Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & S...
Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & S...
Introductions<br />Who are you?<br />Where do you teach?<br />Something interesting about yourself…<br />
Who is on the call?<br />
Quote<br />"Communities are not built of friends, or of groups of people with similar styles and tastes, or even of people...
Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & S...
Background<br />“Every E.L. Haynes student of every race, socioeconomic status, and home language will reach high levels o...
Background<br />E.L. Haynes’ Broader Impact <br />Focus on Great Teaching and Learning<br />Teacher Leadership Panels<br /...
The problem we’re trying to solve<br />Core work flow<br />Teachers teach<br />Different students respond differently<br /...
Decrease student-teacher ratios
Deploy separate programs (tutoring centers, computer-based learning) that lie outside the teacher’s workflow</li></ul>9<br />
The Learning Match’s core offering<br />A library of microlessons that:<br /><ul><li>Are short (3-5 minutes), easy-to-unde...
Are conceptual focused instead of procedural
Demonstrate the Common Core in action
Are stress-tested (only the microlessons that generate the greatest student growth remain in the core library)</li></ul>As...
Match the rigor and focus of end-of-year assessments
Allow for additional practice</li></ul>Additional resources that:<br /><ul><li>Include materials such as: guided practice,...
Are used directly by teachers in their own practice</li></ul>An analytic engine that:<br /><ul><li>Allows teachers, admini...
Suggests updates for each student’s playlist
Identifies trends across classrooms and schools to inform program decisions for teachers and administrators</li></ul>A web...
Accepts new, uploaded content
Is simple in design</li></ul>10<br />
How the Learning Match works<br />Teachers create personalized playlists for students<br />Students view microlessons<br /...
The suggestion engine can help tailor playlists based on what has worked for similar students in the past
Teachers are freed from the administrative hassle of tracking completion or grading work—The Learning Match does it automa...
Microlessons can be completed at school or elsewhere—for example, as homework
Microlessons can be paused, rewound, and repeated as often as desired
Students can go beyond the playlist and have free access to supplement their learning
Assessments are short but targeted to provide a precise measure of what students have learned
Assessment items are varied to test different applications of the student’s knowledge
The item bank is large, to allow for repeated assessments and customization
The Learning Match keeps track of how well students have mastered different standards
Every time a student completes a microlesson and the related assessment, his or her profile is updated
Based on his/her up-to-the-minute profile, a student’s playlist can be revised to ensure that all standards are mastered</...
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110701 dream team training deck

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  • Students view microlessons at their own pace? I’m not sure what pace means in this case. What would “off script” look like? Will that raise questions about the validity of the data? (or would we track their off script behavior to find the best pathways?)
  • Other suggestions:Parents: understand what the grade level standards mean. See what their students are responsible for knowing and being able to do.Teachers: I’m not sure that the administrative hassle is the main one. Isn’t it: can differentiate for all students in a efficient and effective way (or something like that). To me, the freed from hassle is less substantative (though certainly very important to teachers).Another one to consider: understand what the standards mean/transition to the new Common Core
  • 110701 dream team training deck

