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Blended Learning in the Math Classroom: 
Leveraging Professional Development to Equip Educators to 
Best Use Adaptive Lear...
Join our community on edWeb.net 
Blended Learning 
 Invitations to upcoming webinars 
 Webinar recordings and resources ...
Recognition for your participation today! 
Attending Live? 
Your CE Certificate will be 
emailed to you within 24 hours. 
...
Webinar Tips 
• For better audio/video, close other applications 
(like Skype) that use bandwidth. 
• If you are having an...
Blended Learning in the Math 
Classroom 
Leveraging Professional Development to 
Equip Educators to Best Use Adaptive 
Lea...
Rebecca Murry 
Math Coach 
United Nations International School 
Tim Hudson 
Senior Director of Curriculum Design 
DreamBox...
Blended Learning Defined 
online delivery of 
content & instruction 
delivery of content & 
instruction at school 
H. Stak...
Time, Place, Path, Pace 
Path: Learning is no longer restricted to the pedagogy used by the 
teacher. Interactive and adap...
Key Questions 
• In what ways do your students control: 
• WHEN they learn (time of day) 
• WHERE they learn 
• HOW they e...
Plan Schooling Backwards 
“Contemporary school reform efforts… 
typically focus too much on various 
means: structures, sc...
Plan Schooling Backwards 
“Certainly such reforms serve 
as the fuel for the school 
improvement engine, but 
they must no...
Which blended model is better? 
FLIPPED-CLASSROOM ENRICHED-VIRTUAL 
What is happening with the teacher? 
What is happening...
Before Blending 
1. What do you want students 
to accomplish? 
2. How will you know they’ve 
achieved it? 
3. What print a...
Rebecca Murry 
Math Coach 
United Nations International School 
Tim Hudson 
Senior Director of Curriculum Design 
DreamBox...
+ 
Blended Learning in a Math Classroom 
UNIS Junior School’s Experience 
Using an Adaptive Learning Technology 
in the Ma...
+ UNIS is an International School K-12 focused on: 
Creativity 
Global Citizenship 
Innovation & Sustainability 
Academic ...
+ Our experience launching an 
Adaptive Learning System
+ 
3-Year Implementation: Phase 1 
Phase 1 / 2012-2013 (Grades 1-3) 
 Webinars whole faculty but roll out was for First t...
+ 
3-Year Implementation: Phase 2 
Phase 2 / 2013-2014 (Grade 4) 
 partial Kindergarten level – testing out Term 2 – two ...
+ 
3-Year Implementation: Phase 3 
Phase 3 / 2014-2015 (Full K-4 at both campuses) 
 Webinars separated for each campus (...
+ 
In-Class & Home Study 
Implementation in Phase 3 
GRADE 
LEVEL 
IN-CLASS 
(min) 
Per week 
HOME 
STUDY 
(min) 
Per week...
+ Planning Next School Year For Smooth 
Implementation of Learning Adaptive Technology 
AUGUST before school starts: 
 Ve...
+ Planning Next School Year For Smooth 
Implementation of Learning Adaptive Technology 
OCTOBER – JUNE 
 Refine PD webina...
+ 
Challenges for Teachers/IT/Parents with 
Blended Learning Implementation 
IT SUPPORT TEACHERS PARENTS 
 Familiarity wi...
+ 
Lessons learned…misconceptions… 
Teacher-Directed 
Whole Class 
Lecture Style 
TEXTBOOK 
Going to 
“Computer Class” 
No...
+ 
Lessons 
learned…misconceptions…voices from 
the classroom… 
Face-to-Face 
Instruction 
ON LINE 
Computer – 
Mediated L...
+ 
Models for Blended Learning: 
Face-to-Face balanced with BL Models – flexible and adaptive for small 
group instruction...
+ 
Practical Logistics of Using Learning Adaptive 
System in the Classroom – flow chart 
Carousel 
Cart with 
IPad/LapTo 
...
+ 
Increased student engagement & 
ownership of learning…JA
+ 
Increased student engagement & 
ownership of learning… J1
+ 
Increased student engagement & 
ownership of learning…J3
+ 
Increased student proficiency…
+ 
Adult Learners – learning curve ? 
Differentiated PD for each learner 
 Adult Learner 1 
 Have a vision of what is 
p...
