Into to Hybrid Learning: Rotations & Lesson Planning


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  • We’re going to watch three (3) videos of a teacher and students in a classroom. After you watch the videos I’m going to ask you to identify hybrid learning activities and elements that you recognize. Then we’ll talk about how those elements make any one classroom more of a hybrid learning environment than the others. Before we watch the videos, let’s look at the activities and elements we’ll evaluate in the videos. [Display the link to the video evaluation form on the Moodle course site. Ask students to access the Day 1 block of the Moodle course site and click the link to launch the form. Go over the video blocks on the form and the items that they should be looking for in each video.]Video 1 will have the least amount of hybrid learning characteristics; Video 2 will have the second most hybrid learning characteristics; Video 3 will have the most hybrid learning characteristicsDetailed notes on video evaluation are in the facilitator’s guide.
  • Note: There is a lot involved but we will break it down. You will NOT be expected to know how to perfect hybrid learning out of the gates.
  • TODAY:getting a sense of what goes on in the classroom. define hybrid learning at a high-levellook at some hybrid learning models.considering the changing relationships and roles in a hybrid learning classroomresources that can be valuable in transitioning to a hybrid learning classroom
  • What do you think about the statement on the screen? How do you think hybrid learning can help schools adjust their educational model?
  • What do you think about the statement on the screen? How do you think hybrid learning can help schools adjust their educational model? 
  • Primary elements of hybrid learningDo you have any questions about any of the hybrid learning activities or elements we’ve seen in action?
  •  HYRBID v/s Traditional WorksheetNote: Give the attendees 5 minutes to complete the chartWhat’s different in a hybrid learning environment compared to a traditional or cyber classroom?Note: If it does not occur naturally, make a point to discuss the teacher’s role in hybrid learning, benefits of reduced lecture time and an instructional approach vs. a teaching approach as part of this discussion.
  • Ian Jukes
  • We’ve introduced the ‘what’ of hybrid learning, but really haven’t talked about the ‘why.’ It’s presumed that you know why you’re district is implementing hybrid learning. Discuss why they are doing hybrid?
  • Hybrid learning is the blend of classroom-based learning and online learning. The emphasis is on mixed modes of content delivery, but the general concept of blended learning does not necessarily consider adjustments in pedagogy or a shift to student-centered learning.
  • Hybrid learning seeks to establish an effective and flexible combination of delivery modes, teaching and learning models, coaching and peer learning. This is achieved with classroom instruction and online learning, but with a heavy emphasis on adjustments and individualization through regular assessment. Technology supports ongoing assessment and analysis to allow individualization, but the emphasis should not be on the technology when designing a hybrid learning class. The goal is to create an active learning environment with an emphasis on student-centered strategies.
  • You still may see the terms ‘hybrid’ and ‘blended’ used interchangeably, but The PA Hybrid Learning Initiative is about ‘hybrid learning’, with an emphasis on a student-centered environment. The PA Hybrid Learning Initiative includes three distinct models, any of which can be used to achieve this goal. Rotation to LabRotation in the Classroom Flex
  • So far we’ve built a framework for defining hybrid learning and identified some elements of hybrid learning. Throughout the remainder of the day, we’re going to examine these elements in a little more depth and explore their impact on the student and the teacher. We’ll also examine some of the advantages and challenges and discuss how to overcome challenges.
  • The rest of this morning and the afternoon will set a foundation for subsequent training sessions by talking about how relationships, instructional strategies, technology and resources change when moving to a hybrid learning environment . We’ll be focusing on the ‘what’ and the ‘why’ for the remainder of the day. You’ll get into the ‘how’ in later training sessions.
  • Individualized attention and differentiated instruction through data-driven teaching are at the core of hybrid learning. The move from single, large group interaction to multiple, small group and individual interaction changes the relationships in the classroom.
  • There are four (4) components of classroom interactions and relationships that we’re going to consider; the content, the teacher, the student and assessment. For the most part, the image on the screen represents the traditional relationship among the content, teacher, students and assessment. The content is provided for the teacher from a textbook or other resource and is filtered through the teacher in, primarily, the form of a lesson plan and then delivered to the students. The students are then assessed on their retention of the content. Then the cycle starts all over again with the next topic. That is over simplifying it, but that is a general representation of the relationship between the four (4) components in a traditional classroom.
  • This next image represents the relationship among content, teacher, student and assessment in a hybrid learning classroom. The content is dynamically structured and experienced based on student preferences, assessment data and teacher design. This results in a more individualized and differentiated student experience and creates an interdependent relationship in the classroom among content, teacher, students and assessment.
  • Changing relationships and roles are great! But, what have the results been? At the beginning of the 2010-2011 school year, 36% of KIPP: Empower Academy kindergartners were reading at a proficient or advanced level as measured by the STEP literacy assessment. By the end of the year, 96% were proficient or advanced on the STEP. And, according to the nationally norm reference MAP test, by the end of the 2010-11 school year, 96% of students in both reading and math performed at or above the national average.
  • The last thing we’re going to focus on today is resources that can be used to support the move to hyrbrid learning. Some of these resources are part of the hybrid learning implementation and others are education resources that are readily available and valuable to any education setting. However, these general resources can be especially helpful as you move to a hybrid learning classroom and look to integrate technology and move to more student-centered activities. Links to these resources are available on the Moodle course site.
