With students coming to the classroom with a variety of backgrounds and skill levels in math, it can prove difficult to meet each of their needs. By combining high quality curriculum, instruction and digital tools, blended learning has the potential to meet each student’s individual needs at their own pace. Attend this webinar to hear how the United Nations International School (UNIS) in New York City has transitioned to a 21st century math program by combining Cathy Fosnot’s Contexts for Learning Mathematics with adaptive technology to give students more autonomy and inspire them to take ownership of their math learning. Topics will include: Why and how the pedagogy of adaptive math technology is just as important as the pedagogy of classroom instruction Logistics surrounding blended learning and parent involvement How to equip teachers with professional development to best leverage technology

1. Web Seminar for K12 Leaders
Blending K-8 Math Instruction with
Cathy Fosnot
The web seminar will start promptly at 2 p.m. ET.
There will be no audio until the presentations begin. Thank you.
Web Seminar for K12 Leaders
Kurt Eisele-Dyrli
Web Seminar Editor
District Administration Cathy Fosnot
Professor Emeritus of Childhood
Education
Founding Director
Mathematics in the City
City College of New York
Rebecca Murry
Math Coach
United Nations
International School (N.Y.) Barbara Kennedy
Assistant Principal
United Nations
International School
Queens Campus

2. Web Seminar for K12 Leaders
lobby
Welcome!
The Web Seminar will start shortly.
There will be no audio until the presentations begin. Thank you.
Blending K-8 Math Instruction with Cathy Fosnot
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Use the Q&A panel at the right of your screen. Send your question
to All Panelists, the default option.
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slide decks after our presentation.

3. Web Seminar for K12 Leaders
Blending K-8 Math Instruction with
Cathy Fosnot
Web Seminar for K12 Leaders
Kurt Eisele-Dyrli
Web Seminar Editor
District Administration Cathy Fosnot
Professor Emeritus of Childhood
Education
Founding Director
Mathematics in the City
City College of New York
Rebecca Murry
Math Coach
United Nations
International School (N.Y.) Barbara Kennedy
Assistant Principal
United Nations International
School
Queens Campus

4. Web Seminar for K12 Leaders
lobby
Housekeeping
Don’t see a panel?
Click the “expand panel” triangle in front of the panel name.
No computer speakers? Prefer to listen privately?
Click the “Request Telephone” icon under your name in the
Attendee panel.
For technical support:
Use the Chat panel at the right of your screen. Direct your query
to the event Host.
To submit a question to our panel:
Use the Q&A panel at the right of your screen. Send your question
to All Panelists, the default option.
Want to download a copy of our speakers’ slides?
All attendees will get an email with a link for downloading the
slide decks after our presentation.
Blending K-8 Math Instruction with Cathy Fosnot

5. Web Seminar for K12 Leaders
Blending K-8 Math Instruction with
Cathy Fosnot
Web Seminar for K12 Leaders
Kurt Eisele-Dyrli
Web Seminar Editor
District Administration Cathy Fosnot
Professor Emeritus of Childhood
Education
Founding Director
Mathematics in the City
City College of New York
Rebecca Murry
Math Coach
United Nations
International School (N.Y.) Barbara Kennedy
Assistant Principal
United Nations International
School
Queens Campus

7. BLENDED LEARNING DEFINED
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

8. CRITERIA
• Deep Student-centered Learning
• Materials being used are based on research-based trajectories
• Authentic Adaptive Learning in relation to strategies and ways of
modeling, not just answers
• Assessment is truly formative and continuous, providing teachers
with suggestions regarding resources and professional learning
opportunities

9. MATH WORKSHOP
• Real investigations
• Kids as mathematicians at work
• Teachers conferring
• Kids proving and justifying
• Writing up their arguments and presenting to the community

10. MAKE SENSE OF PROBLEMS AND PERSEVERE IN
SOLVING THEM

11. REASON ABSTRACTLY AND QUANTITATIVELY; MODEL THE
MATHEMATICS; USE APPROPRIATE TOOLS

12. CONSTRUCT VIABLE ARGUMENTS AND
CRITIQUE THE REASONING OF OTHERS.
Gallery Walks

13. ATTEND TO PRECISION
LOOK FOR STRUCTURE AND REGULARITY

14. THE LANDSCAPE OF LEARNING

17. PARTIAL PRODUCTS ON THE NUMBER LINE
© DreamBox Learning

18. PARTIAL PRODUCTS WITH ARRAYS
© DreamBox Learning

19. COMPOSING PARTIAL PRODUCT ARRAYS
© DreamBox Learning

20. MULTIPLYING TWO 2-DIGIT NUMBERS
© DreamBox Learning

21. MULTIPLYING WITH PARTIAL PRODUCTS
© DreamBox Learning

22. TRANSFER BEYOND THE CONCRETE
© DreamBox Learning

23. THE MATHRACK

24. WE DON’T NEED…
• digitized drill sheets
• a computer grading and pushing out data
on grouping so a teacher can do 26
different targeted lessons
But instead a computer that adapts to each
child in real time so no kid falls through the
cracks!

