How Do Teachers Implement
Blended Learning in the
Classroom?
May 15, 2014
Tanesha Dixon
Wheatley Education Campus
Shane Donovan
E.L. Haynes Public Charter School
Tanesha Dixon
Wheatley Education Campus
A “Simple” Approach to
A “Simple” Approach to
1. Designing
A “Simple” Approach to
1. Designing
2. Implementing
A “Simple” Approach to
1. Designing
2. Implementing
3. Supporting Learning
A “Simple” Approach to
1. Designing
2. Implementing
3. Supporting Learning
4. Professional Development
Designing a blended
classroom
Beginning with an end in mind.
Wheatley At-a-Glance
● Traditional Public School
● 465 students in PK3 - 8th Grade
● 95% Black; 4% Latino; 1% Multiracial
...
Background
Implementation
The trains need to run on time!
Student 1:1 Experience
Student 1:1 Experience
Student 1:1 Experience
Student 1:1 Experience
Effective Teaching + Digital Content
Effective Teaching + Digital Content
Effective Teaching + Digital Content
Effective Teaching + Digital Content
Effective Teaching + Digital Content
Supporting Learning
You'll know it when you see it.
Learning Opportunities
● Not an easy way for
students to achieve
credit
● Replace
teachers/teaching
● Playing game
● Memor...
Learning Opportunities
● Not an easy way for
students to achieve
credit
● Replace
teachers/teaching
● Playing game
● Memor...
Learning Opportunities
● Not an easy way for
students to achieve
credit
● Replace
teachers/teaching
● Playing game
● Memor...
Learning Opportunities
● Not an easy way for
students to achieve
credit
● Replace
teachers/teaching
● Playing game
● Memor...
Learning Opportunities
● Not an easy way for
students to achieve
credit
● Replace
teachers/teaching
● Playing game
● Memor...
Professional
Development
There is nothing noble about being superior to
some other man. The true nobility is in being
supe...
Professional Development
Professional Development
● Basics of blended/personalized
learning/competency based learning
Professional Development
● Basics of blended/personalized
learning/competency based learning
● School visits
Professional Development
● Basics of blended/personalized
learning/competency based learning
● School visits
● Differentia...
Professional Development
● Basics of blended/personalized
learning/competency based learning
● School visits
● Differentia...
Professional Development
● Basics of blended/personalized
learning/competency based learning
● School visits
● Differentia...
Shane Donovan
E.L. Haynes Public Charter School
Problem-Based Learning:
In A Perfect World
Problem-Based Learning:
In A Perfect World
Problem-Based Learning:
In A Perfect World
1
Problem-Based Learning:
In A Perfect World
1 2
Problem-Based Learning:
In A Perfect World
1 2 3
Problem-Based Learning:
In A Perfect World
1 2 3
Smaller,
prerequisite
content
Problem-Based Learning:
In A Perfect World
1 2
4
3
Smaller,
prerequisite
content
Problem-Based Learning:
In A Perfect World
1 2
4
3
5
Smaller,
prerequisite
content
Problem-Based Learning:
In A Perfect World
1 2
4
3
5
6
Smaller,
prerequisite
content
Problem-Based Learning:
In A Perfect World
1 2
4
3
5
6
Smaller,
prerequisite
content
Problem-Based Learning:
In A Perfect World
1 2
4
3
5
6
Big, complex problem!
Smaller,
prerequisite
content
Problem-Based Learning:
What Actually Happens (Sometimes)
Problem-Based Learning:
What Actually Happens (Sometimes)
Problem-Based Learning:
What Actually Happens (Sometimes)
1
Problem-Based Learning:
What Actually Happens (Sometimes)
1 2
Problem-Based Learning:
What Actually Happens (Sometimes)
1 2
Wasn’t here this
day
Problem-Based Learning:
What Actually Happens (Sometimes)
1
Wasn’t here this
day
Problem-Based Learning:
What Actually Happens (Sometimes)
1 3
Wasn’t here this
day
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
Wasn’t here this
day
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
5
Wasn’t here this
day
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
5
Wasn’t here this
day
Broke up with my
significant other
...
