This document provides an introduction to a presentation on blended learning leadership tools. It includes an overview of the presenter's background and experience in education. Several challenges of implementing blended learning are discussed, such as defining terms, reviewing research and case studies, establishing implementation stages, and providing ongoing professional development. Barriers to studying blended learning like its recent definition and the time needed to research innovations are addressed. The importance of case studies in initial blended learning research is also noted.
Presentation at the College of Economic and Management Sciences (CEMS),
University of South Africa (Unisa) Leadership Summit
21 -22 November 2016, Manhattan Hotel, Pretoria
This document discusses pathways to success in the 21st century and the future of work. It begins with a discussion of robots and their increasing roles in fields like agriculture, manufacturing, space exploration, and healthcare. It then discusses the need to cultivate innovation and innovators through approaches like transdisciplinary education that brings together different fields to solve real-world problems. Special emphasis is placed on integrating areas like networking, cybersecurity, simulations, health, energy and the environment with arts, science, technology and mathematics.
PARKER, LYNNE. PANEL: ENGAGING WOMEN IN ROBOTICSAlex Goldstein
This document summarizes a panel discussion on engaging women in robotics. The panelists discussed how efforts to promote women in STEM fields through programs like camps and scholarships have had limited success. They questioned how many women are currently in robotics roles across academia, government and industry. The panelists were interested in better understanding the experiences of women in robotics careers, including when they enter the field, if/when they leave, and strategies for effective engagement and retention. They also discussed the need for metrics to track progress and potential changes to educational curricula. Examples of efforts to promote women in robotics, like a girls-focused robotics competition at ICRA 2015, were provided. The panel concluded with a
Este documento evalúa el conocimiento que tienen los estudiantes de ingeniería agropecuaria de la Universidad Autónoma Gabriel René Moreno sobre el uso de las tecnologías de la información y la comunicación (TIC) en la asignatura de Medio Ambiente. Se aplicó una encuesta a 86 estudiantes de los años 2009 y 2010, y los resultados mostraron que el 60% no conocía las TIC, el 30% las conocía poco y el 10% no sabía nada sobre ellas.
OER: What are they and how can I use them?Rob Darrow
This document provides an overview of Open Educational Resources (OERs). It begins by defining OERs as educational resources that are freely available online for use and adaptation. It then discusses the history and growth of OERs, provides examples of OER content and projects, and outlines ways that teachers and schools can use, adapt, and collaboratively develop OERs. It emphasizes that OERs allow unprecedented opportunities for sharing and distributing educational resources at low or no cost.
The document introduces a teacher's lounge for online and blended learning educators to collaborate through blogging. It provides an overview of activities done so far, including establishing a wiki and weekly online meetings to become bloggers and comment on each other's blog entries. The purpose is to build a community, share experiences, and provide the educator voice in discussions about online and blended learning. Participants are encouraged to join and contact the organizers.
This document provides an overview of blended learning presented by Rob Darrow at an ISTE conference in June 2014. It defines blended learning as a formal education program where students learn through both online and in-person instruction, with some flexibility over time, place, path, and pace of their learning. The document discusses leadership tools for blended learning implementation, including continuums, rubrics, checklists and case studies. It also covers research on blended learning, implementation stages based on Rogers' diffusion of innovations theory, and tools for supporting teachers, with examples of observation rubrics and checklists.
Presentation at the College of Economic and Management Sciences (CEMS),
University of South Africa (Unisa) Leadership Summit
21 -22 November 2016, Manhattan Hotel, Pretoria
This document discusses pathways to success in the 21st century and the future of work. It begins with a discussion of robots and their increasing roles in fields like agriculture, manufacturing, space exploration, and healthcare. It then discusses the need to cultivate innovation and innovators through approaches like transdisciplinary education that brings together different fields to solve real-world problems. Special emphasis is placed on integrating areas like networking, cybersecurity, simulations, health, energy and the environment with arts, science, technology and mathematics.
PARKER, LYNNE. PANEL: ENGAGING WOMEN IN ROBOTICSAlex Goldstein
This document summarizes a panel discussion on engaging women in robotics. The panelists discussed how efforts to promote women in STEM fields through programs like camps and scholarships have had limited success. They questioned how many women are currently in robotics roles across academia, government and industry. The panelists were interested in better understanding the experiences of women in robotics careers, including when they enter the field, if/when they leave, and strategies for effective engagement and retention. They also discussed the need for metrics to track progress and potential changes to educational curricula. Examples of efforts to promote women in robotics, like a girls-focused robotics competition at ICRA 2015, were provided. The panel concluded with a
Este documento evalúa el conocimiento que tienen los estudiantes de ingeniería agropecuaria de la Universidad Autónoma Gabriel René Moreno sobre el uso de las tecnologías de la información y la comunicación (TIC) en la asignatura de Medio Ambiente. Se aplicó una encuesta a 86 estudiantes de los años 2009 y 2010, y los resultados mostraron que el 60% no conocía las TIC, el 30% las conocía poco y el 10% no sabía nada sobre ellas.
OER: What are they and how can I use them?Rob Darrow
This document provides an overview of Open Educational Resources (OERs). It begins by defining OERs as educational resources that are freely available online for use and adaptation. It then discusses the history and growth of OERs, provides examples of OER content and projects, and outlines ways that teachers and schools can use, adapt, and collaboratively develop OERs. It emphasizes that OERs allow unprecedented opportunities for sharing and distributing educational resources at low or no cost.
