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![Plan Schooling Backwards
“Contemporary school reform efforts…
typically focus too much on various
means: structures, schedules,
programs, PD, curriculum, and
instructional practices (like cooperative
learning)”
[or personalized learning]
[or blended learning]
[or flipped classrooms]
[or iPads®, hardware]
[or adaptive learning]
p. 234-235, Wiggins & McTighe, © 2007](https://image.slidesharecdn.com/05-28-14edwebadaptivemathlearningedtechfactorfictiondr-140602113046-phpapp02/85/EdTech-Fact-or-Fiction-24-320.jpg)
![Plan Schooling Backwards
“Certainly such reforms serve
as the fuel for the school
improvement engine, but
they must not be mistaken as
the destination…[which is]
improved learning.”
p. 234-235, Wiggins & McTighe, © 2007](https://image.slidesharecdn.com/05-28-14edwebadaptivemathlearningedtechfactorfictiondr-140602113046-phpapp02/85/EdTech-Fact-or-Fiction-25-320.jpg)
Uploaded byDreamBox Learning
EdTech Fact or Fiction
The document discusses adaptive learning systems and their significance in personalized education, emphasizing the need for differentiated instruction tailored to each student's understanding and progress. It explores the principles of effective adaptive learning, highlighting the need for educators to assess and respond to individual student needs rather than standardized methods. Additionally, the document critiques traditional teaching practices that prioritize procedural knowledge over deeper conceptual understanding in mathematics education.
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EdTech Fact or Fiction
- 1. Separating EdTech Fact fromFiction Adaptive Math Learning Community Launch Tim Hudson, PhD Senior Director of Curriculum Design DreamBox Learning @DocHudsonMath May 28, 2014
- 2. Introduction • Senior Directorof Curriculum Design for DreamBox Learning • Over 10 years in public education o High School math teacher o K-12 Math Curriculum Coordinator o Strategic Planning Facilitator • Degrees in Math, Math Education, and Educational Leadership • Consult and work with Authentic Education & Grant Wiggins • Co-authored a chapter with Cathy Fosnot Classrooms Where Children Learn in an NCTM book Math Intervention Models: Reweaving the Tapestry (I get no royalties)
- 3. Overview Learning Principles & Learning Mathematics Mental Models of“Adaptive” & Learning Perspectives for Separating EdTech Fact from Fiction
- 4. Tech & LearningSurvey Definition “Adaptive learning systems are software- based technologies that automatically customize curriculum to the knowledge level of the learner. The algorithms actively track and access student performance to provide feedback to the teacher and student about the student’s progress on an ongoing basis.” 2013 survey conducted by Tech & Learning (www.techlearning.com) and commissioned by DreamBox Learning
- 5. Why Adaptive? Why Differentiated? WhyIndividualized? Why Personalized?
- 6. Plan Curriculum Backwards 1.Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
- 7. WHAT should this studentbe learning, doing, and thinking about tomorrow?
- 8. Learning Requires Adaptivity “…payclose attention to the individual progress of each student and devise tasks that are appropriate…” (p. 24) Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (2nd ed.). Washington, D.C.: National Academy Press.
- 9. Differentiation Defined • Educators’Purpose… • All students must master important content. • Make specific and continually evolving plans to connect each learner with key content. • Expect differences in the nature of scaffolding. • Therefore we Ask… • What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?” Leading and Managing a Differentiated Classroom by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
- 10. Logistical Classroom Reality March1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division March 1: Long Division
- 11. If teachers couldwork 1-1 with ALL… Decimal Long Division Long Division with Significant Scaffolding Partial Quotients Fraction Division Requires More: • Assessments • Time for Testing • Time for Scoring • Data • Content Knowledge • Resources Basic Multiplication
- 12. Rethinking Differentiation Typical mentalmodels of learning often cause educators to differentiate in two wrong ways: 1. around knowledge, skills, and procedures rather than around ideas, understanding, and complex performance 2. in response to student knowledge AFTER being shown a skill instead of in response to student thinking when solving an unfamiliar problem or when forming initial conceptions.