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
Wasn’t here this
day
Broke up with my
significant other
to...
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
6
Wasn’t here this
day
Broke up with my
significant other
...
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
Wasn’t here this
day
Broke up with my
significant other
to...
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
Big, complex problem
doesn’t happen!
Wasn’t here this
day
...
Problem-Based Learning:
What Actually Happens (Sometimes)
1
4
3
Big, complex problem
doesn’t happen!
Wasn’t here this
day
...
The Idea
The Idea
1
The Idea
1 2
The Idea
1 2 3
The Idea
1 2 43
The Idea
1 2 43 5
The Idea
1 2 43 5 6
The Idea
1 2 43 5 6
The Idea
1 2 43 5 6
The Idea
1 2 43 5 6
The Idea
1 2 43 5 6
1
The Idea
1 2 43 5 6
1 2
The Idea
1 2 43 5 6
1 2 3
The Idea
1 2 43 5 6
1 2 3 1
The Idea
1 2 43 5 6
1 2 3 1 1
The Idea
1 2 43 5 6
1 2 3
4
1 1
The Idea
1 2 43 5 6
1 2 3
4
1 2 1
The Idea
1 2 43 5 6
1 2 3
4
1 2 3 1
The Idea
1 2 43 5 6
1 2 3
4
1 2 3 1 2
The Idea
1 2 43 5 6
1 2 3
4
1 2 3 1 2 3
The Idea
1 2 43 5 6
1 2 3
4
1 2 3 1 2 3
4
The Idea
1 2 43 5 6
1 2 3
4 5
1 2 3 1 2 3
4
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3 1 2 3
4
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3 1 2 3
4
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3
4
1 2 3
4
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3
4 5
1 2 3
4
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3
4 5
1 2 3
4
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3
4 5
1 2 3
4 5
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3
4 5
1 2 3
4 5
6
The Idea
1 2 43 5 6
1 2 3
4 5
6
1 2 3
4 5
1 2 3
4 5
6
Competency-Based Learning:
The Theory
•
Mirrors real world: you move on when you
master something
•
Increased student owne...
Competency-Based Learning:
How to Do It
•
Definition of mastery explicit at outset
•
Materials that students need to recei...
Practical Tips
•
Digitize as much content as possible
•
Automate grading as much as possible
•
Spend your energy on big, s...
Unresolved Questions
•
Go at my own pace = go as slow as I want?
•
Sources of student struggle:
– Content accessibility (E...
Q&A
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iNACOL - May 2014 Teacher Talk Webinar - How Do Teachers Implement Blended Learning in the Classroom?

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iNACOL | May 15, 2014 | Webinar: How Do Teachers Implement Blended Learning in the Classroom?

This webinar will feature how teachers design and create successful blended learning environments. Participants will learn best practices for implementing and supporting blended learning and the steps to apply blended learning methodologies for educators in their practice. Learn how teachers are transforming pedagogical practices using technology and data to personalize learning within blended learning delivery models.

Washington, DC educators Tenesha Dixon of Wheatley Education Campus and Shane Donovan of E.L. Haynes Public Charter School will share their insights and experiences implementing a blended learning model into their classrooms and schools. Both Tanesha and Shane were 2013 CityBridge Foundation Education Innovation Fellows and will offer their perspective on the schools and resources that informed their journey to blended learning implementation.

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  • Of course this is an oversimplification to the process. There was and still is a lot of hard work that go into learning, exploring and piloting innovation in my class.
  • Of course this is an oversimplification to the process. There was and still is a lot of hard work that go into learning, exploring and piloting innovation in my class.
  • Of course this is an oversimplification to the process. There was and still is a lot of hard work that go into learning, exploring and piloting innovation in my class.
