Time, Space and Quality Learning at Piedmont Middle School

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Personal Learning Network, Blended Learning, What's on the Horizon and Block Schedules

Personal Learning Network, Blended Learning, What's on the Horizon and Block Schedules

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  • 1. “Time, Space and Quality Learning” at Piedmont Middle School Rob Darrow, Ed.D. Director of Member Services August 2012 Rob’s Wiki: http://robdarrow.wikispaces.comwww.inacol.org
  • 2. Introductions• Director of Member Services for International Association for K-12 Online Learning (iNACOL)• 33 years in public education (10 years in middle school as a teacher and as a teacher-librarian)• Principal, Online Charter School• District Coordinator• Grant Administrator• Father of a 22 year old daughter
  • 3. A Little About You• Taught for more than 20 years• 10-20 years• Less than 10 years• First year of teaching?• 6th Grade, 7th Grade, 8th Grade• English, History, Math, Science, PE, Electi ves
  • 4. Once Around• Name• Subject/Grade• One interesting fact about Piedmont Middle School or Something you heard someone say about Piedmont MS?
  • 5. What I think I know About You
  • 6. According to Wikipedia“Piedmont Middle School” 1. 71% White; 20% Asian. 2. 2% are English Lang Learners 3. 0% percent of students in free/reduced lunch
  • 7. Piedmont Middle School• High performing school – one of the best in California• Students scoring proficient over 90% in all areas.• Outstanding Teachers = High performing students
  • 8. Rich History• Opened in 1978• Foundation of Excellence• Strong school/community connection (District – City – Neighborhoods)• Academics, Visual and Performing Arts• Athletic program in partnership with Piedmont Recreation Department
  • 9. Almost 35 Years• Lots has changed in 35 years
  • 10. Nature of Information… 1978 2012• Scarce • All around us• Expensive • Cheap or free• Shaped and controlled by • Shaped and controlled by elites consumers and networks• One Way, mass • Sharing, participation and consumption feedback• Slow moving • Immediate• Mostly stored in • Embedded everywhere classrooms and libraries (including libraries and classrooms)
  • 11. What else has changed(aside from clothing styles)?
  • 12. My Story• 15 years ago, I was sitting in your seats and wondering…• I believe my story is similar to most – Various encounters and experiences caused me to go in a different direction – Did not realize it at the time, only when I reflect back on it today – Can now identify key transformations in my ed career
  • 13. Session Outcomes• For each teacher to plan out their content for the block schedule trial weeks (Sept. 17-28)• To discuss some ideas about block scheduling• To identify some emerging trends that may be enhanced by a block schedule• To identify where each of you fit on the “Textbook to Online Teaching and Learning continuum” and where you’d like to be
  • 14. Time and Block Schedules• My Experience – Clovis Unified – Elementary School – 5th Grade – Kastner Intermediate (8th Core Teacher - History/Literature/Language) • 3 period core – Alta Sierra Intermediate (8th Academic Block, History/Language Arts) • 2 period-block – all teachers – Even/Odd Days – Teacher-Librarian – District Online Learning Specialist, etc.
  • 15. Reframe the “block schedule” conversation to:Do we need to adjust “time” in the classroom? • If we have more concentrated time, how does that change instruction? • Do we sometimes need more concentrated “time” in the classroom? • Is concentrated time better for student learning?
  • 16. Learn to Learn Adapt to Change Scan the HorizonMichael Stephens, Prof Lib Sci, San Jose State, http://tametheweb.com/
  • 17. Dan Pink. A Whole New Mind• “change is inevitable, and when it happens, the wisest response is not to wail or whine but to suck it up and deal with it.”
  • 18. Think in terms of 3-5 years from now (not just today). Think about what can be, not what is. Change is a process, not an event
  • 19. Many things I have learned in the last 15 years• From my PLN Personal / Professional Learning Network
  • 20. What is a PLN?• n. – the entire collection of people with whom you engage and exchange information, face-to- face, in print, and online.
  • 21. Kevin Hodgson, 6th Grade Teacher inMassachusetts: http://dogtrax.edublogs.org/
  • 22. Your Personal / Professionial Learning Network
  • 23. Learn to Learn Adapt to Change Scan the HorizonMichael Stephens, Prof Lib Sci, San Jose State, http://tametheweb.com/
  • 24. Scanning some things on the Educational Horizon
  • 25. On the Horizon…8 Thoughts• Happening Now – 1. Connected Educators Month – 2. Learning 2.0 – Free Online Conference• In California – 3. Adoption of Common Core Standards (New state assessments in Spring 2015) – 4. Ed Tech Task Force Recommendations• Reports – 5. Speak Up 2011 – Input from students, educators – 6. Horizon Report 2012 – Yearly report about emerging technologies – 7. Competency Based Learning• 8. What is Blended Learning?