The document introduces a teacher's lounge for online and blended learning educators to collaborate through blogging. It provides an overview of activities done so far, including establishing a wiki and weekly online meetings to become bloggers and comment on each other's blog entries. The purpose is to build a community, share experiences, and provide the educator voice in discussions about online and blended learning. Participants are encouraged to join and contact the organizers.
This document provides an overview of blended learning presented by Rob Darrow at an ISTE conference in June 2014. It defines blended learning as a formal education program where students learn through both online and in-person instruction, with some flexibility over time, place, path, and pace of their learning. The document discusses leadership tools for blended learning implementation, including continuums, rubrics, checklists and case studies. It also covers research on blended learning, implementation stages based on Rogers' diffusion of innovations theory, and tools for supporting teachers, with examples of observation rubrics and checklists.
This document discusses the evolution of teaching and learning from traditional textbook-based methods to modern online and blended approaches. It begins by defining different models along a continuum from textbook to fully online, including definitions of terms like online, blended, and MOOCs. Examples are provided of what student, teacher, and content experiences might look like in textbook, technology-enhanced, web-enhanced, blended, and online environments. The importance of clear definitions and understanding how approaches differ is discussed.
Rob Darrow presented research on comparing achievement and dropout rates between full-time online charter high school students and traditional high school students in California. The presentation found that achievement on standardized tests was somewhat higher for traditional students, with differences ranging from 8-11%. Dropout rates were much higher for online charter students, with differences ranging from 22-55%. Implications are that online programs attract more at-risk students, and engaging such students requires caring adult relationships as in traditional schools.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
The document discusses the importance of developing global competency in students. It argues that teaching students about the world should be integrated across all subjects, not taught as a separate subject. Developing key abilities like communicating across cultures and understanding different perspectives is important. Schools should think globally and leverage international resources to better prepare students for global challenges. Questions are raised about how schools are developing global competency and the implications for teacher professional development.
The document discusses the need for vision and innovation to drive real change in education. It notes that most failures occur during the descent from goals due to lack of sufficient preparation. Best practices allow improving existing work, while next practices develop new capabilities. The global achievement gap reflects teaching best versus next practices skills. Changing successful systems is difficult, yet innovators must consider multiple solutions. Experiments show kindergarteners outperform experts by prototyping versus single plans. Adapting education for the "Net Generation" requires new skills, learning styles, and technologies to motivate students.
This document discusses assessing student learning, especially in distance learning science courses. It presents results comparing student performance in a traditional face-to-face chemistry course with an on-campus laboratory to an online chemistry course using a home-based laboratory kit. Students in both courses took the American Chemical Society standardized exam as a pre-test and post-test. Results found no significant difference in learning gains between the two formats, as both groups improved their scores substantially and performed similarly to national averages. This provides quantitative evidence that online science courses using home laboratory kits can effectively develop student understanding and skills comparable to traditional face-to-face courses.
The document outlines a pre-presentation promise for attendees to not use technological devices during presentations and to call out anyone who does. It then summarizes a presentation on June 13-15, 2010 about leadership in a 1:1 learning environment. It lists quick facts presented and recommends assembling a transformational leadership group with students, parents, and educators to promote changes to learning and teaching. It also recommends developing individual intervention plans for late adaptors and having attendees pledge in writing to support each other's efforts to transform education.
The document discusses strategies for building community in the classroom through social, academic, and professional development practices. It focuses on using compliments, sharing good news, student choice and ownership of learning. The document advocates for teachers to take responsibility for their own lifelong learning through blogging, reading blogs, and self-directed professional development activities.
This document provides an overview of steps that can be taken to improve academies at Castle View High School. It discusses creating grade-level themes and capstone projects for the Biotechnology and Health Sciences academy. Some examples of themes include 9th grade focusing on health and wellness, 10th on ethics, 11th on science and society, and 12th on global perspectives. It also addresses simplifying the class registration process by guiding students to appropriate classes based on their career interests through a new visual format. The goal is to add more purpose, relevance and structure to help students choose pathways and classes.
12 Habits of the Top 21-st Century TeacherVicki Davis
Teaching is a noble calling. Teachers have a lot more control over their classrooms, job satisfaction and performance than they might think. This presentation was first delivered in Evansville, Indiana to about 500 teachers as part of the netbook implementation initiative for their middle and high schools in that district.
This PowerPoint presentation serves as a Call to Action for American educators in light of our ever-growing global economy and "flattening" of the world.