  • Of course this is an oversimplification to the process. There was and still is a lot of hard work that go into learning, exploring and piloting innovation in my class.
  • Of course this is an oversimplification to the process. There was and still is a lot of hard work that go into learning, exploring and piloting innovation in my class.
  • -These numbers look daunting. With virtually all of our students qualifying for Free Meals and our Special Education population population is well above the national average.
    -We have made considerable progress
    -With only 7% growth in math and 5% in reading our progress has seemed to plateau
    -We cannot get excited that only a third of our students are proficient
    -There is still a long way to go to get our student where we want and where they need to be (if want to truly carry out our vision of making sure our kids leave on or above grade level so they can go to the high school of their choice)
    -
  • Came in year 2 or 3 of restructuring
    -Was already integrating tech but the first year was rough. Maybe rough is an understatement
    – was amazed the wide range of abilities and felt like I had literally every kids on the achievement spectrum
    -a huge spotlight on the Teacher’s dilemma (how to reach each kid at their zone of proximal development while still addressing grade level standards)
    -When designing a program – begin with an end in mind.
    What is the instructional problem you are trying to solve? Can technology alleviate the problem and if so to what extent?
  • This student experience is markedly different from what students were experiencing.
    -1:1 but prior to going 1:1 I was a one device classroom and utilized our library and computers to their capacity
    -a NEW, INNOVATIVE way of TEACHING & LEARNING with the help of CityBridge Education Innovation Fellowship I was able to first identify then learn how to work with the moving parts of a blended classroom.
    -reading about different models was great but the aha! Moments came during school visits when I was able to observe teachers and students there is so much out there so here is what I decided was best for my school, class and students
    using a techbook (digital textbooks with text, audio, video, and images.) not to be confused with a textbook. Prior to the tech book I was curating my own content because there was not much in the way of Social Studies for middle grades that was rigorous enough to meet my standards or engaging enough for to sustain a student’s attention
    -why I chose a station rotation and 90 minute class periods
  • This student experience is markedly different from what students were experiencing.
    -1:1 but prior to going 1:1 I was a one device classroom and utilized our library and computers to their capacity
    -a NEW, INNOVATIVE way of TEACHING & LEARNING with the help of CityBridge Education Innovation Fellowship I was able to first identify then learn how to work with the moving parts of a blended classroom.
    -reading about different models was great but the aha! Moments came during school visits when I was able to observe teachers and students there is so much out there so here is what I decided was best for my school, class and students
    using a techbook (digital textbooks with text, audio, video, and images.) not to be confused with a textbook. Prior to the tech book I was curating my own content because there was not much in the way of Social Studies for middle grades that was rigorous enough to meet my standards or engaging enough for to sustain a student’s attention
    -why I chose a station rotation and 90 minute class periods
  • This student experience is markedly different from what students were experiencing.
    -1:1 but prior to going 1:1 I was a one device classroom and utilized our library and computers to their capacity
    -a NEW, INNOVATIVE way of TEACHING & LEARNING with the help of CityBridge Education Innovation Fellowship I was able to first identify then learn how to work with the moving parts of a blended classroom.
    -reading about different models was great but the aha! Moments came during school visits when I was able to observe teachers and students there is so much out there so here is what I decided was best for my school, class and students
    using a techbook (digital textbooks with text, audio, video, and images.) not to be confused with a textbook. Prior to the tech book I was curating my own content because there was not much in the way of Social Studies for middle grades that was rigorous enough to meet my standards or engaging enough for to sustain a student’s attention
    -why I chose a station rotation and 90 minute class periods
  • This student experience is markedly different from what students were experiencing.
    -1:1 but prior to going 1:1 I was a one device classroom and utilized our library and computers to their capacity
    -a NEW, INNOVATIVE way of TEACHING & LEARNING with the help of CityBridge Education Innovation Fellowship I was able to first identify then learn how to work with the moving parts of a blended classroom.