+ 
Feedback from Teachers… 
 Paula Marra, JA (Kindergarten Teacher) 
 Isabel Valenzuela, J1 (Grade 1 Teacher, Humanities...
+ 
What lies ahead for us with Blended 
Learning in the Math Classroom? 
 Continue to refine our unique definition of “bl...
The Quality of Digital 
Learning Experiences 
is just as important 
as the Quality of 
Classroom Learning 
Experiences
Pros & Cons 
Benefit of Blended 
Learning 
Becoming MORE 
thoughtful and 
strategic about the 
use of precious class 
time...
Personalized 
(Relational) 
Personalized 
Schooling 
Personalized 
Learning 
Industrial 
Schooling 
Industrial 
Learning 
...
Personalized 
(Relational) 
School Policies & 
Structures are 
Designed for 
Students as Unique 
Individuals. 
Strategic &...
Personalized 
(Relational) 
School Policies & 
Structures are 
Designed for 
Students as Unique 
Individuals. 
Strategic &...
Q & A
Thank You!
DreamBox Learning K-8 Math 
Intelligent Adaptive Learning™ 
Engine 
• Millions of personalized learning paths 
• Tailored ...
DreamBox Lessons & Virtual Manipulatives 
Intelligently adapt & individualize to: 
• Students’ own intuitive strategies 
•...
Robust Reporting 
Seeing is believing! dreambox.com/request-a-demo
Strong Support for Differentiation 
Seeing is believing! dreambox.com/request-a-demo
FREE Interactive Whiteboard Lessons 
DreamBox supports small group and whole class instructional 
resources. 
www.dreambox...
Seeing is believing! 
www.dreambox.com/request-a-demo
Join our community on edWeb.net 
Blended Learning 
 Invitations to upcoming webinars 
 Webinar recordings and resources ...
Recognition for your participation today! 
Attending Live? 
Your CE Certificate will be 
emailed to you within 24 hours. 
...
Stay tuned for information on upcoming webinars! 
Join the community for an invitation to the next webinar! 
Blended Learn...
Thank you to our sponsor: 
www.dreambox.com
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Blended Learning in the Math Classroom: Leveraging Professional Development to Equip Educators to Best Use Adaptive Learning Technology

Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals

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Blended Learning in the Math Classroom: Leveraging Professional Development to Equip Educators to Best Use Adaptive Learning Technology

  1. 1. Blended Learning in the Math Classroom: Leveraging Professional Development to Equip Educators to Best Use Adaptive Learning Technology Tuesday, September 30, 2014 Rebecca Murry, Math Coach, United Nations International School Dr. Tim Hudson, Senior Director of Curriculum Design, DreamBox Learning Join our Blended Learning community on edWeb.net www.edweb.net/blendedlearning
  2. 2. Join our community on edWeb.net Blended Learning  Invitations to upcoming webinars  Webinar recordings and resources  CE quizzes  Online discussions Join the community www.edweb.net/blendedlearning
  3. 3. Recognition for your participation today! Attending Live? Your CE Certificate will be emailed to you within 24 hours. Viewing the Recording? Join the community at www.edweb.net/blendedlearning Go to the Webinar Archives folder Take the CE Quiz to get a personalized CE Certificate CE Certificate provided by
  4. 4. Webinar Tips • For better audio/video, close other applications (like Skype) that use bandwidth. • If you are having any audio or video issues, try refreshing your browser. • Maximize your screen for a larger view by using the link in the upper right corner. Tweet with #edwebchat
  5. 5. Blended Learning in the Math Classroom Leveraging Professional Development to Equip Educators to Best Use Adaptive Learning Technology
  6. 6. Rebecca Murry Math Coach United Nations International School Tim Hudson Senior Director of Curriculum Design DreamBox Learning
  7. 7. Blended Learning Defined online delivery of content & instruction delivery of content & instruction at school H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
  8. 8. Time, Place, Path, Pace Path: Learning is no longer restricted to the pedagogy used by the teacher. Interactive and adaptive software allows students to learn [in a method that is customized to their needs]. BUT… Learning IS restricted – and limited by – the pedagogy used by the online teacher, in the online instruction, or in designs of the learning software. 8 H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
  9. 9. Key Questions • In what ways do your students control: • WHEN they learn (time of day) • WHERE they learn • HOW they engage learning • AT WHAT RATE they learn (pace) • In what ways does your school: • Evaluate the pedagogy of software • Monitor and act on student data • Innovate and develop a blended learning model • Ensure ongoing Professional Learning for educators
  10. 10. 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] [or flipped classrooms] [or iPads, hardware, etc] p. 234-235, Wiggins & McTighe, © 2007
  11. 11. 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
  12. 12. Which blended model is better? FLIPPED-CLASSROOM ENRICHED-VIRTUAL What 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
  13. 13. Before Blending 1. What do you want students to accomplish? 2. How will you know they’ve achieved it? 3. What print and/or digital resources will you need for their learning?