Alcoholism Essay. The Abuse of Alcohol - Free Essay Example PapersOwl.comAshley Rosas
Alcoholism and its effects on society Free Essay Example. Alcoholism. 005 Alcoholism Essay Effects Of Cause And Effect College Binge .... essay: Essay on Drinking Alcohol. Alcohol:What You Should Know - Sample Essay. Alcoholism essay introduction / seamo-official.org. 004 Alcoholism Essay Effects Of Cause And Effect College Binge Drinking .... Negative Effect of Alcoholism Free Essay Sample on Samploon.com. The Abuse of Alcohol - Free Essay Example PapersOwl.com. 015 Alcoholism Cause And Effect Essay Example Examples That Will Stir .... Addiction to alcohol essay. Introduction to Alcohol and Substance .... PDF The Impact of Alcohol on Society: A Brief Overview. Alcoholism research paper - College Homework Help and Online Tutoring.. Alcoholism Causes and Effects Free Essay Sample on Samploon.com. Effects Of Alcoholism - 1100 Words Free Essay Example on GraduateWay. Academic Text.docx Alcoholism Essays. Controversies of Alcohol Drinking Essay Example Topics and Well .... 006 Effects Of Alcoholism Essay Caregiver Drug Abuse Supporting Family .... Alcoholism essay. Alcoholism Is A Type Of Alcohol - Free Essay Example PapersOwl.com. Reflective Essay final - Reflective essay on Alcoholism In this essay .... Cause Effects of Alcohol Essay.doc. Alcohol Consumption Is Common - Free Essay Example PapersOwl.com. An In Depth Look At Alcoholism Free Essay Sample on Samploon.com. Fearsome Alcoholism Cause And Effect Essay Thatsnotus. Narrative Essay: Essay on drinking alcohol. Persuasive Essay: Teens and Alcohol Abuse Alcoholism Essay Alcoholism Essay. The Abuse of Alcohol - Free Essay Example PapersOwl.com
This document discusses the importance of students recognizing their own information needs and generating self-directed questions. It contrasts self-generated needs with imposed academic needs where students do not connect information to building new knowledge. The document recommends using problem-based learning to encourage active engagement and critical thinking as students search for credible information to solve real-world problems. It provides tips for faculty assignment design and advises communicating with librarians who can help customize instruction to meet student needs.
2019 AASA Disrupting Poverty a Moral ImperativeRobert Mackey
As the number of students experiencing poverty increases in our public schools the need for how educators approach guaranteeing ALL students learn at high levels needs to be examined. Districts need develop a comprehensive approach to reach students struggling with poverty and other adverse childhood experiences. This includes family and caregiver programs, staff understanding of the research, and implementing programs that focus on disruption, intervention, and advocacy.
This session will set the addressing of poverty as a moral imperative for achievement of district visions. Participants will also investigate the possibilities districts may have based on early childhood research around the Abecedarian Project to develop preventative programs for families and students. The impact school culture based on the work of Eric Jensen, Mike Mattos, and the late Richard DuFour on student learning will be a central focus of the presentation. Finally, advocacy will be discussed as a tool to sustain district work.
This document summarizes a study conducted by Holly Black at Indiana State University on the waste production of two ISU students. Black surveyed the students on their environmental awareness and asked them to collect and sort all their trash for one week, excluding food waste. She found that 76% of the collected waste was not recyclable and 23% could be recycled. The document also provides background information on waste production in the United States.
The document discusses a presentation about engaging adolescent male students in middle school classrooms. It begins by providing the presenter's background and experience working with middle school students. It notes that many male students become disengaged in the middle school years. The presenter discusses challenges boys face in schools, like higher rates of learning disabilities and discipline issues. He emphasizes the need for instructional design that engages boys by addressing their needs and allowing them to construct their own meaning. The presenter aims to better understand boys' experiences through future research using interpretive inquiry interviews and a mixed methods approach.
Rob Darrow believes that blended learning, which combines both online and in-person instruction, will become the standard model in K-12 schools. This will allow schools to better personalize learning for each student and inform their future career and college choices. He envisions schools providing learning in various formats to meet student needs, including face-to-face, online, blended, and technology-enhanced. Formative and summative assessments are important both in-person and online using tools like discussions, blogs, presentations and self-assessments. Blended learning has the potential to transform education by personalizing learning for all students.
This document discusses the development of inclusive e-learning content that is bias-free, pedagogically flexible, customizable, and accessible for all learners regardless of their background. It recognizes that all content inherently contains biases and examines different types of biases that can exist in educational materials like ageism, ableism, nationalism, racism, and religious biases. The document emphasizes that inclusive content must consider learners' social and economic realities to be truly accessible. It argues that addressing exclusion in education is urgent given data showing high dropout rates and low literacy skills in Europe that could limit future employment opportunities without intervention.
This document discusses the evolution of teaching and learning from traditional textbook-based methods to modern online and blended approaches. It begins by defining different models along a continuum from textbook to fully online, including definitions of terms like online, blended, and MOOCs. Examples are provided of what student, teacher, and content experiences might look like in textbook, technology-enhanced, web-enhanced, blended, and online environments. The importance of clear definitions and understanding how approaches differ is discussed.
Rob Darrow presented research on comparing achievement and dropout rates between full-time online charter high school students and traditional high school students in California. The presentation found that achievement on standardized tests was somewhat higher for traditional students, with differences ranging from 8-11%. Dropout rates were much higher for online charter students, with differences ranging from 22-55%. Implications are that online programs attract more at-risk students, and engaging such students requires caring adult relationships as in traditional schools.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
The document discusses the importance of developing global competency in students. It argues that teaching students about the world should be integrated across all subjects, not taught as a separate subject. Developing key abilities like communicating across cultures and understanding different perspectives is important. Schools should think globally and leverage international resources to better prepare students for global challenges. Questions are raised about how schools are developing global competency and the implications for teacher professional development.
The document discusses the need for vision and innovation to drive real change in education. It notes that most failures occur during the descent from goals due to lack of sufficient preparation. Best practices allow improving existing work, while next practices develop new capabilities. The global achievement gap reflects teaching best versus next practices skills. Changing successful systems is difficult, yet innovators must consider multiple solutions. Experiments show kindergarteners outperform experts by prototyping versus single plans. Adapting education for the "Net Generation" requires new skills, learning styles, and technologies to motivate students.