    -reading about different models was great but the aha! Moments came during school visits when I was able to observe teachers and students there is so much out there so here is what I decided was best for my school, class and students
    using a techbook (digital textbooks with text, audio, video, and images.) not to be confused with a textbook. Prior to the tech book I was curating my own content because there was not much in the way of Social Studies for middle grades that was rigorous enough to meet my standards or engaging enough for to sustain a student’s attention
    -why I chose a station rotation and 90 minute class periods
  • How will you select content to define & maximize the role of the teacher and content in the classroom?
    CCSS
    the mission and vision - will this content facilitate this
    blended will look different in different content areas
    the data has to work for the teachers, is it easy to access and analyze
    --With all of the good apples that are available, we have to be intentional about choosing the apple that different and fit our needs
  • How will you select content to define & maximize the role of the teacher and content in the classroom?
    CCSS
    the mission and vision - will this content facilitate this
    blended will look different in different content areas
    the data has to work for the teachers, is it easy to access and analyze
    --With all of the good apples that are available, we have to be intentional about choosing the apple that different and fit our needs
  • How will you select content to define & maximize the role of the teacher and content in the classroom?
    CCSS
    the mission and vision - will this content facilitate this
    blended will look different in different content areas
    the data has to work for the teachers, is it easy to access and analyze
    --With all of the good apples that are available, we have to be intentional about choosing the apple that different and fit our needs
  • How will you select content to define & maximize the role of the teacher and content in the classroom?
    CCSS
    the mission and vision - will this content facilitate this
    blended will look different in different content areas
    the data has to work for the teachers, is it easy to access and analyze
    --With all of the good apples that are available, we have to be intentional about choosing the apple that different and fit our needs
  • How will you select content to define & maximize the role of the teacher and content in the classroom?
    CCSS
    the mission and vision - will this content facilitate this
    blended will look different in different content areas
    the data has to work for the teachers, is it easy to access and analyze
    --With all of the good apples that are available, we have to be intentional about choosing the apple that different and fit our needs
  • Did NOT want
    -easy checklist of worksheets students are completing at their own pace
    -a substitute but rather an assistant
    -game playing to mask itself as authentic learning experiences.
    ADDITION to traditional schooling.
    -authentic opportunities for students to follow their interests, expand the curriculum to the real world, and work individually with a teacher and expert.
    -students develop self-confidence and independence.
    -improve our school’s capacity to implement and assess competency-driven learning,
    -bolster community connections, and the outcomes will be rewarding for all.
    -promote student engagement, provide rigor, and offer authentic experiences for all types of students.
  • Did NOT want
    -easy checklist of worksheets students are completing at their own pace
    -a substitute but rather an assistant
    -game playing to mask itself as authentic learning experiences.
    ADDITION to traditional schooling.
    -authentic opportunities for students to follow their interests, expand the curriculum to the real world, and work individually with a teacher and expert.
    -students develop self-confidence and independence.
    -improve our school’s capacity to implement and assess competency-driven learning,
    -bolster community connections, and the outcomes will be rewarding for all.
    -promote student engagement, provide rigor, and offer authentic experiences for all types of students.
  • Did NOT want
    -easy checklist of worksheets students are completing at their own pace
    -a substitute but rather an assistant
    -game playing to mask itself as authentic learning experiences.
    ADDITION to traditional schooling.
    -authentic opportunities for students to follow their interests, expand the curriculum to the real world, and work individually with a teacher and expert.
    -students develop self-confidence and independence.
    -improve our school’s capacity to implement and assess competency-driven learning,
    -bolster community connections, and the outcomes will be rewarding for all.
    -promote student engagement, provide rigor, and offer authentic experiences for all types of students.
  • Did NOT want
    -easy checklist of worksheets students are completing at their own pace
    -a substitute but rather an assistant
    -game playing to mask itself as authentic learning experiences.
    ADDITION to traditional schooling.
    -authentic opportunities for students to follow their interests, expand the curriculum to the real world, and work individually with a teacher and expert.
    -students develop self-confidence and independence.
