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Engaging Math Learners and Improving Achievement Through Blended Learning

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New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level.

Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers.

Topics will include:

How to implement a blended learning model
Using data effectively to drive math achievement
Strategies for professional development in blended learning

Published in: Education
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Engaging Math Learners and Improving Achievement Through Blended Learning

  1. 1. Blended Learning Model Focusing on a Personalized Learning Model to Turn Around a Failing School Dr. Cynthia White, Principal Cleveland Elementary School
  2. 2. Context From an achieving school to a failing school: what happened between 1983 and 2012 • • • • • • Underperforming High Poverty 75% English Learner Neglected Technology circa 1993 Morale
  3. 3. Strengths • • • • • Math scores on state exams Context for Learning model – Bill Jacobs Teachers willing to change Wireless internet infrastructure installed Upper grades using Read 180 so teachers familiar with adaptive learning • I knew about the Dreambox model
  4. 4. Challenges • Technology infrastructure • Hardware • Teacher buy-in moving from traditional model to blended model using individual – personal data to drive instruction • School Site Council buy-in • The message to the parent community on why it’s important
  5. 5. Instructional Model Premises 1. Sequenced and targeted coaching in pedagogy ✦ ✦ ✦ ✦ Where/how technology fits in I do, we do, you do model of instruction Pacing for rigor Relevance
  6. 6. Instructional Model Premises 2. Data Driven RTI through Professional development & Coaching Knowing and understanding how data from adaptive technology works, which means ongoing discussions on how we use the data to inform and act on change in instruction.
  7. 7. Lessons Learned • • • • • • Pilot Home – School Technology Liaison Instructional Model Coach & RTI Coach Go to teachers – stipend Partnerships (after school programs) Ongoing professional development
  8. 8. Outcomes • 15 Point Gain (5 point target) on California - Academic Performance Index • Data driven conferences • Math (Dreambox is most preferred activity) • Parent buy-in
  9. 9. @dwarlick #educon
  10. 10. Personal or Personalized?
  11. 11. 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 personalized learning] [or blended learning] [or flipped classrooms] [or iPads®, hardware, etc] p. 234-235, Wiggins & McTighe, © 2007
  12. 12. 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
  13. 13. Personalized (Relational) Personalized Schooling Personalized Learning Schoolin g Structures from Adults Learning Pedagogy with Students Industrial Schooling Industrial Learning Impersonal (Industrial)
  14. 14. WHAT should this student be learning, doing, and thinking about tomorrow?
  15. 15. Impersonal Industrial Schooling First Asks: WHAT is her birthdate?
  16. 16. First Grade: Week 1 © DreamBox Learning
  17. 17. Personalized Relational Schooling First Asks: WHAT is she interested in?WHAT does she know? WHERE could she be learning?
  18. 18. Personalized (Relational) Schoolin g Structures from Adults 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 Learning Pedagogy with Students 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)
  19. 19. Is there an app for this? Blende Schoolin d g Structures from Adults Is there an app for this? 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 Is there an app for this? Blende Learning d Pedagogy with Students 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) Is there an app for this?
  20. 20. Fullan: Alive in the Swamp “Technology–enabled innovations have a different problem, mainly pedagogy and outcomes. Many of the innovations, particularly those that provide online content and learning materials, use basic pedagogy – most often in the form of introducing concepts by video instruction and following up with a series of progression exercises and tests. Other digital innovations are simply tools that allow teachers to do the same age-old practices but in a digital format.‖ (p. 25) Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
  21. 21. What do you remember about math from when you were in school?
  22. 22. Common Experience From a 5th grade teacher in NY: ―I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t good math. Every class was the same for eight years: „Get out your homework, go over the homework, here‟s the new set of exercises, here‟s how to do them. Now get started. I‟ll be around.‟” p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
  23. 23. Kid Snippets: “Math Class”
  24. 24. Kid Snippets: “Math Class”
