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iNACOL Webinar: A Day in the Life of a Blended Learning Teacher

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Blended learning teachers will share what a "normal day" looks like in their classrooms. These teachers have all taught in a blended classroom and will specifically focus on how they use student data on a daily basis to personalize learning for students, the variety of technologies they use to provide students multiple ways to access the content, and the way their classrooms are arranged to better facilitate a student-centered classroom. Join this webinar to learn what a blended learning classroom really looks like.

Speakers:
Alex Paraskevaides, Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City
Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit

Published in: Education
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iNACOL Webinar: A Day in the Life of a Blended Learning Teacher

  1. 1. A Day in the Life of a Blended Learning Teacher Alex Paraskevaides, Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit November 2013
  2. 2. Webinar Format • • • • Overview Introductions Presentation Type questions in the chat window
  3. 3. Blended Learning • “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home…” - (Horn and Staker, 2013)
  4. 4. Tech-rich = blended
  5. 5. Teaching and Learning • What the student is doing and where the student is.  What the teacher is doing and where the teacher is.  What and where the content is.
  6. 6. Generally Defining Terms • Traditional = the way it has always been done – (e.g. teacher lecture, quarterly benchmark testing, if students don’t get it, the teacher moves on, limited use of technology) • Blended = use of technology, course management system and data to personalize learning for students
  7. 7. Webinar Focus • How a Blended Learning Teacher – Personalizes teaching for students (e.g. room arrangement, teacher interaction, communication with students) – Uses data on a daily / weekly basis to personalize learning for students – Uses a variety of technologies to help students access course content – Interacts with students (e.g. grouping, via course management system, email, in person, etc.)
  8. 8. Today’s Presenters • Alex Paraskevaides (Mr. P) Lead Blended Learning and Science Teacher, 8th Grade, Mott Hall V, New York City • Haley Hart PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit, Michigan
  9. 9. Blended Learning Classroom Alex Paraskevaides (Mr. P) 7th Grade Science Educator Mott Hall V Bronx, NY
  10. 10. Mott Hall V, Bronx, NY Grades 6-12
  11. 11. Mott Hall V • • • • • • • • Student make up (95% hispanic/black) Title 1 school Middle School and High School Around 100 students per grade Close to 90% free lunch All students in Middle School Science enrolled in Blended Learning All Middle School Science doing some version of blended Middle School Social Studies incorporating aspects of blended into classroom
  12. 12. What caused me to become a blended learning teacher?
  13. 13. Not how students learn
  14. 14. Ultimately, there are two main goals for using Blended Learning. 1.Create an environment that will allow the teacher access to what each student is thinking. Face-to face and online interactions enhance this. 1.Create thinkers inside and outside the classroom. This can happen when you provide students with challenging and meaningful activities, that allows them to explore their own strengths and weakness AND the need to work with others and allow for a transfer of knowledge between students.
  15. 15. Haley Hart Science Teacher Southeastern High School Detroit, Michigan
  16. 16. PASE Prep Academy Southeastern High School • Education Achievement Authority
  17. 17. Prep Academy at Southeastern
  18. 18. How is teaching blended different than teaching traditional face-to-face? What does blended learning look like in my classroom? • Haley • Alex
  19. 19. Haley
  20. 20. How do you keep students organized?
  21. 21. What does blended learning look like in my classroom? (Alex) One-to-One One-to-One Group Projects Sm a ll Gro up I ns truc tion
  22. 22. Folders Student Accountability Student Organization
  23. 23. How is planning your lessons different in a blended learning classroom than a traditional classroom? How do you personalize learning for students? • Alex • Haley
  24. 24. DATA? (Alex) What????
  25. 25. What data do I use? Test 1 60.0% avg Test 2 76.6% avg
  26. 26. Item Analysis for Pulling Students Into Small Groups
  27. 27. Individual Student Assessment Test Comparison
  28. 28. Individual Conference with Student Work
  29. 29. Keeping Track of Data •Notebook with student anecdotal information •Pearson Online •ILearn Platform •Teachers Assistant Pro
  30. 30. Amazing Breakthrough Activity: Advancing Student Centered Learning
  31. 31. Amazing Breakthrough Activity
  32. 32. Lesson Planning: Haley
  33. 33. Data to personalize learning (Haley)
  34. 34. Personalize Learning, Part 2 (Haley) • Haley • Alex
  35. 35. What technologies do you find work best for you? • Haley • Alex
  36. 36. Technologies Used (Haley)
  37. 37. (Alex) Online Resources – Some paid, some free Britannica: Pathways Pearson Interactive Science PBS Learning Brainpop NBC Discovery – Through ILEARN Teachers Assistant Pro Classdojo Khan Academy Knowmia
  38. 38. Recommendations and Final Thoughts about being a blended learning teacher. • Alex • Haley
  39. 39. Criteria for Designing and Inquiry Based Activity Students must: •Have a problem to solve, such that, once the answers are known, the methods and understandings are transferable to other problems or applications. •Know the problem is solvable, and experience success. •Have background information, either provided by constructive communication with the teacher, or be given the resources to locate the information. •Be allowed to temporarily fail, to see that one possible way of approaching a problem may not work, such that they will be driven to try again. •Confront discrepancies and misconceptions, and ultimately see the value of using information that was provided by the teacher, and/or learned earlier. Art Lebofsky
  40. 40. Better Strategies??? •Talk to other teachers in the field •Visit Classrooms •Network •Go to conferences (I’ll be in Denver in December for NSTA)
  41. 41. Thank you very much for taking time out of your busy schedule and joining us. Reflecting on your teaching practice is the first step in getting better!!!
  42. 42. (Haley) Recommendations and Final Thoughts • Teach students to understand and become agents in their own learning. • Use the data as effectively as possible. • Collaborate!
  43. 43. Other Questions?
  44. 44. Contact Info • Alex Paraskevaides (Mr. P) Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City - aparas@motthallv.org • Haley Hart PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit HHart@eaaofmichigan.org

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