    -improve our school’s capacity to implement and assess competency-driven learning,
    -bolster community connections, and the outcomes will be rewarding for all.
    -promote student engagement, provide rigor, and offer authentic experiences for all types of students.
  • Did NOT want
    -easy checklist of worksheets students are completing at their own pace
    -a substitute but rather an assistant
    -game playing to mask itself as authentic learning experiences.
    ADDITION to traditional schooling.
    -authentic opportunities for students to follow their interests, expand the curriculum to the real world, and work individually with a teacher and expert.
    -students develop self-confidence and independence.
    -improve our school’s capacity to implement and assess competency-driven learning,
    -bolster community connections, and the outcomes will be rewarding for all.
    -promote student engagement, provide rigor, and offer authentic experiences for all types of students.
  • o How will your PD plan address the unique challenges of this complex change management process?
    communication strategy is about crafting the message of the model
    resources to support student achievement - what do teachers need and how the model will support teachers
    under $15 student for a license so it is very cost effective as opposed to a textbook
    time to build skills/fill in gaps and move toward mastery of grade level skills
    big risk big rewards, the fidelity of the model is paramount and takes an investment of time, energy and resources in a way that teachers are not accustomed to investing
    The field is constant growing and evolving. What we knew to be true last year is already stale. Even the definition of “blended learning” in this past year has been updated
    Visit schools and take kernels. I’m not sure the perfect model exists. Remember you are building for your school
    Know thy device and know thy software.
    Device management is one of the things I have really stressed this year. Schools are making huge investments in hardware and these investments need to be protected. I have a Top 10 Checklist that will be posted soon on Blend MyLearning
    Culture of innovation, growth and change. Pivot when it is time to pivot and not be afraid of failing fast (short cycle innovation)
  • o How will your PD plan address the unique challenges of this complex change management process?
    communication strategy is about crafting the message of the model
    resources to support student achievement - what do teachers need and how the model will support teachers
    under $15 student for a license so it is very cost effective as opposed to a textbook
    time to build skills/fill in gaps and move toward mastery of grade level skills
    big risk big rewards, the fidelity of the model is paramount and takes an investment of time, energy and resources in a way that teachers are not accustomed to investing
    The field is constant growing and evolving. What we knew to be true last year is already stale. Even the definition of “blended learning” in this past year has been updated
    Visit schools and take kernels. I’m not sure the perfect model exists. Remember you are building for your school
    Know thy device and know thy software.
    Device management is one of the things I have really stressed this year. Schools are making huge investments in hardware and these investments need to be protected. I have a Top 10 Checklist that will be posted soon on Blend MyLearning
    Culture of innovation, growth and change. Pivot when it is time to pivot and not be afraid of failing fast (short cycle innovation)
  • o How will your PD plan address the unique challenges of this complex change management process?
    communication strategy is about crafting the message of the model
    resources to support student achievement - what do teachers need and how the model will support teachers
    under $15 student for a license so it is very cost effective as opposed to a textbook
    time to build skills/fill in gaps and move toward mastery of grade level skills
    big risk big rewards, the fidelity of the model is paramount and takes an investment of time, energy and resources in a way that teachers are not accustomed to investing
    The field is constant growing and evolving. What we knew to be true last year is already stale. Even the definition of “blended learning” in this past year has been updated
    Visit schools and take kernels. I’m not sure the perfect model exists. Remember you are building for your school
    Know thy device and know thy software.
    Device management is one of the things I have really stressed this year. Schools are making huge investments in hardware and these investments need to be protected. I have a Top 10 Checklist that will be posted soon on Blend MyLearning
    Culture of innovation, growth and change. Pivot when it is time to pivot and not be afraid of failing fast (short cycle innovation)
  • o How will your PD plan address the unique challenges of this complex change management process?
    communication strategy is about crafting the message of the model
    resources to support student achievement - what do teachers need and how the model will support teachers
    under $15 student for a license so it is very cost effective as opposed to a textbook
    time to build skills/fill in gaps and move toward mastery of grade level skills
    big risk big rewards, the fidelity of the model is paramount and takes an investment of time, energy and resources in a way that teachers are not accustomed to investing
    The field is constant growing and evolving. What we knew to be true last year is already stale. Even the definition of “blended learning” in this past year has been updated
    Visit schools and take kernels. I’m not sure the perfect model exists. Remember you are building for your school
    Know thy device and know thy software.
