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Principal’s Guide to Blended Learning for Elementary Mathematics

Blended learning – the powerful combination of real-time and online interaction – is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.

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Principal’s Guide to Blended Learning for Elementary Mathematics

  1. 1. A Principal’s Guide to Blended Learning Jeff Piontek, PhD Curriculum and Assessment President Educational Consulting Services, LLC
  2. 2. Blended learning A formal education program in which a student learns at least in part through online delivery of instruction and content, with some element of student control over time, place, path and/or pace and at least in part in a supervised brick-and- mortar location away from home (such as school).
  3. 3. Definition of blended learning Any time a student learns in part in a supervised brick-and- mortar place away from home At least in part through online delivery, with some element of student control over time, place, path and/or pace and =Blended learning Copyright Innosight Institute, Inc.
  4. 4. Blended/Hybrid Learning Self-direction, high engagement, (Less direct student support needed) Struggling student, low-engagement, (More direct student support needed)
  5. 5. Providing Opportunities to All Students Credit Recovery Aspiring athletes and performers Medically Fragile Home Schoolers Accelerated Students Need to work and/or support family Traditional Public/Private Special Education and ELL Rural Students
  6. 6. Customization and Personalization….the future of learning Integrated Customizable • Different paces • Different priorities • Different intelligences Traditional factory-style system Online learning
  7. 7. Why Flexibility in Learning? With the increasing use of a variety of approaches for learning in the information age Learners' preferences are changing from wanting to be taught mostly in lectures or direct training sessions To wanting increased flexibility.
  8. 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 learn Can we do what learners want?
  9. 9. Next Generation Models of Online and Blended Learning Hybrid/ Blended Programs Blended Courses •Online course and/or •Online content •Online instruction •Digital/adaptive curriculum or software •LMS/Technology •Buffet: F2F & Online Courses •Emporium: F2F place with blended/hybrid approaches to learning
  10. 10. How Students Are Using Technology at School
  11. 11. Online learning is moving into schools 90% of kids need a supervised, safe place to learn (cannot be homeschooled)
  12. 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. 13. Components of Blended Learning • 1. Synchronous (live) Classroom format • 2. Synchronous (live) online format • 3. Asynchronous (not live) self-paced format
  14. 14. Tech-rich = blended
  15. 15. F2F Driver 6 Models of blended learning Rotation Flex Online Lab Online Driver Self Blend Supervised brick and mortar Some potential for flexibility Most potential for remoteLOCATION Face-to-face Mix of both Online delivery TYPE OF INSTRUCTION STUDENT INDEPENDENCE Low Medium High EXTRACURRICULARS AND SOCIALIZING Traditional Traditional plus online options Varies from both options to neither option Fewer traditional elements More traditional elements Copyright Innosight Institute, Inc.
  16. 16. Rotation Flex Self-Blend Enriched Virtual • Station rotation • Lab rotation • Flipped Classroom • Individual rotation Online platform with F2F support and fluid schedules Students attend physical school & take 1 or more courses online Students learn sometimes at a physical school, other times remotely Emerging models of blended learning
  17. 17. Station-Rotation Model: Teacher-led Instruction Collaborative activities & stations Individualized Online Instruction T
  18. 18. Lab-Rotation Model: T Direct Instruction Literacy/ Social Studies T Direct Instruction Math/Science T Direct Instruction Literacy/ Social Studies Learning Lab Reading, Math P Teacher (T) Paraprofessional (P)
  19. 19. Individual-Rotation Model: T T T Learning Lab Direct Instruction Group Projects 15:1 Central Learning Lab T Intervention Seminar 5:1 12:1 273 students 6 teachers (T) T T
  20. 20. Advancing Our Mental Models of Blended Learning: Digital Differentiation through Intelligent Adaptive Software Tim Hudson, PhD Director of Curriculum Design DreamBox Learning
  21. 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. 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. 23. Which blended model is better? FLIPPED-CLASSROOM ENRICHED-VIRTUAL What is happening with the teacher? What is happening on the computers? H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012 Blending is a means to what ends?
  24. 24. 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
  25. 25. 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
  26. 26. Before Blending 1. 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?
  27. 27. Plan Backwards 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
  28. 28. 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?
  29. 29. Compensation
  30. 30. 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
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  34. 34. DreamBox Summative Assessment Proficient in 1.NBT.3 Correctly solve several problems quickly without assistance in each objective 150-300 problems presented overall 31 measurable learning objectives
  35. 35. 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?”
  36. 36. Intelligent Adaptivity A C B
  37. 37. Student Groups by Proficiency
  38. 38. 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
  39. 39. Primary Engagement Environment
  40. 40. Intermediate Engagement Environment
  41. 41. For more information visit