  14. 14. Rebecca Murry Math Coach United Nations International School Tim Hudson Senior Director of Curriculum Design DreamBox Learning
  15. 15. + Blended Learning in a Math Classroom UNIS Junior School’s Experience Using an Adaptive Learning Technology in the Math Classroom United Nations International School Rebecca Murry Math Coach United Nations International School
  16. 16. + UNIS is an International School K-12 focused on: Creativity Global Citizenship Innovation & Sustainability Academic Rigor Differentiation Sound Pedagogical Teaching & Learning UNIS MANHATTAN UNIS QUEENS  ~1350 students  K-4 has ~550 students  ~190 students  K-4 has ~100 students
  17. 17. + Our experience launching an Adaptive Learning System
  18. 18. + 3-Year Implementation: Phase 1 Phase 1 / 2012-2013 (Grades 1-3)  Webinars whole faculty but roll out was for First to Third grades only (September, November, May 2012),  Instituted Thursday Math Cafes – in-house PD, focused on reporting systems, teacher tools, and how to blend/integrate in the classroom  One-on-one sessions for each classroom  Math Coach went into each classroom to provide demo of DB use in the classroom during their carousel reservations  Hurricane Sandy / Nov 2012 – daily 30 minutes of DreamBox use in lieu of classes while school was out  Laptop launch only
  19. 19. + 3-Year Implementation: Phase 2 Phase 2 / 2013-2014 (Grade 4)  partial Kindergarten level – testing out Term 2 – two classes  Webinars were split for veteran teachers and new teachers  First time on-site visit by DB team to both campuses to meet students and teachers  Other schools visit UNIS to see how we use Learning Adaptive Technology (Feb)  Parent outreach – one-on-one with math coach as well as HR teachers during curriculum nights  IPad Beta Launch  Implemented How To Manual PPT for IPad and Laptop uses  Implemented UNIS Math Summer Packet that includes suggested work with Learning Adaptive System (DB)
  20. 20. + 3-Year Implementation: Phase 3 Phase 3 / 2014-2015 (Full K-4 at both campuses)  Webinars separated for each campus (veteran and new), onsite visit, Parent University presentation by DB mid-term  Separate systems URL websites for two campuses  Start of Math-Tech Blended Learning Update Monthly E-Newsletter  Friday Phone Meetings with DB and UNIS (Math Coach & Tech Integrator) to address issues that need resolving  Revised How To PPT for IPad and Laptop uses  Constant communication with parents about virtual learning and prep for a Parent Workshop
  21. 21. + In-Class & Home Study Implementation in Phase 3 GRADE LEVEL IN-CLASS (min) Per week HOME STUDY (min) Per week NOTES Actual breakdown of In-Class vs Home Study determined by teacher JA 10 - 15 none Learning the use of the IPad mechanically is pre-requisite to DB use as well as routine J1 15 10 2 lessons maximum per session, focus on gold coin lessons for challenge and practice lessons for review of past lesson J2 20-30 15 2-3 lessons max per session, focus on gold coin lessons for challenge and green practice lessons for review of past lesson J3 30 30 3 lessons max per session focus on gold coin lessons for challenge and green practice lessons for review of past lessons J4 30-45 Including set-up 30-45 3 lessons max per session focus on gold coin lessons for challenge and green practice lessons for review of past lessons (each lesson takes 10 minutes based on efficient use, i.e. response time and accuracy)
  22. 22. + Planning Next School Year For Smooth Implementation of Learning Adaptive Technology AUGUST before school starts:  Verify registered student list for both campuses  Ensure that upgrade from Primary to Intermediate levels are done before start of school  Test all systems: IPad, Laptop, Activ Board, Carousel chargers  Sign-Up System for Carousel Carts SEPTEMBER - OCTOBER  New students need to be assessed for 5 hours (In-Class)  Existing students need to continue archived work from previous grade  SET-UP Parent Outreach structure (workshops, newsletters, meetings)  Curriculum Nights – coordinate talking points for HR teachers about Learning Adaptive Technology  Re-establish Homework Policy for digital work
  23. 23. + Planning Next School Year For Smooth Implementation of Learning Adaptive Technology OCTOBER – JUNE  Refine PD webinars as per contract signed in August  Parent University Outreach  Ongoing In-House PD by Math Coach & Tech Integrators on Learning Adaptive Technology and Blended Learning Models  Decide on-site visit by DB team  Continuous Survey Monkey to ensure feedback loop is ongoing between teacher and Math-Tech team