    Device management is one of the things I have really stressed this year. Schools are making huge investments in hardware and these investments need to be protected. I have a Top 10 Checklist that will be posted soon on Blend MyLearning
    Culture of innovation, growth and change. Pivot when it is time to pivot and not be afraid of failing fast (short cycle innovation)
  • o How will your PD plan address the unique challenges of this complex change management process?
    communication strategy is about crafting the message of the model
    resources to support student achievement - what do teachers need and how the model will support teachers
    under $15 student for a license so it is very cost effective as opposed to a textbook
    time to build skills/fill in gaps and move toward mastery of grade level skills
    big risk big rewards, the fidelity of the model is paramount and takes an investment of time, energy and resources in a way that teachers are not accustomed to investing
    The field is constant growing and evolving. What we knew to be true last year is already stale. Even the definition of “blended learning” in this past year has been updated
    Visit schools and take kernels. I’m not sure the perfect model exists. Remember you are building for your school
    Know thy device and know thy software.
    Device management is one of the things I have really stressed this year. Schools are making huge investments in hardware and these investments need to be protected. I have a Top 10 Checklist that will be posted soon on Blend MyLearning
    Culture of innovation, growth and change. Pivot when it is time to pivot and not be afraid of failing fast (short cycle innovation)
  • o How will your PD plan address the unique challenges of this complex change management process?
    communication strategy is about crafting the message of the model
    resources to support student achievement - what do teachers need and how the model will support teachers
    under $15 student for a license so it is very cost effective as opposed to a textbook
    time to build skills/fill in gaps and move toward mastery of grade level skills
    big risk big rewards, the fidelity of the model is paramount and takes an investment of time, energy and resources in a way that teachers are not accustomed to investing
    The field is constant growing and evolving. What we knew to be true last year is already stale. Even the definition of “blended learning” in this past year has been updated
    Visit schools and take kernels. I’m not sure the perfect model exists. Remember you are building for your school
    Know thy device and know thy software.
    Device management is one of the things I have really stressed this year. Schools are making huge investments in hardware and these investments need to be protected. I have a Top 10 Checklist that will be posted soon on Blend MyLearning
    Culture of innovation, growth and change. Pivot when it is time to pivot and not be afraid of failing fast (short cycle innovation)
  • iNACOL - May 2014 Teacher Talk Webinar - How Do Teachers Implement Blended Learning in the Classroom?

    1. 1. How Do Teachers Implement Blended Learning in the Classroom? May 15, 2014
    2. 2. Tanesha Dixon Wheatley Education Campus Shane Donovan E.L. Haynes Public Charter School
    3. 3. Tanesha Dixon Wheatley Education Campus
    4. 4. A “Simple” Approach to
    5. 5. A “Simple” Approach to 1. Designing
    6. 6. A “Simple” Approach to 1. Designing 2. Implementing
    7. 7. A “Simple” Approach to 1. Designing 2. Implementing 3. Supporting Learning
    8. 8. A “Simple” Approach to 1. Designing 2. Implementing 3. Supporting Learning 4. Professional Development
    9. 9. Designing a blended classroom Beginning with an end in mind.
    10. 10. Wheatley At-a-Glance ● Traditional Public School ● 465 students in PK3 - 8th Grade ● 95% Black; 4% Latino; 1% Multiracial ● 99% FARMS ● 18% SPED ● DC-CAS Proficiency (37% Math; 31% Reading)
    11. 11. Background
    12. 12. Implementation The trains need to run on time!
