Your SlideShare is downloading. ×
District Administration Webinar: Blended Learning
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

District Administration Webinar: Blended Learning

237
views

Published on

The magazine District Administation's Webinar on "A Principal's Guide to Blended Learning"

The magazine District Administation's Webinar on "A Principal's Guide to 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
237
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. A Principal’s Guide to Blended Learning Jeff Piontek Curriculum and Assessment President Educational Consulting Services, LLC
  • 2. Blended learningA formal education program in which astudent learns at least in part through onlinedelivery of instruction and content, with someelement of student control overtime, place, path and/or paceandat least in part in a supervised brick-and-mortar location away from home (such asschool). Copyright Innosight Institute, Inc.
  • 3. Definition of blended learningAny time a student learns in part in a supervised brick-and- mortar place away from home andAt least in part through online delivery, with some element of student control over time, place, path and/or pace = Copyright Innosight Institute, Inc. Blended learning
  • 4. Blended/Hybrid LearningStruggling student, low-engagement, Self-direction, high engagement,(More direct student support needed) (Less direct student support needed)
  • 5. Providing Opportunities to All Students Traditional Public/Private Accelerated Credit Recovery Students Medically FragileNeed to work and/orsupport family Rural Students Special Education and Aspiring athletes and Home Schoolers ELL performers
  • 6. Customization and Personalization….the future of learning Traditional factory-style Online learning system • Different paces Customizable • Different priorities Integrated • Different intelligences
  • 7. Why Flexibility in Learning? Learners preferencesWith the increasinguse of a variety of are changing from To wanting wanting to be taught approaches for mostly in lectures or increased learning in the information age direct training flexibility. sessions
  • 8. Why Flexibility in Learning?Today, learners want to have more say in• WHAT they learn• WHEN they learn• WHERE they learn, and• HOW they learnCan we do what learners want?
  • 9. Next Generation Models of Online and Blended Learning•Buffet: F2F & •Online course and/orOnline Courses Hybrid/ •Online content•Emporium: F2F Blended •Online instructionplace with Programs Blended •Digital/adaptiveblended/hybrid Courses curriculum or softwareapproaches to •LMS/Technologylearning
  • 10. How Students Are Using Technology at School
  • 11. Online learning is moving into schools 90% of kids need a supervised, safe place to learn (cannot be homeschooled)
  • 12. What Does it Look Like? Blended Learning exists on a continuum between 100% face-to-face & 100% online course materials:Completely F2F Completely Online Blended
  • 13. Components of Blended Learning• 1. Synchronous (live) Classroom format• 2. Synchronous (live) online format• 3. Asynchronous (not live) self-paced format
  • 14. Tech-rich = blended
  • 15. 6 Models of blended learning F2F Driver Rotation FlexMore traditional Fewer elements Online Lab traditional elements Self Blend Online Driver Dimensions Supervised brick and Some potential Most potential LOCATION mortar for flexibility for remote TYPE OF Face-to-face Mix of both Online delivery INSTRUCTION STUDENT Low Medium High INDEPENDENCE Varies from Traditional plus EXTRACURRICULARS Traditional online options both options to neither option AND SOCIALIZING Copyright Innosight Institute, Inc.
  • 16. Emerging models of blended learning Rotation Flex Self-Blend Enriched Virtual• Station rotation Online platform with Students attend Students learn• Lab rotation F2F support and physical school & sometimes at a• Flipped Classroom fluid schedules take 1 or more physical school, other• Individual rotation courses online times remotely
  • 17. Station-Rotation Model: Individualized Teacher-ledOnline Instruction Instruction T Collaborative activities & stations
  • 18. Lab-Rotation Model: Teacher (T) Paraprofessional (P) T T Direct Instruction Direct Instruction Math/Science Literacy/ Social Studies T P Lab Direct Instruction Learning Literacy/ Reading, Math Social Studies
  • 19. Individual-Rotation Model: Central Learning Lab TIntervention 5:1 T T T Direct Instruction 15:1T 12:1 T Seminar Learning Lab Group Projects 273 students 6 teachers (T)
  • 20. Advancing Our Mental Modelsof Blended Learning: Digital Differentiation through Intelligent Adaptive Software Tim Hudson, PhD Director of Curriculum Design DreamBox Learning
  • 21. Session Outcomes• Reframe and refocus your thinking about learning and blended learning – What outcomes do we want for students? – How are these goals best achieved? – How can true differentiation become a reality without burdening teachers’ time?• Learn how software can effectively unify: – Curriculum design – Learning theory – Student engagement
