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110701 dream team training deck

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110701 dream team training deck

  1. 1. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
  2. 2. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
  3. 3. Introductions<br />Who are you?<br />Where do you teach?<br />Something interesting about yourself…<br />
  4. 4. Who is on the call?<br />
  5. 5. Quote<br />"Communities are not built of friends, or of groups of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are a part of something that is bigger than themselves: a shared goal or enterprise, like righting a wrong, or building a road, or raising children, or living honorably, or worshipping a god. To build community requires only the ability to see value in others; to look at them and see a potential partner in one's enterprise."Suzanne Goldsmith<br />
  6. 6. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
  7. 7. Background<br />“Every E.L. Haynes student of every race, socioeconomic status, and home language will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. Every E. L. Haynes student will be adept at mathematical reasoning, will use scientific methods effectively to frame and solve problems, and will develop the lifelong skills needed to be successful individuals, active community members, and responsible citizens.”<br />
  8. 8. Background<br />E.L. Haynes’ Broader Impact <br />Focus on Great Teaching and Learning<br />Teacher Leadership Panels<br />Teacher TrainingProgram<br />Principal Training Program <br />
  9. 9. The problem we’re trying to solve<br />Core work flow<br />Teachers teach<br />Different students respond differently<br />Student data is collected<br />Teachers take targeted action<br />Student data is analyzed<br />Challenge:<br /><ul><li>Not enough time to address every student and deliver the next lesson</li></ul>Current default action:<br /><ul><li>Focus on next lesson rather than targeted actions</li></ul>Current best strategies for targeted action<br /><ul><li>Work longer hours to create more time
  10. 10. Decrease student-teacher ratios
  11. 11. Deploy separate programs (tutoring centers, computer-based learning) that lie outside the teacher’s workflow</li></ul>9<br />
  12. 12. The Learning Match’s core offering<br />A library of microlessons that:<br /><ul><li>Are short (3-5 minutes), easy-to-understand videos using visuals and scaffolding
  13. 13. Are conceptual focused instead of procedural
  14. 14. Demonstrate the Common Core in action
  15. 15. Are stress-tested (only the microlessons that generate the greatest student growth remain in the core library)</li></ul>Assessment items that:<br /><ul><li>Are used as mastery checks after each microlesson
  16. 16. Match the rigor and focus of end-of-year assessments
  17. 17. Allow for additional practice</li></ul>Additional resources that:<br /><ul><li>Include materials such as: guided practice, lesson material, and meta-videos with commentary explaining the pedagogical approach
  18. 18. Are used directly by teachers in their own practice</li></ul>An analytic engine that:<br /><ul><li>Allows teachers, administrators, parents, and students themselves to see and understand student progress
  19. 19. Suggests updates for each student’s playlist
  20. 20. Identifies trends across classrooms and schools to inform program decisions for teachers and administrators</li></ul>A web-based platform that:<br /><ul><li>Provides easy access to the content library and analytical features
  21. 21. Accepts new, uploaded content
  22. 22. Is simple in design</li></ul>10<br />
  23. 23. How the Learning Match works<br />Teachers create personalized playlists for students<br />Students view microlessons<br />Students take short assessments following each microlesson<br />Assessment results help determine what students should do next<br /><ul><li>Playlists allow each student using the site to follow his or her own unique learning path
  24. 24. The suggestion engine can help tailor playlists based on what has worked for similar students in the past
  25. 25. Teachers are freed from the administrative hassle of tracking completion or grading work—The Learning Match does it automatically
  26. 26. Microlessons can be completed at school or elsewhere—for example, as homework
  27. 27. Microlessons can be paused, rewound, and repeated as often as desired
  28. 28. Students can go beyond the playlist and have free access to supplement their learning