    13. 13. Student 1:1 Experience
    14. 14. Student 1:1 Experience
    15. 15. Student 1:1 Experience
    16. 16. Student 1:1 Experience
    17. 17. Effective Teaching + Digital Content
    18. 18. Effective Teaching + Digital Content
    19. 19. Effective Teaching + Digital Content
    20. 20. Effective Teaching + Digital Content
    21. 21. Effective Teaching + Digital Content
    22. 22. Supporting Learning You'll know it when you see it.
    23. 23. Learning Opportunities ● Not an easy way for students to achieve credit ● Replace teachers/teaching ● Playing game ● Memorizing facts
    24. 24. Learning Opportunities ● Not an easy way for students to achieve credit ● Replace teachers/teaching ● Playing game ● Memorizing facts ● rigorous standards/ standards-based
    25. 25. Learning Opportunities ● Not an easy way for students to achieve credit ● Replace teachers/teaching ● Playing game ● Memorizing facts ● rigorous standards/ standards-based ● individualize instruction
    26. 26. Learning Opportunities ● Not an easy way for students to achieve credit ● Replace teachers/teaching ● Playing game ● Memorizing facts ● rigorous standards/ standards-based ● individualize instruction ● demonstrating growth and achievement
    27. 27. Learning Opportunities ● Not an easy way for students to achieve credit ● Replace teachers/teaching ● Playing game ● Memorizing facts ● rigorous standards/ standards-based ● individualize instruction ● demonstrating growth and achievement ● applying knowledge
    28. 28. Professional Development There is nothing noble about being superior to some other man. The true nobility is in being superior to your previous self. -Hindu Proverb
    29. 29. Professional Development
    30. 30. Professional Development ● Basics of blended/personalized learning/competency based learning
    31. 31. Professional Development ● Basics of blended/personalized learning/competency based learning ● School visits
    32. 32. Professional Development ● Basics of blended/personalized learning/competency based learning ● School visits ● Differentiated tech training (software & hardware)
    33. 33. Professional Development ● Basics of blended/personalized learning/competency based learning ● School visits ● Differentiated tech training (software & hardware) ● Device management
    34. 34. Professional Development ● Basics of blended/personalized learning/competency based learning ● School visits ● Differentiated tech training (software & hardware) ● Device management ● School culture
    35. 35. Shane Donovan E.L. Haynes Public Charter School
    36. 36. Problem-Based Learning: In A Perfect World
    37. 37. Problem-Based Learning: In A Perfect World
    38. 38. Problem-Based Learning: In A Perfect World 1
    39. 39. Problem-Based Learning: In A Perfect World 1 2
    40. 40. Problem-Based Learning: In A Perfect World 1 2 3
    41. 41. Problem-Based Learning: In A Perfect World 1 2 3 Smaller, prerequisite content
    42. 42. Problem-Based Learning: In A Perfect World 1 2 4 3 Smaller, prerequisite content
    43. 43. Problem-Based Learning: In A Perfect World 1 2 4 3 5 Smaller, prerequisite content
    44. 44. Problem-Based Learning: In A Perfect World 1 2 4 3 5 6 Smaller, prerequisite content
    45. 45. Problem-Based Learning: In A Perfect World 1 2 4 3 5 6 Smaller, prerequisite content
    46. 46. Problem-Based Learning: In A Perfect World 1 2 4 3 5 6 Big, complex problem! Smaller, prerequisite content
    47. 47. Problem-Based Learning: What Actually Happens (Sometimes)
    48. 48. Problem-Based Learning: What Actually Happens (Sometimes)
    49. 49. Problem-Based Learning: What Actually Happens (Sometimes) 1
    50. 50. Problem-Based Learning: What Actually Happens (Sometimes) 1 2
    51. 51. Problem-Based Learning: What Actually Happens (Sometimes) 1 2 Wasn’t here this day
    52. 52. Problem-Based Learning: What Actually Happens (Sometimes) 1 Wasn’t here this day
    53. 53. Problem-Based Learning: What Actually Happens (Sometimes) 1 3 Wasn’t here this day
    54. 54. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 Wasn’t here this day
    55. 55. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 5 Wasn’t here this day
    56. 56. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 5 Wasn’t here this day Broke up with my significant other today
    57. 57. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 Wasn’t here this day Broke up with my significant other today
    58. 58. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 6 Wasn’t here this day Broke up with my significant other today
    59. 59. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 Wasn’t here this day Broke up with my significant other today
    60. 60. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 Big, complex problem doesn’t happen! Wasn’t here this day Broke up with my significant other today
    61. 61. Problem-Based Learning: What Actually Happens (Sometimes) 1 4 3 Big, complex problem doesn’t happen! Wasn’t here this day Broke up with my significant other today?
