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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


  • 1. Dream Team Training
    Welcome & Introductions
    The Video Lesson & Its Components
    Resources & Support
    Question and Answer
  • 2. Dream Team Training
    Welcome & Introductions
    The Video Lesson & Its Components
    Resources & Support
    Question and Answer
  • 3. Introductions
    Who are you?
    Where do you teach?
    Something interesting about yourself…
  • 4. Who is on the call?
  • 5. Quote
    "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
  • 6. Dream Team Training
    Welcome & Introductions
    The Video Lesson & Its Components
    Resources & Support
    Question and Answer
  • 7. Background
    “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.”
  • 8. Background
    E.L. Haynes’ Broader Impact
    Focus on Great Teaching and Learning
    Teacher Leadership Panels
    Teacher TrainingProgram
    Principal Training Program
  • 9. The problem we’re trying to solve
    Core work flow
    Teachers teach
    Different students respond differently
    Student data is collected
    Teachers take targeted action
    Student data is analyzed
    • Not enough time to address every student and deliver the next lesson
    Current default action:
    • Focus on next lesson rather than targeted actions
    Current best strategies for targeted action
    • Work longer hours to create more time
    • 10. Decrease student-teacher ratios
    • 11. Deploy separate programs (tutoring centers, computer-based learning) that lie outside the teacher’s workflow
  • 12. The Learning Match’s core offering
    A library of microlessons that:
    • Are short (3-5 minutes), easy-to-understand videos using visuals and scaffolding
    • 13. Are conceptual focused instead of procedural
    • 14. Demonstrate the Common Core in action
    • 15. Are stress-tested (only the microlessons that generate the greatest student growth remain in the core library)
    Assessment items that:
    • Are used as mastery checks after each microlesson
    • 16. Match the rigor and focus of end-of-year assessments
    • 17. Allow for additional practice
    Additional resources that:
    • Include materials such as: guided practice, lesson material, and meta-videos with commentary explaining the pedagogical approach
    • 18. Are used directly by teachers in their own practice
    An analytic engine that:
    • Allows teachers, administrators, parents, and students themselves to see and understand student progress
    • 19. Suggests updates for each student’s playlist
    • 20. Identifies trends across classrooms and schools to inform program decisions for teachers and administrators
    A web-based platform that:
    • Provides easy access to the content library and analytical features
    • 21. Accepts new, uploaded content
    • 22. Is simple in design
  • 23. How the Learning Match works
    Teachers create personalized playlists for students
    Students view microlessons
    Students take short assessments following each microlesson
    Assessment results help determine what students should do next
    • Playlists allow each student using the site to follow his or her own unique learning path
    • 24. The suggestion engine can help tailor playlists based on what has worked for similar students in the past
    • 25. Teachers are freed from the administrative hassle of tracking completion or grading work—The Learning Match does it automatically
    • 26. Microlessons can be completed at school or elsewhere—for example, as homework
    • 27. Microlessons can be paused, rewound, and repeated as often as desired
    • 28. Students can go beyond the playlist and have free access to supplement their learning
    • 29. Assessments are short but targeted to provide a precise measure of what students have learned
    • 30. Assessment items are varied to test different applications of the student’s knowledge
    • 31. The item bank is large, to allow for repeated assessments and customization
    • 32. The Learning Match keeps track of how well students have mastered different standards
    • 33. Every time a student completes a microlesson and the related assessment, his or her profile is updated
    • 34. Based on his/her up-to-the-minute profile, a student’s playlist can be revised to ensure that all standards are mastered
  • 35. How the Learning Match is used by different groups of users
    • Learn at their own pace
    • 36. Go beyond the curriculum to learn any subject
    • 37. Monitor their own progress
    • 38. Take ownership of their learning path
    • Personalize instruction for all students efficiently and effectively
    • 39. Are freed from the administrative hassle of grading and tracking progress
    • 40. Use the library as a professional development resource, to explore different instructional approaches
    • 41. Record their own videos, so that every student, every year, has access to that “perfect lesson”
    • Understand the grade level standards; see what their students are responsible for knowing and being able to do
    • 42. See how their students are progressing through the material
    • 43. See what it will take to keep their students on track for milestones like graduation or college admissions
    • 44. Create separate parental playlists for their students
    • 45. Re-learn topics they may have forgotten, to better help their students
    • Multiply impact of most effective, experienced teachers
    • 46. Monitor how groups of students are progressing across the school or district
    • 47. Support targeted professional development—for example, by supporting teachers in recording, viewing, and perfecting lessons
  • 48. Design Principles
  • 49. Social-Mission Driven Company
    Practical Reasons
    Philosophical Reasons
  • 50. Timeline
    Q3 2011
    Q4 2011
    Q1 2012
    Q2 2012
    Q3 2012
    Q4 2012
    Initial content creation
    Site launch (v1.0)
    Pilot use
    2nd wave content creation
    V2.0 launch
    3rd wave content creation
    Broad-based use begins
  • 51. Dream Team Training
    Welcome & Introductions
    The Video Lesson & Its Components
    Resources & Support
    Question and Answer
  • 52. Lesson Plan Template
  • 53. Lesson Plan Rubric
  • 54. Rubric
    Read it over
    What stands out?
    What’s confusing?
  • 55. Watch Lesson: Reflections
    What stands out?
    What makes this effective?
    What could be improved?
  • 56. Video Lesson Components
  • 57. Guided Practice
    Introduction: “Now we are going to practice doing X by Y together. Let’s say,…..(explain the problem)”
    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.”
    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.
  • 58. Dream Team Training
    Welcome & Introductions
    The Video Lesson & It’s Components
    Resources & Support
    Question and Answer
  • 59. Resources
  • 60. Tablet – HP Touchscreen
  • 61. Camtasia
  • 62. Templates
  • 63. Books
  • 64. Standards Document
  • 65. Assessment Item Documents
  • 66. Shared Space
  • 67. Support
    Instructional Support
    Each other
    Content Expert – Kirk Walters
    Design Support
    Alix & Eric
    Technical Support
    Alix, Eric & Alison
  • 68. Dream Team Training
    Welcome & Introductions
    The Video Lesson & It’s Components
    Resources & Support
    Question and Answer
  • 69. Next Steps
    Video Lessons on Creating Videos
    Prioritizing standards (google form email)
    Coaching support calendar - Kirk
    July 11th webinar
    July 13-14
    Individual Schedule