25. :
Allowing the teacher to have powerful math workshops

26. +UNIS is an International School (K-12) focused on
learning that is:
Inclusive, Differentiated, Rigorous, Innovative, Creative, & Sustainable
 Approximately 1350 students
 K-4 – approximately 550
students
 Approximately 190 students
 K-4 – approximately 100
UNIS MANHATTAN UNIS QUEENS

27. +
Blended Learning in a Math Classroom
Face-to-Face
Instruction
ON LINE
Computer – Mediated
(Adaptive Learning
Technology)
Virtual Manipulatives
Reflective Practice –
instant FEEDBACK
loop Student and
Teacher
ONLINE and
Onsite
Proficiency
Assessments
Authentic/
INTENTIONAL
Experiences
Hands-On
Manipulatives
BLENDED
LEARNING in a
Math Classroom

28. +
Increased student engagement &
ownership of learning…JA

29. +
Increased student engagement &
ownership of learning… J1

30. +
Increased student engagement &
ownership of learning…J3

31. +Looking closely at in-class student work
alongside adaptive learning technology tools

32. +Steps to launching adaptive learning in math
at UNIS (JA-J4):

33. + Planning For Implementation of
Adaptive Learning Technology
 Determine teacher competency levels necessary to launch the year
for adaptive learning technology
 Recognize the need for differentiated approach to PD to respond to
varying comfort levels with adaptive technology use
 What does the teacher need to know?
 What is ongoing tech support?
 Collaborative planning using the diagnostic results of the previous
year’s student performance
 Constant re-orientation for students on strategic use of adaptive
learning technology

34. + Planning & Implementation
• IT
• TEACHERS
• STUDENTS
• PARENTS
Considerations needed for Users & Equipment:

35. +
 Familiarity with necessary Tech Support Systems (In-House and DB)
 Utilize DB’s Excellent Help Desk customized both for Teachers and
Students
 Coordination with Principal on signed contract for August before
school starts
IT CONSIDERATIONS

36. + TEACHER CONSIDERATIONS
 PD orientation in August:
 Use of Adaptive Technology from a teacher and student lens
 Troubleshooting
 Diagnostic Use
 Introduce and participate in the learning as students use adaptive
technology
 Coordination with Tech Integrator & Math Coach
 Preparation to handle parent inquiries
 Periodically review diagnostic reporting systems available in DB
 Checking on proficiency levels for differentiation groupings
 Use of Teacher Tools in class

37. + STUDENT CONSIDERATIONS
 Orientation in September:
 New students need a pilot period to familiarize themselves
with set-up and format structure of the system.

38. + PARENT CONSIDERATIONS
 August
 Parent orientation structure & timeline
 Providing focused time for student to work on adaptive
learning system at home independently without
intervention “not giving the answer or prompting”
 September – June
 Provide parent workshops about adaptive learning
technology systems
 Ongoing - Provide instant feedback about irregularities with
home study use, i.e. student disengagement

39. +Planning Timeline for Implementation of Adaptive
Learning Technology
AUGUST before school starts:
 Verify registered student list for both campuses
 Ensure that upgrade from Primary to Intermediate levels are done before
start of school
 Test all systems: IPad, Laptop, Activ Board, Carousel chargers
 Sign-Up System for I-pad, laptop Carts
SEPTEMBER - OCTOBER
 New students need to be assessed
 Existing students need to continue archived work from previous grade
 Set-up parent outreach (workshops, newsletters, meetings)
 Curriculum nights – coordinate talking points for HR teachers about
adaptive learning technology
 Establish homework policy for digital work

40. +Planning Timeline for Implementation of Adaptive
Learning Technology
OCTOBER – JUNE
 Refine PD webinars as per contract
 Parent University outreach
 Ongoing in-house PD by Math Coach & Tech Integrators on
adaptive learning technology and blended learning models
 Decide on-site visit by DB team
 Continuous Survey Monkey to ensure feedback loop is ongoing
between teacher and Math-Tech team

41. +
Increased student proficiency

42. PROFESSIONAL LEARNING

44. Web Seminar for K12 Leaders
Blending K-8 Math Instruction with
Cathy Fosnot
(Please stay tuned following the Q&A session for additional slides with important
resources and Web seminar archive access information.)
Web Seminar for K12 Leaders
Kurt Eisele-Dyrli
Web Seminar Editor
District Administration Cathy Fosnot
Professor Emeritus of Childhood
Education
Founding Director
Mathematics in the City
City College of New York
Rebecca Murry
Math Coach
United Nations
International School (N.Y.) Barbara Kennedy
Assistant Principal
United Nations International
School
Queens Campus

45. DreamBox Learning® K-8 Math
Available in English & Spanish
Intelligent Adaptive Learning
Engine
• Millions of personalized learning paths
• Tailored to a student’s unique needs
Motivating Learning
Environments
• Student Directed, Empowering
• Leverages Gaming Protocols
Rigorous Mathematics
Curriculum
• Reporting Aligned to CCSS,
Texas TEKS, Virginia SOL,
Canada WNCP, & Canada
Ontario Curriculum Reports
• Standards for Mathematical
Practice

46. DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time

47. Actionable Reporting

48. FREE Interactive Whiteboard Lessons
DreamBox supports small group and whole class instruction.
www.dreambox.com/teachertools (Available in English & Spanish)

49. Seeing is believing!
www.dreambox.com/request-a-demo

50. We value your feedback, compliments,
suggestions, and complaints!
Let us know how we’re doing:
(https://www.surveymonkey.com/s/BT3RKJS)

51. Web Seminar for K12 Leaders
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52. Web Seminar for K12 Leaders
Thank you for joining us!
The recorded version of this Web seminar
will be available within 48 hours at
www.DistrictAdministration.com/WebSeminars
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for viewing ‘on-demand.’
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