  25. 25. Kid Snippets: “Math Class”
  26. 26. Plan Curriculum Backwards 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
  27. 27. Common Teaching Cycle Whole Class or Small Group Instruction Use Data Summatively Independent Practice Use Data Formatively to Plan Whole Class Assessment
  28. 28. Instruction, Content Delivery Whole Class or Small Group Instruction Use Data Summatively Independent Practice Use Data Formatively to Plan Whole Class Assessment
  29. 29. Instruction Let Me Show You How To Do X Now You Go Do X Maybe You Need to Be Shown X Again You Know X Can You Independently Do X?
  30. 30. Who is doing the thinking? Let Me Show You How To Do X Now You Go Do X Maybe You Need to Be Shown X Again You Know X Can You Independently Do X?
  31. 31. Impersonal Learning “If I cover it clearly, they will „get it.‟” ―Presentation of an explanation, no matter how brilliantly worded, will not connect ideas unless students have had ample opportunities to wrestle with examples.‖ Best Practices, 3rd Ed., by Zemelman, Daniels, and Hyde, ©2005 Understanding by Design, Wiggins & McTighe, ©2005
  32. 32. School & Home Work At School: Here’s how to do X Use Data Summatively At Home: Practice X Maybe you need to be shown X again Whole Class Assessment
  33. 33. Meaningful Flip? At Home: Watch a video about how to do X At School: Practice X Maybe You Need to Watch the Video Again Use Data Summatively Whole Class Assessment
  34. 34. PERSONALIZED LEARNING PRINCIPLES
  35. 35. Methods & Principles ―As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.‖ – Ralph Waldo Emerson
  36. 36. Learning Experience: Field Trip Problem 4 3 8 7 5 4 5 3 Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fosnot, Heinemann © 2007, used with permission
  37. 37. Dewey, 1916 Democracy & Education Chapter 12: Thinking in Education ―…thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection.‖ Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
  38. 38. Dewey, 1916 ―First that the pupil have a genuine situation of experience—that there be a continuous activity in which he is interested for its own sake.‖ Field trip + Lunch = Interest Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
  39. 39. Dewey, 1916 ―Secondly, that a genuine problem develop within this situation as a stimulus to thought.‖ Is the sandwich distribution fair? Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
  40. 40. Dewey, 1916 ―Third, that he possess the information and make the observations needed to deal with it.‖ Time for sense-making, modeling, manipulatives, & conversation Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
  41. 41. Dewey, 1916 ―Fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way.‖ How do we know when something “occurs” to a student? 5th grader in intervention: “So it looks like a half of a fifth is a tenth. That‟s easy!” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
  42. 42. Dewey, 1916 ―Fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.‖ Convince yourself through inquiry, exploration, feedback Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
  43. 43. Dewey, 1916 1. Genuine Interesting Situation & Experience 4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
  44. 44. Dewey, 1916 2. Genuine Problem Stimulates Thought How many bags can be made in all? Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
  45. 45. Dewey, 1916 3. Have Information & Make Observations 4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
  46. 46. Dewey, 1916 4. Solutions Occur to Her, She Develops Them Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
  47. 47. Dewey, 1916 5. Test Her Own Ideas, Make Meaning, Discover Validity Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
  48. 48. Learning is not accomplished by putting thoughts into a mind, but rather by empowering a mind to generate thoughts.
  49. 49. Q&A
  50. 50. Thank you! www.dreambox.com @DocHudsonMath
  51. 51. DreamBox Math on iPad® • • • • • • • 1,300 rigorous adaptive lessons for Pre-K through Grade 6 Convenient, flexible and accessible Real-time reporting for parents, teachers, and administrators Supports CCSS and Standards for Mathematical Practice Kinesthetic and accessible virtual manipulatives Used by students in all 50 states and internationally Lesson progress syncs seamlessly on tablet, laptop, or desktop © DreamBox Learning
  52. 52. 3 Essential Elements Rigorous Mathematics Motivating Environment • Common Core State Standards, Texas TEKS, Virginia SOL, Canada WNCP & Ontario Curriculum • Motivating and empowering environments • Gaming fundamentals, rewards • Standards for Mathematical Practice Intelligent Adaptive Learning™ Engine • Millions of personalized learning paths • Tailored to each student’s unique needs © DreamBox Learning

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