Key Elements for Blended Learning


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iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.

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  • Key Elements for Blended Learning

    1. 1. Key Elements for Blended Learning Planning and Implementation Dr. Rob Darrow Director of Member Services, iNACOL eLearning Strategies Symposium December 2013 Rob’s Wiki:
    2. 2. Introductions • A little about you: – – – – Teachers Administrators Other K-6; 7-8; 9-12; college • Me – Lifelong Californian – Educated in Ca public schools PreSchool-doctorate – Online charter school principal, school librarian and teacher (Taught K-8) – Full time with iNACOL, Director of Member Services
    3. 3. International Association for K12 Online Learning (iNACOL) • iNACOL is the premier K-12 nonprofit in blended and online learning. Membership Organization. • 4100+ members in K-12 virtual schools and online learning representing over 50 countries • Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning. • “Ensure all students have access to a world-class education and quality blended and online learning opportunities that prepare them for a lifetime of success.”
    4. 4. Blended and Online Learning Symposium November 4-7, 2014 Palm Springs, Ca • Over 2000 experts, educators, administrators, compa nies and thought leaders
    5. 5. iNACOL Supporting Documents • iNACOL Blended Learning Roadmap (NYC) • Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education • Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices Rob’s Wiki:
    6. 6. Session Focus • There are 6 Elements to Implementing and Maintaining a successful blended learning program. • Promising practices for each element that can be replicated. • Tools for blended learning. • Observations from NY City Schools
    7. 7. My Belief: Tipping Point • K-12 Online Learning already there • Every school will become a blended learning school to better personalize learning for all students • Ultimate goal: College and career ready students and 100% graduation rate
    8. 8. This is a journey, not a destination. It takes time to transform thinking and teaching.
    9. 9. Activity Where do you fit? Where does your school fit? • Continuum: From Textbook Enhanced to Online Teaching and Learning
    10. 10. Online Teaching Textbook Enhanced Teaching Technology Enhanced Teaching Web / Online Enhanced Teaching From Textbook to Online Teaching
    11. 11. Defining blended learning
    12. 12. 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.
    13. 13. Blended Learning Definition • “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 brickand-mortar location away from home…” - (Horn and Staker, 2013)
    14. 14. Tech-rich = blended
    15. 15. 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; student centric classroom
    16. 16. iLearnNYC & iNACOL Partnership • One year – 2012-13 School Year • Visitations, interactions, focus on 8 lab schools – Weekly phone calls with district support staff – Conversations with administrators, teachers and students • End Product: Blended Learning Roadmap (see handout)
    17. 17. Key Learning • Clear Goals need to be established, written and discussed in ongoing way • Leadership determines sustainability and success (Administrators and Teachers) • Collaborative leadership style is essential • School culture of support, innovation (it is ok to try and fail) • Ongoing professional development (formal and informal)
    18. 18. Six Elements Emerged Result: A Roadmap for Blended Learning Implementation
    19. 19. Six Elements for Planning and Implementation • • • • Leadership Professional Development Teaching/Instructional Practice Operations/Admin Systems/Policy • Content • Technology
    20. 20. 1. Leadership School Implementation • Identified administrator/leader and teachers at each school • Ongoing interactions (one-on-one, formal and informal) and meetings of those involved in iLearn • Administrators, teachers and administrators work together towards the blended learning goals established in each school Promising Practices • School culture of innovation and empowerment • Start small and build • Communication is strong and occurs between involved people in a variety of ways (one-to-one, phone, email, chat, etc.)
    21. 21. School Example: Leadership At Mott Hall V: • Daily walk-throughs at Mott Hall V by principal and assistant principal • Weekly meeting time built into school work day • Designated lead blended learning teacher
    22. 22. School Example: Leadership At Seth Low MS: • Planning started the year before with the principal designating an assistant principal to take the leadership • Identified teachers in 6th and 8th grade in variety of subjects • Technology tools and support in place (even the security guard helps) • Resourceful in use of available resources
    23. 23. 2. Professional Development School Implementation • Both formal and informal (Schedule ongoing group and individual support – online and face-to-face) • Modeling, webinars, small conferences, workshops, cohort meetings • Support teacher / school librarian / implementation managers are key Promising Practices • • • • Scheduled Time (within work week) Participating Teachers as Resources Professional Sharing / Professional Learning Community School Support