This document discusses assessing student learning, especially in distance learning science courses. It presents results comparing student performance in a traditional face-to-face chemistry course with an on-campus laboratory to an online chemistry course using a home-based laboratory kit. Students in both courses took the American Chemical Society standardized exam as a pre-test and post-test. Results found no significant difference in learning gains between the two formats, as both groups improved their scores substantially and performed similarly to national averages. This provides quantitative evidence that online science courses using home laboratory kits can effectively develop student understanding and skills comparable to traditional face-to-face courses.
The document outlines a pre-presentation promise for attendees to not use technological devices during presentations and to call out anyone who does. It then summarizes a presentation on June 13-15, 2010 about leadership in a 1:1 learning environment. It lists quick facts presented and recommends assembling a transformational leadership group with students, parents, and educators to promote changes to learning and teaching. It also recommends developing individual intervention plans for late adaptors and having attendees pledge in writing to support each other's efforts to transform education.
The document discusses strategies for building community in the classroom through social, academic, and professional development practices. It focuses on using compliments, sharing good news, student choice and ownership of learning. The document advocates for teachers to take responsibility for their own lifelong learning through blogging, reading blogs, and self-directed professional development activities.
This document provides an overview of steps that can be taken to improve academies at Castle View High School. It discusses creating grade-level themes and capstone projects for the Biotechnology and Health Sciences academy. Some examples of themes include 9th grade focusing on health and wellness, 10th on ethics, 11th on science and society, and 12th on global perspectives. It also addresses simplifying the class registration process by guiding students to appropriate classes based on their career interests through a new visual format. The goal is to add more purpose, relevance and structure to help students choose pathways and classes.
12 Habits of the Top 21-st Century TeacherVicki Davis
Teaching is a noble calling. Teachers have a lot more control over their classrooms, job satisfaction and performance than they might think. This presentation was first delivered in Evansville, Indiana to about 500 teachers as part of the netbook implementation initiative for their middle and high schools in that district.
This PowerPoint presentation serves as a Call to Action for American educators in light of our ever-growing global economy and "flattening" of the world.
Alcoholism Essay. The Abuse of Alcohol - Free Essay Example PapersOwl.comAshley Rosas
Alcoholism and its effects on society Free Essay Example. Alcoholism. 005 Alcoholism Essay Effects Of Cause And Effect College Binge .... essay: Essay on Drinking Alcohol. Alcohol:What You Should Know - Sample Essay. Alcoholism essay introduction / seamo-official.org. 004 Alcoholism Essay Effects Of Cause And Effect College Binge Drinking .... Negative Effect of Alcoholism Free Essay Sample on Samploon.com. The Abuse of Alcohol - Free Essay Example PapersOwl.com. 015 Alcoholism Cause And Effect Essay Example Examples That Will Stir .... Addiction to alcohol essay. Introduction to Alcohol and Substance .... PDF The Impact of Alcohol on Society: A Brief Overview. Alcoholism research paper - College Homework Help and Online Tutoring.. Alcoholism Causes and Effects Free Essay Sample on Samploon.com. Effects Of Alcoholism - 1100 Words Free Essay Example on GraduateWay. Academic Text.docx Alcoholism Essays. Controversies of Alcohol Drinking Essay Example Topics and Well .... 006 Effects Of Alcoholism Essay Caregiver Drug Abuse Supporting Family .... Alcoholism essay. Alcoholism Is A Type Of Alcohol - Free Essay Example PapersOwl.com. Reflective Essay final - Reflective essay on Alcoholism In this essay .... Cause Effects of Alcohol Essay.doc. Alcohol Consumption Is Common - Free Essay Example PapersOwl.com. An In Depth Look At Alcoholism Free Essay Sample on Samploon.com. Fearsome Alcoholism Cause And Effect Essay Thatsnotus. Narrative Essay: Essay on drinking alcohol. Persuasive Essay: Teens and Alcohol Abuse Alcoholism Essay Alcoholism Essay. The Abuse of Alcohol - Free Essay Example PapersOwl.com
This document discusses the importance of students recognizing their own information needs and generating self-directed questions. It contrasts self-generated needs with imposed academic needs where students do not connect information to building new knowledge. The document recommends using problem-based learning to encourage active engagement and critical thinking as students search for credible information to solve real-world problems. It provides tips for faculty assignment design and advises communicating with librarians who can help customize instruction to meet student needs.
2019 AASA Disrupting Poverty a Moral ImperativeRobert Mackey
As the number of students experiencing poverty increases in our public schools the need for how educators approach guaranteeing ALL students learn at high levels needs to be examined. Districts need develop a comprehensive approach to reach students struggling with poverty and other adverse childhood experiences. This includes family and caregiver programs, staff understanding of the research, and implementing programs that focus on disruption, intervention, and advocacy.
This session will set the addressing of poverty as a moral imperative for achievement of district visions. Participants will also investigate the possibilities districts may have based on early childhood research around the Abecedarian Project to develop preventative programs for families and students. The impact school culture based on the work of Eric Jensen, Mike Mattos, and the late Richard DuFour on student learning will be a central focus of the presentation. Finally, advocacy will be discussed as a tool to sustain district work.
This document summarizes a study conducted by Holly Black at Indiana State University on the waste production of two ISU students. Black surveyed the students on their environmental awareness and asked them to collect and sort all their trash for one week, excluding food waste. She found that 76% of the collected waste was not recyclable and 23% could be recycled. The document also provides background information on waste production in the United States.
The document discusses a presentation about engaging adolescent male students in middle school classrooms. It begins by providing the presenter's background and experience working with middle school students. It notes that many male students become disengaged in the middle school years. The presenter discusses challenges boys face in schools, like higher rates of learning disabilities and discipline issues. He emphasizes the need for instructional design that engages boys by addressing their needs and allowing them to construct their own meaning. The presenter aims to better understand boys' experiences through future research using interpretive inquiry interviews and a mixed methods approach.
Rob Darrow believes that blended learning, which combines both online and in-person instruction, will become the standard model in K-12 schools. This will allow schools to better personalize learning for each student and inform their future career and college choices. He envisions schools providing learning in various formats to meet student needs, including face-to-face, online, blended, and technology-enhanced. Formative and summative assessments are important both in-person and online using tools like discussions, blogs, presentations and self-assessments. Blended learning has the potential to transform education by personalizing learning for all students.
This document discusses the development of inclusive e-learning content that is bias-free, pedagogically flexible, customizable, and accessible for all learners regardless of their background. It recognizes that all content inherently contains biases and examines different types of biases that can exist in educational materials like ageism, ableism, nationalism, racism, and religious biases. The document emphasizes that inclusive content must consider learners' social and economic realities to be truly accessible. It argues that addressing exclusion in education is urgent given data showing high dropout rates and low literacy skills in Europe that could limit future employment opportunities without intervention.
Using data-driven insight, Paul O’Shea, Head of Consulting, will explore diversity performance among organizations today, analyze changes in what the future diverse talent pipeline look for in employers, and address the rising importance of a diverse workforce culture as a leading employer today.
The document provides an introduction to educational psychology and adolescent development. It discusses key concepts in educational psychology including learning, thinking, development and motivation. It then focuses on defining adolescence and perspectives on adolescent development, including historical views and stereotypes. Finally, it covers processes and periods of adolescent development, applying Bronfenbrenner's ecological systems theory to understand the social contexts that influence development. Understanding development enables teachers to implement developmentally appropriate practices.
This document provides an overview of global education and global competencies for teachers. It discusses why global competencies are important for students in the 21st century and how teachers can incorporate them into their lessons. Examples are provided, such as having students from different countries collaborate on art projects or incorporating issues like child labor into math lessons. Resources for teachers seeking more information or ways to participate in global education programs are also mentioned.
2017 NYSCOSS Presentation - Distrupting Poverty - A Moral ImperativeRobert Mackey
It is more likely Americans will experience downward social mobility than upward. Poverty is increasing in alarming fashion. What does this mean for learning, teaching, and leading public schools? How can leadership teams re-engineer their district to disrupt poverty's effects? Public schools stand at the threshold of a system that has behind it a history of over five decades of testing for identification and accountability since ESEA was first enacted. In front of them is a landscape that is shaped by dramatic changes in demographics; ever-changing technology; significant generational differences; and, policy changes at both the federal and state level that could deliver long sought after changes to top down accountability concepts. As educators, we can stand in the threshold, teaching and leading based on our past, or we can step through the door and facilitate learning in this new and constantly shifting environment. Fifty-on percent of school children attending public schools in America live in poverty based on the federal definition. We have disaggregated student demographic data as it relates to achievement for many years to determine improvement initiatives. In recent years we have experienced significant increases in the costs associated with remedial instruction and special education; both while overall student enrollment in most rural schools is decreasing. The percentage of students eligible for free and reduced lunch has reached all-time highs in many rural schools, even mirroring urban numbers. What are the implications of all this in the schoolhouse when it comes to teaching and leading? How can a school board support the work of a district improvement team to disrupt the impact of poverty when it comes to ensuring ALL students learn at high levels?
Similar to Leadership for Blended Learning June 2014 (20)
This document provides an overview of a workshop presented by Rob Darrow on school libraries and LGBTQ youth. Some key points:
- Darrow discusses his background and experience working with LGBTQ youth. He notes the lack of LGBTQ inclusion in many educational programs.
- Around 10-20% of youth identify as LGBTQ, and many face bullying. New state frameworks and laws aim to promote inclusion of LGBTQ topics and history.
- The workshop defines important terms like gender, sexual orientation, and transgender. It discusses concepts like gender fluidity and the gender binary.
- Brief histories of activists like Frank Kameny and cases like David Schroer's help illustrate discrimination faced by the LGBT
LGBT History People and Events Part 1: Early HistoryRob Darrow
Presentations highlight various people and events in LGBT history and focused on early world and U.S. history. Final Presentation for LGBT history course.
This document summarizes a webinar on teaching transgender history. It discusses the structure and schedule of the webinar series. It emphasizes that the webinars provide a safe space and distinguish between teaching history versus advocating. There is a quick review of past webinar topics and a discussion on characterizing historical figures' gender identities. The document also outlines transgender vocabulary, key leaders and events in transgender history, and relevant California laws.
LGBT History: Harlem Renaissance and Lavender ScareRob Darrow
Webinar slides. The 1920s Harlem Renaissance was open and inclusive of all people while the 1950s Lavender Scare decreased acceptance and visibility of LGBT people.