    62. 62. The Idea
    63. 63. The Idea 1
    64. 64. The Idea 1 2
    65. 65. The Idea 1 2 3
    66. 66. The Idea 1 2 43
    67. 67. The Idea 1 2 43 5
    68. 68. The Idea 1 2 43 5 6
    69. 69. The Idea 1 2 43 5 6
    70. 70. The Idea 1 2 43 5 6
    71. 71. The Idea 1 2 43 5 6
    72. 72. The Idea 1 2 43 5 6 1
    73. 73. The Idea 1 2 43 5 6 1 2
    74. 74. The Idea 1 2 43 5 6 1 2 3
    75. 75. The Idea 1 2 43 5 6 1 2 3 1
    76. 76. The Idea 1 2 43 5 6 1 2 3 1 1
    77. 77. The Idea 1 2 43 5 6 1 2 3 4 1 1
    78. 78. The Idea 1 2 43 5 6 1 2 3 4 1 2 1
    79. 79. The Idea 1 2 43 5 6 1 2 3 4 1 2 3 1
    80. 80. The Idea 1 2 43 5 6 1 2 3 4 1 2 3 1 2
    81. 81. The Idea 1 2 43 5 6 1 2 3 4 1 2 3 1 2 3
    82. 82. The Idea 1 2 43 5 6 1 2 3 4 1 2 3 1 2 3 4
    83. 83. The Idea 1 2 43 5 6 1 2 3 4 5 1 2 3 1 2 3 4
    84. 84. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 1 2 3 4
    85. 85. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 1 2 3 4
    86. 86. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 4 1 2 3 4
    87. 87. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 4 5 1 2 3 4
    88. 88. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 4 5 1 2 3 4
    89. 89. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 4 5 1 2 3 4 5
    90. 90. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 4 5 1 2 3 4 5 6
    91. 91. The Idea 1 2 43 5 6 1 2 3 4 5 6 1 2 3 4 5 1 2 3 4 5 6
    92. 92. Competency-Based Learning: The Theory • Mirrors real world: you move on when you master something • Increased student ownership- it’s only time to assess when I know that I’m ready • More teacher student interactions at exactly the zone of proximal development • More flexible use of teacher time • Sage on the stage  guide on the side
    93. 93. Competency-Based Learning: How to Do It • Definition of mastery explicit at outset • Materials that students need to receive content and practice it are “buffet style” (helps to use digital resources) • Multiple methods for assessment with instant grading (1 day or less for turnaround) • “Gatekeeper” structure: teacher controls access to certain summative assessments and gives out when ready.
    94. 94. Practical Tips • Digitize as much content as possible • Automate grading as much as possible • Spend your energy on big, summative projects • Have a “yellow jersey” – pacing guide • Force students to reflect on progress daily, both in terms of content and habits • Structure incentives based on content mastery and habits • Start small: use short-term deadlines at first.
    95. 95. Unresolved Questions • Go at my own pace = go as slow as I want? • Sources of student struggle: – Content accessibility (ELL, SPED) – Organizational habits – Persistence – Not used to independence = sit and do nothing!
    96. 96. Q&A
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