    1. 1. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
    2. 2. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
    3. 3. Introductions<br />Who are you?<br />Where do you teach?<br />Something interesting about yourself…<br />
    4. 4. Who is on the call?<br />
    5. 5. Quote<br />"Communities are not built of friends, or of groups of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are a part of something that is bigger than themselves: a shared goal or enterprise, like righting a wrong, or building a road, or raising children, or living honorably, or worshipping a god. To build community requires only the ability to see value in others; to look at them and see a potential partner in one's enterprise."Suzanne Goldsmith<br />
    6. 6. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
    7. 7. Background<br />“Every E.L. Haynes student of every race, socioeconomic status, and home language will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. Every E. L. Haynes student will be adept at mathematical reasoning, will use scientific methods effectively to frame and solve problems, and will develop the lifelong skills needed to be successful individuals, active community members, and responsible citizens.”<br />
    8. 8. Background<br />E.L. Haynes’ Broader Impact <br />Focus on Great Teaching and Learning<br />Teacher Leadership Panels<br />Teacher TrainingProgram<br />Principal Training Program <br />
    9. 9. The problem we’re trying to solve<br />Core work flow<br />Teachers teach<br />Different students respond differently<br />Student data is collected<br />Teachers take targeted action<br />Student data is analyzed<br />Challenge:<br /><ul><li>Not enough time to address every student and deliver the next lesson</li></ul>Current default action:<br /><ul><li>Focus on next lesson rather than targeted actions</li></ul>Current best strategies for targeted action<br /><ul><li>Work longer hours to create more time
    10. 10. Decrease student-teacher ratios
    11. 11. Deploy separate programs (tutoring centers, computer-based learning) that lie outside the teacher’s workflow</li></ul>9<br />
    12. 12. The Learning Match’s core offering<br />A library of microlessons that:<br /><ul><li>Are short (3-5 minutes), easy-to-understand videos using visuals and scaffolding
    13. 13. Are conceptual focused instead of procedural
    14. 14. Demonstrate the Common Core in action
    15. 15. Are stress-tested (only the microlessons that generate the greatest student growth remain in the core library)</li></ul>Assessment items that:<br /><ul><li>Are used as mastery checks after each microlesson
    16. 16. Match the rigor and focus of end-of-year assessments
    17. 17. Allow for additional practice</li></ul>Additional resources that:<br /><ul><li>Include materials such as: guided practice, lesson material, and meta-videos with commentary explaining the pedagogical approach
    18. 18. Are used directly by teachers in their own practice</li></ul>An analytic engine that:<br /><ul><li>Allows teachers, administrators, parents, and students themselves to see and understand student progress
    19. 19. Suggests updates for each student’s playlist
    20. 20. Identifies trends across classrooms and schools to inform program decisions for teachers and administrators</li></ul>A web-based platform that:<br /><ul><li>Provides easy access to the content library and analytical features
    21. 21. Accepts new, uploaded content
    22. 22. Is simple in design</li></ul>10<br />
    23. 23. How the Learning Match works<br />Teachers create personalized playlists for students<br />Students view microlessons<br />Students take short assessments following each microlesson<br />Assessment results help determine what students should do next<br /><ul><li>Playlists allow each student using the site to follow his or her own unique learning path
    24. 24. The suggestion engine can help tailor playlists based on what has worked for similar students in the past
    25. 25. Teachers are freed from the administrative hassle of tracking completion or grading work—The Learning Match does it automatically
    26. 26. Microlessons can be completed at school or elsewhere—for example, as homework
    27. 27. Microlessons can be paused, rewound, and repeated as often as desired
    28. 28. Students can go beyond the playlist and have free access to supplement their learning
    29. 29. Assessments are short but targeted to provide a precise measure of what students have learned
    30. 30. Assessment items are varied to test different applications of the student’s knowledge
    31. 31. The item bank is large, to allow for repeated assessments and customization
    32. 32. The Learning Match keeps track of how well students have mastered different standards
    33. 33. Every time a student completes a microlesson and the related assessment, his or her profile is updated
    34. 34. Based on his/her up-to-the-minute profile, a student’s playlist can be revised to ensure that all standards are mastered</li></ul>11<br />
    35. 35. How the Learning Match is used by different groups of users<br />Students<br /><ul><li>Learn at their own pace
    36. 36. Go beyond the curriculum to learn any subject
    37. 37. Monitor their own progress
    38. 38. Take ownership of their learning path</li></ul>Teachers<br /><ul><li>Personalize instruction for all students efficiently and effectively
    39. 39. Are freed from the administrative hassle of grading and tracking progress
    40. 40. Use the library as a professional development resource, to explore different instructional approaches
    41. 41. Record their own videos, so that every student, every year, has access to that “perfect lesson”</li></ul>Parents<br /><ul><li>Understand the grade level standards; see what their students are responsible for knowing and being able to do
    42. 42. See how their students are progressing through the material
    43. 43. See what it will take to keep their students on track for milestones like graduation or college admissions
    44. 44. Create separate parental playlists for their students
    45. 45. Re-learn topics they may have forgotten, to better help their students</li></ul>Administrators<br /><ul><li>Multiply impact of most effective, experienced teachers
    46. 46. Monitor how groups of students are progressing across the school or district
    47. 47. Support targeted professional development—for example, by supporting teachers in recording, viewing, and perfecting lessons</li></ul>12<br />
    48. 48. Design Principles<br />Quality<br />Simplicity<br />Flexibility<br />
    49. 49. Social-Mission Driven Company<br />Practical Reasons<br />Philosophical Reasons<br />
    50. 50. Timeline<br />Q3 2011<br />(summer)<br />Q4 2011<br />Q1 2012<br />Q2 2012<br />Q3 2012<br />(summer)<br />Q4 2012<br />A<br />B<br />C<br />Initial content creation<br />D<br />Site launch (v1.0)<br />E<br />Pilot use<br />F<br />2nd wave content creation<br />G<br />V2.0 launch<br />3rd wave content creation<br />Broad-based use begins<br />15<br />
    51. 51. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
    52. 52. Lesson Plan Template<br />
    53. 53. Lesson Plan Rubric<br />
    54. 54. Rubric<br />Read it over<br />Reflect<br />What stands out?<br />What’s confusing?<br />Discussion<br />
    55. 55. Watch Lesson: Reflections<br />What stands out?<br />What makes this effective?<br />What could be improved?<br />
    56. 56. Video Lesson Components<br />
    57. 57. Guided Practice<br />Introduction: “Now we are going to practice doing X by Y together. Let’s say,…..(explain the problem)”<br />Stopping the Video: “Now, I want you to stop the video and see if you can do it by yourself. If you get confused, or need help, just hit play again and watch how I work through it.”<br />Restarting the Video: “Watch how I work this out…Remember, you can stop the video at any time and challenge yourself to do it without me.” Complete the problem while clearly explaining the steps you are taking.<br />
    58. 58. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & It’s Components<br />Resources & Support<br />Question and Answer<br />
    59. 59. Resources<br />
    60. 60. Tablet – HP Touchscreen<br />
    61. 61. Camtasia<br />
    62. 62. Templates<br />
    63. 63. Books<br />
    64. 64. Standards Document<br />
    65. 65. Assessment Item Documents<br />
    66. 66. Shared Space<br />Wiki<br />
    67. 67. Support<br />Instructional Support<br />Each other<br />Content Expert – Kirk Walters<br />Design Support <br />Alix & Eric<br />Technical Support<br />Alix, Eric & Alison<br />
    68. 68. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & It’s Components<br />Resources & Support<br />Question and Answer<br />
    69. 69. Next Steps<br />Video Lessons on Creating Videos<br />Prioritizing standards (google form email)<br />Coaching support calendar - Kirk<br />July 11th webinar<br />July 13-14<br />Individual Schedule<br />

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