  • 26. 1. It’s “Connected Educators Month” • How many knew this? • Where did you find out?http://connectededucators.org/cem/
  • 27. Connected Educators Month• “The First time that a diverse group of organizations has worked together to spotlight and engage online with teachers who are changing their practice.” Secretary of Education, Arne Duncan – Aug. 2012• http://connectededucators.org/cem/arne-duncan-points- to-the-success-of-connected-educator-month/
  • 28. 2. Learning 2.0 * Freehttp://www.classroom20.com/page/2012-learning-2-0-virtual-conference
  • 29. 3. Ca Ed Tech Task Force Memo Released Aug. 2012• To build on the collective political will of all California stakeholders to an “any time, any place, and any pace,” digital public education system reflecting a 21st century expertise – http://www.myboe.org/portal/default/Group/ Viewer/GroupView?action=2&gid=2898
  • 30. 3. Ca Ed Tech Task Force Memo Released Last Week• Encourage new alternative teaching models with documented effectiveness for online and blended learning and competency-based independent learning options among many other delivery systems including “flipped classroom” and project based learning. – http://www.myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=289 8
  • 31. Ca Ed Tech Task Force Memo A few of the recommendations• 1. Promote expanded use of online instructional materials and ensure access to technology that facilitates student engagement with standards-based curricula and develops 21st century competencies.• 2. Create modern, personalized assessments by providing essential technology, infrastructure, and professional development based on Common Core State Standards formative and summative computer adaptive assessments.
  • 32. Ca Ed Tech Task Force Memo A few of the recommendations• 3. Ensure that every student has access to at least one Internet connected device for learning• 4. Implement any time, any place learning; often called 1:1 or One-to-One technology learning initiatives
  • 33. 4. Common Core State Standards (CCSS) in Ca• Part of SMARTER Balanced Assessment Consortium (SBAC)• With 27 other states• Assessments being created for mathematics and ELA for students in grades 3 through 8 and grade 11
  • 34. Common Core Standards GlimpseMath• Grade 6: Apply and extend previous understandings of arithmetic to algebraic expressions.• Grade 7: Solve real-life and mathematical problems• Grade 8: Analyze and solve linear equationsEnglish Language Arts• Increased commitment to technology• Value to group dynamics• Standards for “writing across curriculum”• Reading, Writing, Language, Speaking and Listening
  • 35. Ca CCSS Assessment Timeline• Spring 2014 – Field Testing• Spring 2015 - Operational http://www.cde.ca.gov/re/cc/index.asp
  • 36. CCSS – Smart Balance Assessments (SBAC)• Consists of selected response, constructed response, technology enhanced, and performance task items.• Designing one performance task, which will be delivered by computer, for reading, one for writing, and two for mathematics in each of grades three through eight and eleven.http://www.cde.ca.gov/ta/tg/sa/sbac-faqs.asp#summativeassessment
  • 37. 5. Speak Up 2011. Yearly Survey• 416,758 surveys completed from K-12 students, parents and administrators – A majority of teachers, school site administrators and district level administrators now report participating in an online class for their own professional development. http://www.tomorrow.org/SpeakUp/
  • 38. 5. Speak Up 2011. Yearly Survey• The profile of a typical student interested in taking an online class today is a middle school girl who values the use of a mobile device in school and sees online learning as her ticket to a more personalized learning environment where she is in control of the learning process. http://www.tomorrow.org/SpeakUp/
  • 39. Speak Up Students
  • 40. Speak Up 2011: The “Ultimate School” If students, parents and administrators could designtheir own school, what technology would be essential?
  • 41. 6. Horizon Report• Yearly report since 2002• Purpose: To understand the impact of emerging technologies• Diverse group of experts gather and discuss and then make predictions http://www.nmc.org/horizon-project/horizon-reports/horizon- report-k-12-edition
  • 42. Horizon Report Predictions (2012)• 1. Education paradigms are shifting to include online learning, blended learning and collaborative models.• 2. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.• 3. People expect to be able to work, learn, and study whenever and wherever they want.