- 13. Common Core Standardsfor Mathematical Practice Opportunity: What can only be done when we have a diverse range of learners in a single classroom?
- 14. WHAT could this studentbe learning, doing, and thinking about tomorrow?
- 15. Collaborative Projects, Group Inquiry, Community Building Independent Projects, Mentoring, Interactive Software or Apps WholeClass or Small Group Lecture, Online or In Person Explanation, Tutoring, Online Videos from the Teacher or Other Source IndividualGroup Learning Experience Instruction
- 16. Menu of GreatLearning Options Student Observation, Input Classroom Assessment Other Assessment Data
- 17. Embedded Formative Assessment Threekey elements: 1. elicit evidence about learning to close the gap between current and desired performance, 2. adjust the learning experience to close the performance gap with useful feedback 3. involve students in the assessment and learning process Adapted from Margaret Heritage, 2008
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- 20. First Grade: Week1 © DreamBox Learning
- 21. WHAT is she interested in?WHATdoes she know? WHERE could she be learning? Personalized Relational Schooling First Asks:
- 22. School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Learning Pedagogy with Students Schoolin g Structures from Adults
- 23. School Policies & Structuresare Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, Pace Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, Pace Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” the Teacher’s Ideas Personalized (Relational) Impersonal (Industrial) Learning Pedagogy with Students Schoolin g Structures from Adults Blended Blended Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this?
- 24. Plan Schooling Backwards “Contemporaryschool reform efforts… typically focus too much on various means: structures, schedules, programs, PD, curriculum, and instructional practices (like cooperative learning)” [or personalized learning] [or blended learning] [or flipped classrooms] [or iPads®, hardware] [or adaptive learning] p. 234-235, Wiggins & McTighe, © 2007
- 25. Plan Schooling Backwards “Certainlysuch reforms serve as the fuel for the school improvement engine, but they must not be mistaken as the destination…[which is] improved learning.” p. 234-235, Wiggins & McTighe, © 2007
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- 28. From a 5thgrade teacher in NY: “I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t good math. Every class was the same for eight years: ‘Get out your homework, go over the homework, here’s the new set of exercises, here’s how to do them. Now get started. I’ll be around.’ p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001 Experience or Instruction?
- 31. Design Limitation “They wereso concerned with making sure we knew how to do every single procedure we never learned how to think mathematically. I did well in math but I never understood what I was doing. I remember hundreds of procedures but not one single mathematical idea.” p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
- 32. Common Teaching Cycle Whole Classor Small Group Instruction Independent Practice Whole Class Assessment Use Data Formatively to Plan Use Data Summatively
- 33. Content Delivery Whole Class or Small Group Instruction Independent Practice Whole Class Assessment UseData Formatively to Plan Use Data Summatively
- 34. Let Me Show You HowTo Do X Now You Go Do X Can You Independently Do X? Maybe You Need to Be Shown X Again You Know X Instruction
- 35. Let Me Show You HowTo Do X Now You Go Do X Can You Independently Do X? Maybe You Need to Be Shown X Again You Know X Who is doing the thinking? Ineffective adaptivity
- 36. Impersonal Learning “Presentation ofan explanation, no matter how brilliantly worded, will not connect ideas unless students have had ample opportunities to wrestle with examples.” Best Practices, 3rd Ed., by Zemelman, Daniels, and Hyde, ©2005 Understanding by Design, Wiggins & McTighe, ©2005 “If I cover it clearly, they will ‘get it.’”
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- 38. Let Me Show You HowTo Do X Now You Go Do X Can You Independently Do X? Maybe You Need to Be Shown X Again You Know X Who is doing the thinking? aka “Neil Diamond”
- 39. School & HomeWork At School: Here’s how to do X At Home: Practice X Whole Class Assessment Maybe you need to be shown X again Use Data Summatively
- 40. Flipped Classroom? At Home: Watcha video about how to do X At School: Practice X Whole Class Assessment Maybe You Need to Watch the Video Again Use Data Summatively
- 41. Learning Principle “Understandings cannot begiven; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.” p. 113, Schooling by Design, Wiggins & McTighe, ©2007
- 42.