Social Movements and Teaching LGBT HistoryRob Darrow
This document outlines a webinar on teaching LGBT history in schools. It discusses how to teach about social movements by comparing the stages of the women's rights movement, civil rights movement, and gay rights movement. It provides examples of how to integrate LGBT history into various grade levels by tying it to topics already in the curriculum, and resources on aligning LGBT lessons to state standards. The webinar emphasizes teaching LGBT history in the context of social movements and standing up for rights at an age-appropriate level for students.
This document provides an overview of an introductory webinar on teaching LGBT history. It outlines the webinar structure, schedule covering topics like social movements, historical events from the 1920s-1950s, and related legislation. It discusses the focus on LGBT history in the California history framework and reasons for teaching this history, like creating more inclusive schools. An overview of LGBT history from ancient times to the 1900s is also presented.
Rob Darrow presents on implementing laws supporting LGBT students, including the FAIR Act requiring teaching LGBT history. He discusses the challenges of teaching new content that few educators have experience with. Darrow emphasizes making schools safe and affirming for all students, especially LGBTQ youth, through administrative support, inclusive curriculum, and addressing bullying and mental health issues.
This document provides an overview of the Alameda County History Day event. It explains that History Day began in 1974 and challenges students to research a topic related to a yearly theme and present their findings in formats like exhibits, documentaries, or papers. This year's theme is "Conflict and Compromise in History." The document guides students through choosing a topic, conducting primary and secondary research, developing their project, and creating process papers and bibliographies to demonstrate their work. It aims to help students learn about history in an engaging, hands-on way.
Creating Safe and Inclusive Schools for YouthRob Darrow
This document summarizes a presentation by Rob Darrow on creating safe and inclusive spaces for LGBTQ students. The presentation discusses strategies for making schools affirming for LGBTQ youth, including supportive policies, curriculum inclusion, and student organizations. It provides examples of discrimination faced by LGBTQ individuals historically and in schools. Statistics are given on bullying, homelessness, and HIV rates among LGBTQ youth. The presentation emphasizes the importance of leadership from administrators, teachers, students and health professionals in establishing safe and inclusive schools.
Creating Safe Schools in California for LGBTQ YouthRob Darrow
Presentation to California County Superintendents Educational Services Association, Student Programs and Services Committee about creating safe and compliant programs for LGBTQ youth
Effective Strategies for Online Course Discussion BoardsRob Darrow
This document discusses the use of online discussion boards in education from K-12 to college levels. It provides examples of effective discussion board questions and structures for facilitating online discussions. The benefits of discussion boards include increased interaction between students and teachers as well as reflection. Setting guidelines, modeling best practices, and making discussions regular can help discussions be successful. Different types of questions may be used to construct knowledge or elicit experiences.
This document provides an overview of applying the SAMR model to blended learning programs. It discusses the SAMR model, which evaluates the use of technology in education from Substitution to Augmentation to Modification to Redefinition. It then defines blended learning as a formal education program where students learn both online and in a brick-and-mortar location. The rest of the document examines what blended learning looks like on a continuum from textbook-based to fully online, discusses adoption of blended learning programs, and provides examples and resources.
Beyond Sit and Git: Transform to Professional LearningRob Darrow
This document is a presentation by Rob Darrow on transforming professional development (PD) to professional learning (PL). It discusses how traditional PD is often ineffective sit-and-git sessions, but PL should allow for choice, customization, and compensation. Darrow advocates for making PL personalized and competency-based through blended learning. He provides examples of standards and resources to help educators implement more effective PL models. The goal is to better meet teacher needs and help them improve instruction.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. Rob Darrow, Ed.D.
President, Online Learning VISIONS.com
Hybrid Learning Consortium. June 2014
Website: http://robdarrow.wikispaces.com
2. Leadership Tools -Leadership Tools -
HandoutHandout
P. 1: Resource ListP. 1: Resource List
P. 2: ContinuumP. 2: Continuum
P. 3: ChecklistP. 3: Checklist
P. 4: RubricP. 4: Rubric
P. 5/6: Elements of BlendedP. 5/6: Elements of Blended
LearningLearning
** Adapt and use! **** Adapt and use! **
Website: http://robdarrow.wikispaces.com
3. IntroductionsIntroductions
A little about you – attended last year?:A little about you – attended last year?:
– TeachersTeachers
– AdministratorsAdministrators
– OtherOther
– K-6; 7-8; 9-12; collegeK-6; 7-8; 9-12; college
A little about me:A little about me:
– Lifelong Californian – Educated in Ca publicLifelong Californian – Educated in Ca public
schools PreSchool-doctorateschools PreSchool-doctorate
– Consultant, Adjunct, Doc Program, iNACOL,Consultant, Adjunct, Doc Program, iNACOL,
Online charter school principal, schoolOnline charter school principal, school
librarian and teacher (Taught K-8)librarian and teacher (Taught K-8)
– 23 year old daughter23 year old daughter
4. As you think about
your school or
classroom…
What keeps
you up at
night?
5. What keeps me up atWhat keeps me up at
night?night?