  • 43. Horizon Report• One Year or Less – Mobiles and Apps – Tablet Computing• Two to Three Years – Game-Based Learning – Personal Learning Environment• Four to Five Years – Augmented Reality – Natural User Interfaces
  • 44. Examples – Mobile Learning• Forsyth County, Georgia, “Bring Your Own Technology (BYOT) - http://www.forsyth.k12.ga.us/page/824• Video: http://dailynightly.nbcnews.com/_news/201 2/05/06/11567170-at-one-school-district- the-motto-is-byot-bring-your-own- technology
  • 45. Examples - Tablets• Corcoran Unified in Central Ca: Purchased iPads for every student in grades 5-12 – County Office installed wifi towers for students in community to access from home – http://one2one.corcoranunified.com/ – Video, John Muir Middle School: http://youtu.be/rQnwEsuYI-8
  • 46. Game Based Learning• Quest to Learn School in New York - http://q2l.org/ – Uses the underlying design principles of games to create highly immersive, game-like learning experiences for its 6th-12th graders – Video: http://vimeo.com/6967967 – Video Explanation: http://youtu.be/kHtj6PCpyLQ
  • 47. 7. Competency Based Learning• Competency-based strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities.
  • 48. Competency Based Learning• Away from seat based learning• Advancement based upon mastery• Customized, personal learning environments http://www.inacol.org/research/competency/index.php
  • 49. 8. Blended Learning – What is it?
  • 50. What was school like for you? Teaching ? Learning ?Curriculum ?
  • 51. Teaching and Learning • What is the student doing and where is the student? What is the teacher doing and where is the teacher?  What and where is the content?
  • 52. Online TeachingTextbookEnhancedTeaching Technology Enhanced Teaching Web / Online Enhanced Teaching From Textbook Enhanced to Online Teaching and Learning Continuum
  • 53. What does “it” look like? *Teacher vs. student control of teaching and learningMore teacher control • Textbook enhanced teaching and learning • Technology enhanced Shared (not online) control • Web/online enhanced • BlendedMore student control • Online
  • 54. What does “it” look like? *Teacher-centric vs. Student-centricMore teacher centric • Textbook enhanced teaching and learning • Technology enhancedCombination (not online) • Web/online enhanced • BlendedMore student centric • Online
  • 55. What does “it” look like? *Control of time and pace Set time • Textbook enhanced structure teaching and learning • Technology enhanced (not online) SomeFlexibility • Web/online enhanced • BlendedFlexible • Online
  • 56. What does “it” look like?• Textbook enhanced teaching and learning• Technology enhanced (not online)• Web/online enhanced• Blended• Online
  • 57. We are pretty clear Face-to-Face Teaching Online Teaching• Students in classroom • Students online• Teacher in classroom • Teacher online (minimal• Interaction face-to-face, face-to-face interaction) mostly verbal, some • Interaction online video visual conferencing, email –• Fixed schedule of classes more visual, less verbal to attend • Flexible schedule for work• Prescribed curriculum completion based on standards / use • Prescribed curriculum of textbooks based on standards / text
  • 58. Blended Teaching and Learning Teacher Student Curriculum
  • 59. Blended Teaching and LearningWhat is the student doing? What is the teacher doing?(30% work online) (30% interacting with students online)• Sitting in a desk in a classroom or • Standing in front of the classroom and computer lab interacting online• Using personal computer online at • Directing Learning home or other location • Meeting students in small groups (f2f• Interacting with peers in person and and online) online • Developing/assigning online lessons • Grading online • Use of Course Management System (like Moodle, Edmodo or Blackboard)What is the content? Where is the content?• Textbooks • On paper• Supplemental materials • In the classroom• Teacher created materials • In a school library• Computer (Word, Ppt, etc.) • On a computer/digital white board /• Computer Program (loaded or CD-Rom) doc camera, etc.• Web • Online (course management system)• Computer led (e.g. programmed math or English)
  • 60. Here’s a problem for teachers: Steve Wheeler, University of Plymouth, 2011 “For the first time we are preparing students for a future we cannot clearly describe.” - David Warlickhttp://communications.nottingham.ac.uk/podcasts/
  • 61. The Internet: The Average U.S. Person…• Spends 66 Hours on the Internet per month – Of that 7 hours spent on Facebook• 80% - Percentage of US Broadband Users
  • 62. Internet and Teens (ages 12-17)• 95% of teens, ages 12-17 are online (as of July 2011)• 93% on Facebook• 77% of teens have a cell phone – 63% of teens text every day – Send an average of 60 texts per day• 74% own their own laptop or desktop• 27% of teens record and upload video to the Internet (boys and girls)http://pewinternet.org/topics/Teens.aspx
  • 63. Nov. 2010: Facebook surpassedthe number of users that the entire Internet had in 2004
  • 64. Mean size of Facebook friends network350.0300.0250.0200.0150.0 318.5100.0 197.6 155.7 50.0 85.1 78.4 42.0 0.0 Millennials Gen X Younger Older Boomers Silent G.I. Generation (18-34) (35-46) Boomers (57-65) Generation (75+) (47-56) (66-74)
  • 65. Internet users by Generation
  • 66. % in Each Age Group Who Have a Cell Phone
  • 67. Video• More video uploaded in YouTube in the last 2 months than all new content aired by ABC, NBC and ABC since 1948.• The equivalent of 60,000 full length films is uploaded to YouTube every week• 20 hours of video uploaded every minute to YouTube
  • 68. Digital devices (Pew Internet Surveys) Younger Older Silent G.I. All online Millennials Gen X Boomers Boomers Generation Generation adults (18-34) (35-46) (47-56) (57-65) (66-74) (75+) (18+)Cell phone 96% 94% 87% 84% 77% 52% 88%Desktopcomputer 55% 67% 62% 61% 48% 29% 57%Laptopcomputer 70% 63% 58% 49% 32% 14% 56%iPod or MP3player 69% 57% 36% 24% 10% 5% 44%Gameconsole 63% 63% 38% 19% 8% 3% 42%e-Bookreader 19% 25% 18% 12% 9% 5% 19%Tablet, likeiPad 23% 23% 16% 14% 8% 3% 19%
  • 69. Quick Review• What’s on the horizon?• Do any of these things require more “concentrated” classroom time? – Increase use of Internet, cell phone, computer or tablets – Reports suggest an increase in blended and online learning course offerings wanted – Common Core Standards – more project based (Assessments on computer) – One-to-one or Bring your own device (BYOD) programs increasing
  • 70. Yogi Berra• "Its tough to make predictions, especially about the future."