    24. 24. School Example: Professional Development At Goddard HS: – IM has identified two teachers to work oneon-one to push individual growth – Scheduled time to collaborate and share for participating teachers – Leadership and IM communicate regularly about PD needs, offerings and resources to meet these needs
    25. 25. 3. Teaching/Instructional Practices School Implementation • Common Vocabulary / Resources – Blended Learning Continuum, Blended Learning Rubric, Observation Form • Support for new blended learning teachers – modeling and mentoring • Analyzing real-time data to personalize learning for each student Promising Practices • • • • • Classroom Setup Data Analysis Individualized Instruction Student Engagement Digital Content
    26. 26. School Example: Teaching/Instructional Practice Olympus Academy has primarily implemented a flex model of blended learning in which content and instruction are delivered primarily by the Internet, students move on an individually customized schedule. A certified teacher along with instructional support assistants provide face-to-face support through as smallgroup instruction, group projects, and individual tutoring.
    27. 27. 4. Operations/Management Systems/Policy School Implementation • Restructuring of the traditional school class / school day • Emphasis on using real-time student performance data • Change in instructional delivery model Promising Practices • • • • Removal of institutional barriers / policies Operational support Policy development examples Data-driven instruction
    28. 28. School Examples: Operations/Management Systems/Policy Because Olympus Academy specially targets students who are at least 16 year of age and are significantly behind in credit acquisition, school administration and teachers recognize that students need online content and instructional practices that is adaptive to their personal needs and allows for flexibility in pacing.
    29. 29. School Examples: Operations/Management Systems/Policy HSEF • Online French Course to offer more course offerings for students • AP Environmental Science for more AP Offerings – teacher developed • PM School – math courses Principal: “When you walk into the blended learning classrooms, you notice how teachers are facilitators that are constantly moving around the room, and you can immediately see how much more students are engaged in their learning.”
    30. 30. 5. Content School Implementation • Common course management system • Content providers to choose • Professional development and teacher sharing about content provider and platform use Promising Practices • Content Decision Making (purchase or build your own) • Customizable platform – teachers use base curriculum and customize based on student needs • Customizable for individual students
    31. 31. School Examples: Content • • Balancing the strengths of teachers between content creation and utilization of pre-set online courses. Use of OER materials to supplement online courseware
    32. 32. School Examples: Content • Expand foreign language options by offering online French offered by a teacher at another school (A la carte model) • Expand AP options by developing AP Environmental Science (A la carte model)
    33. 33. 6. Technology School Implementation • School leadership ensures that technology needs of students and teachers are addressed, and proper training provided. • Dedicated technical support for the blended learning programs. • School leadership is visible in their own use of technology; modeling expectations. Promising Practices • Technology Training • Technology Support – Technician on site • Hardware and Software in place to use
    34. 34. School Examples: Technology • • Francis Lewis has dedicated tech support onsite to support administrators, teachers and implementation managers with the network and devices used in the school. Because Francis Lewis instructors involved in the blended learning program utilize a variety of both vendor content, Open Educational Resources (OER) materials, and teacher-created online courses, the implementation of common learning management system is very important
    35. 35. School Examples: Technology • Full-time dedicated technical support • One LMS, will be helpful as teachers begin to develop own content. Currently using vendor developed and OER • Laptop carts, interactive white boards, projectors in participating classrooms
    36. 36. Blended Learning Quiz: What does “it” look like?
    37. 37. Yes, No, Maybe?
    38. 38. Yes, No, Maybe?
    39. 39. Yes, No, Maybe?
    40. 40. Yes, No, Maybe?
    41. 41. The Tools • Continuum from Textbook Enhanced to Online Teaching and Learning • Rubric for Blended Learning • Observation Form • Suggested Timeline
    42. 42. Implementation Plan for Roadmap • Introduce to administrators and teacher leaders in day long visioning meeting • 3-5 year implementation plan • Ongoing meetings of implementation teams to share what is working / promising practices
    43. 43. Handouts - Use and Improve • Links / Documents • Resources – Continuum from Textbook Enhanced to Online Teaching and Learning – Rubric – iLearnNYC Observation Form
    44. 44. Questions? Comments?
    45. 45. Contact Information • Rob Darrow – Rob’s Wiki: