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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 blended learning]
[or flipped classrooms]
[or iPads, hardware, etc]
[or “gamification”]
p. 234-235, Wiggins & McTighe, © 2007](https://image.slidesharecdn.com/12-16-14edwebblendedlearningnealmanegoldtimhudson-141219093956-conversion-gate02/75/Journeys-in-Blended-Learning-Key-Landmarks-for-Your-School-s-Progress-11-2048.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/12-16-14edwebblendedlearningnealmanegoldtimhudson-141219093956-conversion-gate02/75/Journeys-in-Blended-Learning-Key-Landmarks-for-Your-School-s-Progress-12-2048.jpg)
![Time, Place, Path, Pace
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
Path: Learning is no longer restricted to the pedagogy used by the
teacher. Interactive and adaptive software allows students to learn
[in a method that is customized to their needs].
BUT… Learning IS restricted – and limited by – the
pedagogy used by the online teacher, in the online
instruction, or in designs of the learning software.](https://image.slidesharecdn.com/12-16-14edwebblendedlearningnealmanegoldtimhudson-141219093956-conversion-gate02/75/Journeys-in-Blended-Learning-Key-Landmarks-for-Your-School-s-Progress-17-2048.jpg)
Uploaded byDreamBox Learning
Journeys in Blended Learning: Key Landmarks for Your School's Progress
The document discusses key milestones for schools and classrooms in implementing blended learning, including determining whether the focus is on learning outcomes or traditional schooling structures, integrating blended learning with curriculum, and ensuring all students have equal access. It also examines different blended learning models and the importance of designing blended learning experiences that move beyond familiar pedagogical practices.
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Journeys in Blended Learning: Key Landmarks for Your School's Progress
- 1. Journeys in BlendedLearning Key Landmarks for Your School’s Progress Dr. Tim Hudson Senior Director of Curriculum Design DreamBox Learning Neal Manegold Product Manager DreamBox Learning
- 2. Blended Journey Milestones School& District Milestones • Learning or Schooling? • Is Blended always Competency-Based? • Curriculum Integration? Classroom Milestones • Traditional or Iterative? • Is Gamification the same as Engagement? • How to Ensure Access for All?
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- 4. Why don’t wesee the term ‘blended’ associated with other professions?
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- 8. PURPOSE • What arerestaurants, farms, hospitals, schools, etc. “in business” to accomplish? • In terms of learning, what must be accomplished for all children?
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- 11. 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 blended learning] [or flipped classrooms] [or iPads, hardware, etc] [or “gamification”] p. 234-235, Wiggins & McTighe, © 2007
- 12. 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
- 13. Which blended modelis better? FLIPPED-CLASSROOM ENRICHED-VIRTUAL Blending is a means to what ends? What is happening with the teacher? What is happening on the computers? H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
- 14. Blended Learning H. Staker,M. Horn, Classifying K-12 Blended Learning, © 2012
- 15. Blended Learning H. Staker,M. Horn, Classifying K-12 Blended Learning, © 2012 online delivery of content & instruction anytime, anywhere delivery of content & instruction at school
- 16. Time, Place, Path,Pace H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
- 17. Time, Place, Path,Pace H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012 Path: Learning is no longer restricted to the pedagogy used by the teacher. Interactive and adaptive software allows students to learn [in a method that is customized to their needs]. BUT… Learning IS restricted – and limited by – the pedagogy used by the online teacher, in the online instruction, or in designs of the learning software.