  • 71. Regarding Time and Block Schedule • What are some activities that you would like to have more time to do with students?
  • 72. My experiences with Time / Block Schedule• Hard time not teaching in Block Schedule• English perspective – More “concentrated” time to write – More time to complete the writing process – More time for peer review – More time to utilize technology (1994 story) – More time for guided literature and narrative/technical reading
  • 73. My experiences with Time / Block Schedule• Social studies perspective – Concentrated time to do guided “projects” – Analysis of primary sources – Simulations/debates – More time to utilize technology
  • 74. My experiences with Time / Block Schedule• What about math or science or PE? – Time for experiments from start to finish – Math – hands on projects / applying math principles / problem based learning – PE – Can actually complete a “game” – Time to apply technology in various subject areas
  • 75. Experiences with Time / Block Schedule• Overall – Planning in blocks was easier for me – Less “transition” time for students = more learning time (less supervision issues) – Less students per day – More opportunity for getting to know students / able to better diagnose problems – More time for collaborative teaching in the library
  • 76. Planning Time• In your planning groups/departments:• 1. Thinking about “what’s on the horizon”, is there anything there that may happen at Piedmont MS?• 2. Identify where you are on the Textbook Enhanced to Online Teaching and Learning Continuum and where you want to be• 2. Outline and Share your plan for the block period trial period• 3. Report back key ideas
  • 77. Sample Math Lesson: Polygons50 - Minute Period 93 – Minute Period (3-5 min) Get out materials   Same (10-15 min) Discuss homework   Same (5 min) Quick Check   Same (15 min) Instruction: Polygons  (15 min) Instruction: Introduce Polygons (5-10 min) Independent Practice  (10 min) Collaborative Practice  (15 min) Instruction: Similar and Congruent Polygons  (18 min) Collaborative Practice (3-5 min) Pack up to change   Same classes
  • 78. Sample Science Lesson Comparison50-Minute Period  93-Minute Period(10 min) Discuss homework  Same(5 min) Explain lab   Same  (5 min) Brainstorm(30 min) Experiment hypotheses (small groups)(5 min) Clean up  (30 min) Experiment  (10 min) Pair share resultsDebriefing lab must happen  (15 min) Formal write up the next day.  (18 min) Debrief & clean up
  • 79. Sample History Lesson ComparisonResearch: Daily Life in Medieval Europe (3 min) Turn in & record   Same homework (20 min) Review note   Same taking skills and strategies (25 min) Research and note  (50 min) Research and note taking taking  (18 min) Collaboration and reflection (2 min) Pack up   Same
  • 80. Session Outcomes• For each teacher to plan out their content for the block schedule trial weeks• To discuss some ideas about block scheduling• To identify some emerging trends that mighht be enhanced by a block schedule• To identify where each of you fit on the “Textbook to Online Teaching and Learning continuum” and where you’d like to be
  • 81. Learn to Learn Adapt to Change Scan the HorizonVideo: “Learn to Change, Change to Learn:http://youtu.be/BHiby3m_RyM Michael Stephens, Prof Lib Sci, San Jose State, http://tametheweb.com/
  • 82. Contact Info• Dr. Rob Darrow - rdarrow@inacol.org Director of Member Services, International Association for K-12 Online Learning iNACOL – www.inacol.org Rob’s Wiki: http://robdarrow.wikispaces.com