  • 22. Differentiation Defined• Teachers have a responsibility to ensure that all of their students master important content.• Teachers have to make specific and continually evolving plans to connect each learner with key content.• Differences profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process.• Teachers should continually ask, “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?” Leading and Managing a Differentiated Classroom by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
  • 23. BLENDEDLEARNING
  • 24. Which blended model is better?FLIPPED-CLASSROOM ENRICHED-VIRTUALWhat is happening with the teacher?What is happening on the computers?Blending is a means to what ends? H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
  • 25. BLENDEDSCHOOLING
  • 26. 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 blended learning. p. 234-235, Wiggins & McTighe, © 2007
  • 27. 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
  • 28. Before Blending1. What do you want students to accomplish? 2. How will you know they’ve achieved it? 3. What technology will you need for their learning?
  • 29. Plan Backwards1. Identify desired results2. Determine acceptable evidence3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
  • 30. Plan Backwards1. Identify desired results2. Determine acceptable evidence3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
  • 31. Pop Quiz• 3,998 + 4,247 =• 288 + 77 =• 8+7=• What is a good strategy?• What is fluency?• How is fluency learned?• Can you get this from a calculator?
  • 32. Compensation
  • 33. Learning Principles• “An understanding is a learner realization about the power of an idea.”• “Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.”• “The goal of all learning is fluent and flexible transfer – powerful use of knowledge, in a variety of contexts.” p. 113, Schooling by Design, Wiggins & McTighe, ©2007
  • 34. dreambox.com/teachertools
  • 35. dreambox.com/teachertools
  • 36. dreambox.com/teachertools ?
  • 37. Plan Backwards1. Identify desired results2. Determine acceptable evidence3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
  • 38. DreamBox Seamlessly Blends Assessment & InstructionAssessments throughout the curriculum assess the skills taught in a unit Lesson3 Lesson 3 Lesson1 Lesson 1 Unit Lesson4 Lesson 4 Pretest Lesson2 Lesson 2 Lesson5 Lesson 5Students who demonstrate understanding of this concept skip the unit of Students who don’t have these skills work through a unique sequence lessons in the unit to learn those conceptsand move to a new skill assessment
  • 39. DreamBox Summative Assessment 31 150-300 problems measurable learning presented objectives overall Correctly solve several problems quickly without assistance in each objective Proficient in 1.NBT.3
  • 40. Continuous Formative Assessment• What incorrect answers would we expect on a problem like 29 + 62? – 81 Student does not regroup to the tens place – 81 Student adds columns from left to right – 811 Student adds each column independently – 92 Arithmetic error in ones place – 33 Student believes this is a subtraction problem• How would you score each error?• How would you respond to each error?• What lesson(s) need to come before & after?• Which of these errors are “naturally occurring?”
  • 41. Intelligent AdaptivityA B C
  • 42. Student Groups by Proficiency
  • 43. Plan Backwards1. Identify desired results2. Determine acceptable evidence3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
  • 44. DreamBox Differentiates• DreamBox Teachers continually ask: “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?” Leading and Managing a Differentiated Classroom by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
  • 45. Primary Engagement Environment
  • 46. Intermediate Engagement Environment
  • 47. Typical Instruction CycleWhole Class or Small Guided Use Data Group Summatively PracticeInstruction Use Data Whole Class Formatively Assessment to Plan
  • 48. Where will you blend?Whole Class or Small Guided Use Data Group Summatively PracticeInstruction Use Data Whole Class Formatively Assessment to Plan
  • 49. Pedagogy of Transmission & Delivery Let Me Now You You Know Show You Go Do How To Do X X X Can You Maybe You Independently Need to Be Do Shown X Again X?
  • 50. Trying to „give understandings?‟ Let Me Now You You KnowShow You Go DoHow To Do X X X Can You Maybe You Independently Need to Be Do Shown X Again X?
  • 51. DreamBox Learning Experience Cycle Student Student Student Independently Transfers Engages & Predicts Transfers Engine Student Adapts & Receives Differentiates Feedback
  • 52. Pedagogy Engineered for Realizations Student Independently Transfers
  • 53. DreamBox Combines Three EssentialElements to Accelerate Student Learning