  29. 29. Assessments are short but targeted to provide a precise measure of what students have learned
  30. 30. Assessment items are varied to test different applications of the student’s knowledge
  31. 31. The item bank is large, to allow for repeated assessments and customization
  32. 32. The Learning Match keeps track of how well students have mastered different standards
  33. 33. Every time a student completes a microlesson and the related assessment, his or her profile is updated
  34. 34. Based on his/her up-to-the-minute profile, a student’s playlist can be revised to ensure that all standards are mastered</li></ul>11<br />
  35. 35. How the Learning Match is used by different groups of users<br />Students<br /><ul><li>Learn at their own pace
  36. 36. Go beyond the curriculum to learn any subject
  37. 37. Monitor their own progress
  38. 38. Take ownership of their learning path</li></ul>Teachers<br /><ul><li>Personalize instruction for all students efficiently and effectively
  39. 39. Are freed from the administrative hassle of grading and tracking progress
  40. 40. Use the library as a professional development resource, to explore different instructional approaches
  41. 41. Record their own videos, so that every student, every year, has access to that “perfect lesson”</li></ul>Parents<br /><ul><li>Understand the grade level standards; see what their students are responsible for knowing and being able to do
  42. 42. See how their students are progressing through the material
  43. 43. See what it will take to keep their students on track for milestones like graduation or college admissions
  44. 44. Create separate parental playlists for their students
  45. 45. Re-learn topics they may have forgotten, to better help their students</li></ul>Administrators<br /><ul><li>Multiply impact of most effective, experienced teachers
  46. 46. Monitor how groups of students are progressing across the school or district
  47. 47. Support targeted professional development—for example, by supporting teachers in recording, viewing, and perfecting lessons</li></ul>12<br />
  48. 48. Design Principles<br />Quality<br />Simplicity<br />Flexibility<br />
  49. 49. Social-Mission Driven Company<br />Practical Reasons<br />Philosophical Reasons<br />
  50. 50. Timeline<br />Q3 2011<br />(summer)<br />Q4 2011<br />Q1 2012<br />Q2 2012<br />Q3 2012<br />(summer)<br />Q4 2012<br />A<br />B<br />C<br />Initial content creation<br />D<br />Site launch (v1.0)<br />E<br />Pilot use<br />F<br />2nd wave content creation<br />G<br />V2.0 launch<br />3rd wave content creation<br />Broad-based use begins<br />15<br />
  51. 51. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
  52. 52. Lesson Plan Template<br />
  53. 53. Lesson Plan Rubric<br />
  54. 54. Rubric<br />Read it over<br />Reflect<br />What stands out?<br />What’s confusing?<br />Discussion<br />
  55. 55. Watch Lesson: Reflections<br />What stands out?<br />What makes this effective?<br />What could be improved?<br />
  56. 56. Video Lesson Components<br />
  57. 57. Guided Practice<br />Introduction: “Now we are going to practice doing X by Y together. Let’s say,…..(explain the problem)”<br />Stopping the Video: “Now, I want you to stop the video and see if you can do it by yourself. If you get confused, or need help, just hit play again and watch how I work through it.”<br />Restarting the Video: “Watch how I work this out…Remember, you can stop the video at any time and challenge yourself to do it without me.” Complete the problem while clearly explaining the steps you are taking.<br />
  58. 58. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
  59. 59. Resources<br />
  60. 60. Tablet – HP Touchscreen<br />
  61. 61. Camtasia<br />
  62. 62. Templates<br />
  63. 63. Books<br />
  64. 64. Standards Document<br />
  65. 65. Assessment Item Documents<br />
  66. 66. Shared Space<br />Wiki<br />
  67. 67. Support<br />Instructional Support<br />Each other<br />Content Expert – Kirk Walters<br />Design Support <br />Alix & Eric<br />Technical Support<br />Alix, Eric & Alison<br />
  68. 68. Dream Team Training<br />Welcome & Introductions<br />Background<br />The Video Lesson & Its Components<br />Resources & Support<br />Question and Answer<br />
  69. 69. Next Steps<br />Video Lessons on Creating Videos<br />Prioritizing standards (google form email)<br />Coaching support calendar - Kirk<br />July 11th webinar<br />July 13-14<br />Individual Schedule<br />

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