A Principal’s Guide to Blended Learning Jeff Piontek Curriculum and Assessment President Educational Consulting Services, LLC
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.
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
Blended/Hybrid LearningStruggling student, low-engagement, Self-direction, high engagement,(More direct student support needed) (Less direct student support needed)
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
Customization and Personalization….the future of learning Traditional factory-style Online learning system • Different paces Customizable • Different priorities Integrated • Different intelligences
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
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?
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
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.
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
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
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)
Advancing Our Mental Modelsof Blended Learning: Digital Differentiation through Intelligent Adaptive Software Tim Hudson, PhD Director of Curriculum Design DreamBox Learning
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
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
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
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?”