  24. 24. + Challenges for Teachers/IT/Parents with Blended Learning Implementation IT SUPPORT TEACHERS PARENTS  Familiarity with necessary systems support  Bandwidth capability  Updates to Adobe Flash  Ensure all equipment is working and aligned  Ensuring student registration of old and new students are coordinated with DB  Coordination with Principal on signed contract for August  Providing focused time for student to work on Learning Adaptive system at home independently without intervention “not giving the answer or prompting”  Attend the Parent Workshops about Learning Adaptive Technology systems  Provide instant feedback about irregularities with Home Study use, i.e. student disengagement  Being an active participant in the learning with students of a Learning Adaptive Technology  Constant coordination with Tech Integrator & Math Coach for any parent inquiries  Keeping an eye on the diagnostic reporting systems available in DB  Checking in proficiency levels for differentiation application in the classroom  Use of Teacher Tools in class  Having an open mind to try out Rotation models in class
  25. 25. + Lessons learned…misconceptions… Teacher-Directed Whole Class Lecture Style TEXTBOOK Going to “Computer Class” No Virtual Manipulatives, only static representations and problem-answer models Feedback was Teacher to Student via Report Cards, Checked HW, Test Scores Hands-On Manipulatives Available for use for K-2, used less frequently in 3-5 “Learning Centers” Assessments Summative, Quizzes, Chapter Tests Previous Notions of “BLENDED” LEARNING
  26. 26. + Lessons learned…misconceptions…voices from the classroom… Face-to-Face Instruction ON LINE Computer – Mediated Learning (Adaptive System Virtual Manipulatives - dynamic) Reflective Practice – instant FEEDBACK loop Student and Teacher Authentic/ INTENTIONAL Experiences (Hands-On Manipulatives) ONLINE and Onsite Proficiency Assessments Current Notion of BLENDED LEARNING in a Math Classroom
  27. 27. + Models for Blended Learning: Face-to-Face balanced with BL Models – flexible and adaptive for small group instruction, projects, Individualized Reteach  Rotation Model  Station Rotation – one station is online, students rotate on a fixed schedule, other stations could be full class, paper-pencil, group projects, one-on-one reteach  Lab Rotation – online work is in another classroom while HR classroom works on onsite task  Individual Rotation – student rotates based on a fixed individualized schedule, not necessarily to an available station  Flipped Classroom – student rotates on a fixed schedule face-to-face (teacher guided) during the school day and online delivery/instruction of same concept is online (different from doing homework practice online at night Models that work for students beyond Grade 5  Flex Model - students move on a fluid individual schedule among modalities and teacher is on-site  A-La Carte Model – “self-blend” model student takes courses online with an online teacher but still has traditional courses onsite  Enriched Virtual Model – a whole school uses both online deliver and traditional onsite work within each course Models that work for students K - 5
  28. 28. + Practical Logistics of Using Learning Adaptive System in the Classroom – flow chart Carousel Cart with IPad/LapTo p in Charging Station Tech Integrator In the classroom – students get their equipment with ear phones Teacher Tech Integrator Math Coach At the end of the BL session, students return equipment to carousel cart and roll back to charging station Teacher
  29. 29. + Increased student engagement & ownership of learning…JA
  30. 30. + Increased student engagement & ownership of learning… J1
  31. 31. + Increased student engagement & ownership of learning…J3
  32. 32. + Increased student proficiency…
  33. 33. + Adult Learners – learning curve ? Differentiated PD for each learner  Adult Learner 1  Have a vision of what is possible but still new to adaptive use and no knowledge but willing to go for it full force  Adult Learner 3  Not so clear why a new initiative needs to be implemented but is willing to go along - their own learning is controlled by self-doubt and affects enthusiasm for what could be possible  Adult Learner 2  Already adapted and using tech and blended learning with some healthy risk-taking but needs peers, good mentors, and collaborators  Adult Learner 4  Still needs proof and evidence before any initiative can be tried out - they require true-and- tested data  Resistant to change and need a growth mindset to open up for collaboration