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- 19. 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 Schooling Structures from Adults
- 20. 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 Blende d Blende d Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this? Personalized (Relational) Impersonal (Industrial) Learning Pedagogy with Students Schooling Structures from Adults
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- 22. Competency Education • Advanceupon demonstrated mastery • Transferable learning objectives that empower students • Positive, meaningful assessment • Timely, differentiated support • Application and creation of knowledge, developing important skills & dispositions
- 23. Acquire Knowledge andSkills • Information, Facts • Procedures Make Meaning • Concepts, Ideas • Contexts, Situations Transfer • Independent Use • Unfamiliar Situations © Authentic Education Types of Learning Outcomes A-M-T
- 24. Fullan: Alive inthe Swamp Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk “Technology–enabled innovations have a different problem, mainly pedagogy and outcomes. Many of the innovations, particularly those that provide online content and learning materials, use basic pedagogy – most often in the form of introducing concepts by video instruction and following up with a series of progression exercises and tests. Other digital innovations are simply tools that allow teachers to do the same age-old practices but in a digital format.” (p. 25)
- 25. “You can learn ANYTHINGonline.” usually means “You can access ANY INFORMATION online.”
- 26. How will technology integrate seamlessly with thedistrict curriculum?
- 27. Curse of theFamiliar “If our problems are mere inefficiencies – if we need students doing basically exactly what they've been doing before but faster – then the gambit of building apps that mirror typical classroom practices will work out great.” Justin Reich on EdWeek November 20, 2013 http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
- 28. Curse of theFamiliar “You, hungry entrepreneur…are going to take some familiar feature of classroom experience – the textbook, the flashcard, the lecture, the worksheet, the sticker, the behavior chart – and you will digitize that feature.” -Justin Reich on EdWeek November 20, 2013 http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
- 29. Grade 2 CurriculumOverview
- 30. Curse of theFamiliar “If you think that the problems in classrooms are not just about kids doing things a little faster, but doing different things than is current practice, then you need to build things that will be unfamiliar.” Justin Reich on EdWeek November 20, 2013 http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
- 31. Traditional vs. IterativeClassroom
- 32. Iterative Learning Experience Atthe start of a vacation trip, the odometer of the Jackson’s car read 23,584. When they returned from their trip, the odometer reading was 25,976. The Jackson’s car averages 23 miles per gallon of gasoline. How many gallons of gas did they use for this trip?
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- 37. An understanding isa learner realization about the power of an idea. Understandings cannot be given; 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 Engagement Through Realization
- 38. Purchasing vs. Access •Bandwidth • Data Privacy • Acceptable Use Policy • Home Technology • Equity of Access • Connection To Goals
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- 40. DreamBox Learning K-8Math 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 Seeing is believing! dreambox.com/request-a-demo
- 41. DreamBox Lessons &Virtual Manipulatives Intelligently adapt & individualize to: • Students’ own intuitive strategies • Kinds of mistakes • Efficiency of strategy • Scaffolding needed • Response time
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- 43. Strong Support forDifferentiation
- 44. FREE Interactive WhiteboardLessons DreamBox supports small group and whole class instructional resources. www.dreambox.com/teachertools
- 45. We value yourfeedback, compliments, suggestions, and complaints! Let us know how we’re doing: https://www.surveymonkey.com/s/N83FF3S
Editor's Notes
- #6 DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
- #7 DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
- #8 DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
- #10 ----- Meeting Notes (11/5/14 17:26) ----- 25 minutes inb
- #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?
- #20 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?
- #21 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?
- #32 The traditional classroom as safe, adult-centered, planning forward Iterative/lean classroom as student-centered, driven by questions and wonderings Students generating their own ideas and changing their own thinking What is the role of the teacher in the iterative classroom? Talk Agile coach, team building, data analysis, reflection frameworks, etc.and of course designing accessible learning experiences
- #39 Focus on learning goals driving purchasing decisions, not the other way around
- #41 DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements 1) Rigorous K-8 Mathematics – DreamBox uses virtual manipulatives that enable students to build conceptual understanding and procedural fluency. Provided standards-based reporting. 2) Motivating Learning Environments that are age-appropriate and motives learners to persist and progress. 3) Powerful Intelligent Adaptive Learning engine providing millions of personalized, student-driven learning paths—each one—tailored to a student’s unique needs.