- 43. Don’t Start byTelling “Providing students with opportunities to first grapple with specific information relevant to a topic has been shown to create a ‘time for telling’ that enables them to learn much more from an organizing lecture.” How People Learn, p. 58
- 44. This student doesn’t know anythingabout fractions. How could she start grappling?
- 45. Learning Experience: FieldTrip Problem Field Trips and Fund-Raisers: Introducing Fractions, C.T. Fosnot, Heinemann © 2007, used with permission 3 4 4 5 7 8 3 5
- 46. Dewey, 1916 Democracy &Education Chapter 12: Thinking in Education “…thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
- 47. Dewey, 1916 “First thatthe pupil have a genuine situation of experience—that there be a continuous activity in which he is interested for its own sake.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Field trip + Lunch = Interest
- 48. Dewey, 1916 “Secondly, thata genuine problem develop within this situation as a stimulus to thought.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Is it fair?
- 49. Dewey, 1916 “Third, thathe possess the information and make the observations needed to deal with it.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Time for sense-making, modeling, manipulatives, conversation, and argumentation
- 50. Dewey, 1916 “Fourth, thatsuggested solutions occur to him which he shall be responsible for developing in an orderly way.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 How do we know when something “occurs” to a student? 5th grader in intervention: “So it looks like a half of a fifth is a tenth. That’s easy!”
- 51. Dewey, 1916 “Fifth, thathe have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Convince yourself through inquiry, exploration, feedback
- 52. Learning is notaccomplished by putting thoughts into a mind, but rather by empowering a mind to generate thoughts.
- 53. This student doesn’t know anythingabout angles or measuring angles. How should she start grappling?
- 54. Angle Measurement –Common Core 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
- 55. Digital Instruction? When anangle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts.
- 56. Angle Measurement –Common Core 4.MD.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one- degree angle,” and can be used to measure angles. 4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
- 57. Angle Measurement –Common Core 4.MD.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one- degree angle,” and can be used to measure angles. 4.MD.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
- 58. Dewey, 1916 1. GenuineInteresting Situation & Experience Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning Help the spider build a web.
- 59. Dewey, 1916 2. GenuineProblem Stimulates Thought Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
- 60. Dewey, 1916 3. HaveInformation & Make Observations Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
- 61. Dewey, 1916 4. SolutionsOccur to Her, She Develops Them Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning “The child doesn’t have to be told by a teacher whether he’s right or wrong. He can see for himself whether it works. That’s what science and knowledge is about.” – Seymour Papert
- 62. Dewey, 1916 5. TestHer Own Ideas, Make Meaning, Discover Validity Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
- 63. Dewey, 1916 5. TestHer Own Ideas, Make Meaning, Discover Validity Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image ©DreamBox Learning
- 64. DreamBox Approach toAdaptive Engage with & Make Sense of a Situation or Context Student’s Own Ideas & Intuition Specific, Instant, Custom Feedback Engine Adapts & Differentiates Student Independently Transfers “Offline,” Too Student Independently Transfers “Offline,” Too
- 65. Engineered for Realizations Engagewith & Make Sense of a Situation or Context Student’s Own Ideas & Intuition Specific, Instant, Custom Feedback Engine Adapts & Differentiates Student Independently Transfers “Offline,” Too
- 66. Truly Adaptive Learning Technologyrequires dynamic content be built from the ground up to invite, analyze and respond to initial conceptions.
- 67.
Editor's Notes
- #19 People are getting what they need and when they need it. Better learning, not regurgitating. What do you think about content X? Explore, make sense How many people use Personalized Learning & Personalized Schooling interchangeably?
- #23 People are getting what they need and when they need it. Better learning, not regurgitating. What do you think about content X? Explore, make sense How many people use Personalized Learning & Personalized Schooling interchangeably?
- #24 People are getting what they need and when they need it. Better learning, not regurgitating. What do you think about content X? Explore, make sense How many people use Personalized Learning & Personalized Schooling interchangeably?