  34. 34. + Feedback from Teachers…  Paula Marra, JA (Kindergarten Teacher)  Isabel Valenzuela, J1 (Grade 1 Teacher, Humanities Subject Coordinator)  Gulay Powell, J2 (Grade 2 Teacher)  Sawsan Manasfi, J3 (Grade 3 Teacher, Grade Level Coordinator)  Jennifer Quinn, J4 (Grade 4 Teacher)  Javier Alvez, JA – J2 Tech Integrator  Francesca Zammarano, J2 – J4Tech Integrator
  35. 35. + What lies ahead for us with Blended Learning in the Math Classroom?  Continue to refine our unique definition of “blended learning” environments as a UNIS community  Expand our communication links with parents beyond e-newsletters through workshops and interactive links via UNISConnect  Pilot other Rotation Models in the Junior School  Utilize diagnostic data in DB to align with our own internal assessments  Provide differentiated in-house PD alongside DB webinars for various adult learner types  Continue to use Survey Monkey to get real-time feedback from teachers about their use of a Learning Adaptive Technology  Share our experience with other schools
  36. 36. The Quality of Digital Learning Experiences is just as important as the Quality of Classroom Learning Experiences
  37. 37. Pros & Cons Benefit of Blended Learning Becoming MORE thoughtful and strategic about the use of precious class time Danger of Blended Learning Becoming LESS thoughtful and strategic about how students understand and make sense of things
  38. 38. Personalized (Relational) Personalized Schooling Personalized Learning Industrial Schooling Industrial Learning Impersonal (Industrial) Learning Pedagogy with Students Schooling Structures from Adults
  39. 39. Personalized (Relational) School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Impersonal (Industrial) Learning Pedagogy with Students Schooling Structures from Adults
  40. 40. Personalized (Relational) School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Impersonal (Industrial) Learning Pedagogy with Students Blende Schooling d Structures from Adults Blende d Use Tech? Use Tech? Use Tech? Use Tech?
  41. 41. Q & A
  42. 42. Thank You!
  43. 43. DreamBox Learning K-8 Math Intelligent Adaptive Learning™ Engine • Millions of personalized learning paths • Tailored to a student’s unique needs Motivating Learning Environments • Student Directed, Empowering • Leverages Gaming Protocols Rigorous Mathematics Curriculum • Reporting Aligned to CCSS, Texas TEKS, Virginia SOL, Canada WNCP, & Canada Ontario Curriculum Reports • Standards for Mathematical Practice & Process Standards Seeing is believing! dreambox.com/request-a-demo
  44. 44. DreamBox Lessons & Virtual Manipulatives Intelligently adapt & individualize to: • Students’ own intuitive strategies • Kinds of mistakes • Efficiency of strategy • Scaffolding needed • Response time Seeing is believing! dreambox.com/request-a-demo
  45. 45. Robust Reporting Seeing is believing! dreambox.com/request-a-demo
  46. 46. Strong Support for Differentiation Seeing is believing! dreambox.com/request-a-demo
  47. 47. FREE Interactive Whiteboard Lessons DreamBox supports small group and whole class instructional resources. www.dreambox.com/teachertools Seeing is believing! dreambox.com/request-a-demo
  48. 48. Seeing is believing! www.dreambox.com/request-a-demo
  49. 49. Join our community on edWeb.net Blended Learning  Invitations to upcoming webinars  Webinar recordings and resources  CE quizzes  Online discussions Join the community www.edweb.net/blendedlearning
  50. 50. Recognition for your participation today! Attending Live? Your CE Certificate will be emailed to you within 24 hours. Viewing the Recording? Join the community at www.edweb.net/blendedlearning Go to the Webinar Archives folder Take the CE Quiz to get a personalized CE Certificate CE Certificate provided by
  51. 51. Stay tuned for information on upcoming webinars! Join the community for an invitation to the next webinar! Blended Learning www.edweb.net/blendedlearning
  52. 52. Thank you to our sponsor: www.dreambox.com

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