  • One component of hybrid learning that we’ve identified today is online content and assessment.There are countless content providers available, with different offerings that suit different schools and students. Regardless of the online content and assessment providers that are chosen, online content: provides access to interactive, standards-based digital content,provides personal learning paths for students,develops of 21st century skills andempowers teachers with data-driven decision making.
  • Once a school has chosen its preferred online content, the content providers’ offerings, including instructional modules and assessments are integrated into the Hybrid Learning – Management System or HLMS. The HLMS allows students to access all content from a single launch pad, and teachers can review synthesized data about student, group, subject and standard progress from across all providers. You will learn more about online content and the HLMS later in training.
  • The Pennsylvania Standards Aligned System or SAS identifies six elements which, if utilized together, provide schools a framework for continuous school and district enhancement and improvement. The SAS elements are Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources and Safe and Supportive Schools.  With its focus on assessment and student achievement, hybrid learning is complementary to SAS. The SAS curriculum framework and materials and resources can be used in the small group teacher and peer interactions that are part of the hybrid learning classroom.Applying SAS in a hybrid learning classroom will be the focus of a future training.
  • Hybrid learning is very in-line with a standards-based education. Providers of online content and assessments for hybrid learning provide content geared toward student achievement in the common core in Math and English and many of the PA Standards as well.
  • You’re not alone!(WHO)
  • Before we end today’s session we’re going to watch a final video that should leave you energized and ready to dive into hybrid learning.
  • Into to Hybrid Learning: Rotations & Lesson Planning

    1. 1. PA Hybrid Learning Initiative Welcome Cecelia Mecca, PhD ELA Curriculum Specialist
    2. 2. Professional Development Overview Managing the Hybrid Classroom Improving Student Achievement Using the Content Using the Technology The Basics of Hybrid Learning
    3. 3. The Basics of Hybrid Learning Relationshi ps & Roles Resource s Instructiona l Strategies Defining Hybrid Learning Hybrid Learnin g Models Using the Technology
    4. 4. Food for Thought… “The factory model of education is the wrong model for the 21st century. Today, our schools must prepare all students for college and careers–and do far more to personalize instruction and employ the smart use of technology." – Arne Duncan, U.S. Secretary of Education Click on the “Food for Thought Introductions” in
    5. 5. What is Hybrid (Blended) Learning?
    6. 6. PA-HLI Hybrid Defined A Blended learning system that uses data to regularly differentiate and rotate students among learning stations with adaptive digital instruction and face-to-face teaching for personalized learning. – Delliker Strategies, 2013 Click on the “
    7. 7. HL Primary Characteristics Student- centered learning Classroom instruction support by online content Assessment Differentiated instruction Small group interaction One-on-one interaction Students engaging with peers Technology integration
    8. 8. Traditional v/s Hybrid Learning Classroom Traditional Classroom Cyber Class Hybrid Classroom
    9. 9. “Hybrid learning leverages technology to create a learning environment where students have daily opportunities for individualized learning and teachers have the opportunities, resources and time to differentiate small group instruction in a classroom.” (Kim and Thompson—Roadmap to Blended Learning School Design)
    10. 10. Hybrid Learning Rich Content Online Classroom Instruction
    11. 11. Hybrid Learning Student centered environment Peer learning Project-based Mentoring/coaching Online Classroom Assessment
    12. 12. Three PA HLI Classroom Models
    14. 14. QUESTIONS TO CONSIDER 1.Considering the grade level, subject, and students you teach, which of the benefits of hybrid learning excites you most? 2. What do you believe will be the biggest challenges presented by blended learning in your classroom?
    15. 15. Hybrid Learning Considerations Student Advantage s Challenges Teacher Relationships Instructiona l Strategies Resources Technology
    16. 16. Key Components of Hybrid Models Hybrid Rotation Data and Dashboards Traditional Classroom Paperbased Individualize Instruction Data-Driven Teaching
    17. 17. Carpe Diem School Public School (Yuma, Arizona: Grades 7-12)
    18. 18. Classroom Interactions and Relationships: Traditional Content Teacher Student Assessment
    19. 19. Student Teacher Content Assessment Classroom Interactions and Relationships: Hybrid
    20. 20. KIPP Empower Academy Results
    21. 21. ALLIANCE COLLEGE-READY PUBLIC SCHOOLS • Blended models piloted in 2009-2010 • Population historically economically disadvantaged, low performing • The BLAST pilot schools outperformed neighboring schools on the 2011 Algebra 1 California Standards Test, with 30% more students scoring proficient
    23. 23. Online Content Interactive, Standards- Based Personal Learning Paths 21st Century Skill Development Data-Driven Decision Making
    24. 24. PA Standards Aligned System Student Achievement Standards Assessment Curriculum Framework Instruction Materials & Resources Safe and Supportive Schools
    25. 25. Ongoing Professional Development PA HLI Support: Schoology Dellicker Strategies: Project Planning and Coordination Project Implementation and Oversight NEIU: Project Planning Implementation Assistance Professional Development and Coaching