? (instructional strategies)
    24. 24. Tech Integration Sample Plan Selected Deliverables Unit Plans Formative Assessments Reflections
    25. 25. Tech Integration Sample Plan Selected Model(s) -Training -Mentoring/ Teacher Leader -Individual Guided Activities -Inquiry/ Action Research
    26. 26. Tech Integration Sample Plan Identified Appropriate Online Content
    27. 27. Tech Integration Sample Plan Selected Structures for Learning Virtual Coaching/ Team Meetings In Person Kick Off and Training Follow Up Visits aligned to Teacher Needs Virtual Classroom Visits
    28. 28. PBL Sample Plan Developed Purpose Statements Teachers will design and implemented effective Project Based Learning units that have students create meaningful work, engage in authentic challenges and scenarios in a student centered environment.
    29. 29. PBL Sample Plan Selected Deliverables Multiple PBL Projects, 2-3 Aligned Standards Based Rubrics Reflections Backwards Design Instructional Plan
    30. 30. PBL Sample Plan Selected Model(s) -Training -Involvement in development/ improvement process -Individual Guided Activities -Inquiry/ Action Research
    31. 31. PBL Sample Plan Identified Appropriate Online Content Expert Created Webinars Based on Needs to Teachers Existing PBL Videos and Webinars PBLU Courses Virtual Discussion Boards/ Readings
    32. 32. PBL Sample Plan Selected Structures for Learning -Grade Level Teams -Critical Friends Protocol (virtual/ in person) -Post Project Review Protocol (virtual/ in person) -Individual Virtual Coaching -In Person Days for Kick off and Planning -Follow Up In Person Visits
    33. 33. Customizable Collaborative Intuitive
    34. 34. PLN vs. PLC • Unaccountable to established school/ district goals • Complete Autonomy • Ongoing • Collaborative • “Just in Time” • May be aligned to best practices • May be focused • Accountable to establish school/ district goals • Limited Autonomy • Ongoing • Collaborative • May be “Just In Time” • Aligned to best practices • Focused
    35. 35. twitter.com/betamiller andrew@andrewkmiller.com www.andrewkmiller.com

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