Doctoral research – ThinkingDoctoral research – Thinking
about:about:
At-Risk students / Drop OutsAt-Risk students / Drop Outs
Online Charter SchoolsOnline Charter Schools
Cultural Differences in EducationCultural Differences in Education
6. High School Drop-Out RatesHigh School Drop-Out Rates
7,000 students7,000 students drop out of public schools everydrop out of public schools every
day (day (Only you know about the numbers thatOnly you know about the numbers that
leave independent schoolsleave independent schools ))
AboutAbout 70% of students70% of students graduate from highgraduate from high
school with a high school diploma.school with a high school diploma.
(U.S.DOE,(U.S.DOE, ttp://nces.ed.gov/ccd/ttp://nces.ed.gov/ccd/ pubschuniv.asppubschuniv.asp ))
How “drop outs” areHow “drop outs” are countedcounted varies between publicvaries between public
and independent schoolsand independent schools
Two thousand high schoolsTwo thousand high schools in the United Statesin the United States
produce more than half of all dropoutsproduce more than half of all dropouts ..
(Comm. on Educ. and Labor(Comm. on Educ. and Labor ,,
http://www.edlabor.house.gov/.../o5/high-school-dropout-crisis-http://www.edlabor.house.gov/.../o5/high-school-dropout-crisis-
thr.shtmlthr.shtml))
66
7. Dropout Research ShowsDropout Research Shows
More males drop out than femalesMore males drop out than females
– Dalton, Glennie & Ingels (2009)Dalton, Glennie & Ingels (2009)
More students living in urban areas drop outMore students living in urban areas drop out
– Swanson (2008)Swanson (2008)
More African Americans and Hispanics dropMore African Americans and Hispanics drop
outout
than Anglos and Asiansthan Anglos and Asians
– Levin et al. (2007)Levin et al. (2007)
More students of poverty drop outMore students of poverty drop out
– Dalton, Glennie & Ingels (2009)Dalton, Glennie & Ingels (2009)
9. U.S. Educational Pipeline, by Race/Ethnicity and Gender,U.S. Educational Pipeline, by Race/Ethnicity and Gender, 20002000
Latina/osLatina/os NativeNative
AmericansAmericans
AfricanAfrican
AmericansAmericans
WhiteWhite AsianAsian
AmericansAmericans
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
100/100100/100
ElementaryElementary
SchoolSchool
54/5154/51
GraduateGraduate
H.S.H.S.
72/7072/70
GraduateGraduate
H.S.H.S.
73/7173/71
Graduate H.S.Graduate H.S.
84/8384/83
Graduate H.S.Graduate H.S.
78/8378/83
Graduate H.S.Graduate H.S.
11/1011/10
GraduateGraduate
CollegeCollege
12/1112/11
GraduateGraduate
CollegeCollege
15/1315/13
GraduateGraduate
CollegeCollege
24/2824/28
GraduateGraduate
CollegeCollege
40/4840/48
GraduateGraduate
CollegeCollege
4/44/4
Graduate fromGraduate from
Graduate SchoolGraduate School
4/44/4
Graduate fromGraduate from
Graduate SchoolGraduate School
5/45/4
Graduate fromGraduate from
Graduate SchoolGraduate School
8/118/11
Graduate fromGraduate from
Graduate SchoolGraduate School
13/2213/22
Graduate fromGraduate from
Graduate SchoolGraduate School
0.3/0.40.3/0.4
Graduate withGraduate with
DoctorateDoctorate
0.4/0.60.4/0.6
Graduate withGraduate with
DoctorateDoctorate
0.3/0.50.3/0.5
Graduate withGraduate with
DoctorateDoctorate
0.6/1.40.6/1.4
Graduate withGraduate with
DoctorateDoctorate
1.4/4.41.4/4.4
Graduate withGraduate with
DoctorateDoctorate
Source: U.S. Bureau of the Census (2000). UCLA Chicano Studies
10. U.S. Educational Pipeline, by Race/Ethnicity and Gender,U.S. Educational Pipeline, by Race/Ethnicity and Gender, 20102010
11. Purpose:Purpose:
Blended learning,Blended learning,
leadership, case studies, toolsleadership, case studies, tools
Share ideasShare ideas
Identify one tool or activityIdentify one tool or activity
you can put in place soonyou can put in place soon
Your leadership directionYour leadership direction
12. My ExperienceMy Experience
Public school personPublic school person
Independent schools learnerIndependent schools learner
Jewish schools learnerJewish schools learner
Catholic schools learnerCatholic schools learner
Global schools learnerGlobal schools learner
Once we remove the culture andOnce we remove the culture and
language,language,
the implementation and sustainability ofthe implementation and sustainability of
blended and online initiatives are theblended and online initiatives are the
same.same.
13. Leadership ChallengesLeadership Challenges
Defining TermsDefining Terms
Research / Case StudiesResearch / Case Studies
Implementation StagesImplementation Stages
Ongoing professionalOngoing professional
development for administrators,development for administrators,
teachers and staffteachers and staff
Tools for monitoring and successTools for monitoring and success
factors.factors.
14. Defining Terms:Defining Terms:
What makes something aWhat makes something a
fountain?fountain?
Kansas City, the City of FountainsKansas City, the City of Fountains
15. Defining Terms:Defining Terms:
What makes something:What makes something:
– Blended Learning ?Blended Learning ?
– Online Learning ?Online Learning ?
– Hyflex Learning ?Hyflex Learning ?
16. Research Perspective:Research Perspective:
Can’t study it if it doesn’tCan’t study it if it doesn’t
existexist
1995 – First K-12 online schools1995 – First K-12 online schools
2001 – First K-12 online schools2001 – First K-12 online schools
reportreport
2004 – First report about2004 – First report about
“blended learning” – college“blended learning” – college
Online Learning:Online Learning: 20 years old20 years old
Blended Learning:Blended Learning: 10 years old10 years old
17. Everett Rogers.Everett Rogers.
Diffusion of InnovationsDiffusion of Innovations
(1963)(1963)
““One cannot seekOne cannot seek
knowledge about anknowledge about an
innovation until he orinnovation until he or
she knows it existsshe knows it exists ..””
19. In every study…In every study…
(Rogers, 2003)(Rogers, 2003)
Role ofRole of “change agent” or champion“change agent” or champion
Common adoption characteristicsCommon adoption characteristics
from innovator to laggardfrom innovator to laggard
Common way innovation reachesCommon way innovation reaches
““critical masscritical mass”” oror ““tipping pointtipping point””
Common communication methodsCommon communication methods
that influence earlier adoptionthat influence earlier adoption
S-shaped curveS-shaped curve of adoption over timeof adoption over time
20. ““Implications forImplications for
SchoolSchool
AdministratorsAdministrators””
(Rogers, 1963)(Rogers, 1963)
MoreMore financial resourcesfinancial resources == moremore
innovativeinnovative schools / organizationschools / organization
Teachers whoTeachers who attend out of townattend out of town
conferences (face-to-face or online)conferences (face-to-face or online)
are more innovativeare more innovative
WhereWhere administrators are aware of andadministrators are aware of and
sympatheticsympathetic to an innovation, it tendsto an innovation, it tends
to prosperto prosper
21. A word about LeadershipA word about Leadership
"If you are going down a road and
don't like what's in front of you and
look behind you and
don't like what you see,
get off the road.
Create a new path!”
- Maya Angelou
25. Dan Pink.Dan Pink.
A Whole New Mind (2005)A Whole New Mind (2005)
““cchangehange is inevitable, andis inevitable, and
when it happens, thewhen it happens, the
wisest response is not towisest response is not to
wail or whine but to suckwail or whine but to suck
it up and deal with itit up and deal with it ..””
26. Think in terms of 3-5 years
from now (not just today).
Think about what can be,
not what is.
This is a journey,
not a destination.
29. Blended Learning DefinitionBlended Learning Definition
““a formal education program in which aa formal education program in which a
student learns at least in part through onlinestudent learns at least in part through online
delivery of content and instruction with somedelivery of content and instruction with some
element of student control over time, place,element of student control over time, place,
path, and/or pace and at least in part at apath, and/or pace and at least in part at a
supervised brick-and-mortar location awaysupervised brick-and-mortar location away
from home…”from home…”
-- (Horn and Staker, 2013)(Horn and Staker, 2013)
30. Teaching and LearningTeaching and Learning
What theWhat the studentstudent isis
doing and where thedoing and where the
student is.student is.
What the teacher is
doing and where the
teacher is.
What and where the
content is.
32. Not About theNot About the
TechnologyTechnology
Change in teachingChange in teaching
Change in learningChange in learning
Change in pedagogyChange in pedagogy
Change in class organizationChange in class organization
Things should look different in aThings should look different in a
blended learning environment, moreblended learning environment, more
student centric, more personalizedstudent centric, more personalized
learninglearning
33. But…But…
Effective and efficient personalizedEffective and efficient personalized
learning cannot exist without thelearning cannot exist without the
use of technologyuse of technology
A change in teaching, learning, andA change in teaching, learning, and
pedagogy cannot occur without thepedagogy cannot occur without the
use of technologyuse of technology
The classroom cannot be moreThe classroom cannot be more
student centric without thestudent centric without the
use of technologyuse of technology
34. Blended Learning isBlended Learning is
About…About…
Rethinking how class is structuredRethinking how class is structured
How time is usedHow time is used
How resources are allocatedHow resources are allocated
Personalizing the learning for allPersonalizing the learning for all
students – better learningstudents – better learning
engagementengagement
Teachers using data daily toTeachers using data daily to
customize learning for studentscustomize learning for students
35. Leadership ChallengesLeadership Challenges
Defining TermsDefining Terms
Research / Case StudiesResearch / Case Studies
Implementation StagesImplementation Stages
Ongoing professionalOngoing professional
development for administrators,development for administrators,
teachers and staffteachers and staff
Tools for monitoring and successTools for monitoring and success
factors.factors.
36. What does the researchWhat does the research
say?say?
Very little because:Very little because:
– ““blended learning” was first definedblended learning” was first defined
in 2011in 2011
– First time “blended learning” in theFirst time “blended learning” in the
literature around 2004 – at collegeliterature around 2004 – at college
levellevel
– Takes time to study an innovationTakes time to study an innovation
– Case Studies – always begins theCase Studies – always begins the
researchresearch (see handout)(see handout)
37. Case Studies, Part 1Case Studies, Part 1
Christensen Institute Blended LearningChristensen Institute Blended Learning
Universe:Universe:
http://www.christenseninstitute.org/blended-learninhttp://www.christenseninstitute.org/blended-learnin
//
Donnell-Kay Foundation:Donnell-Kay Foundation:
http://dkfoundation.org/our-work/blended-learning-http://dkfoundation.org/our-work/blended-learning-
resourcesresources
Dell Foundation:Dell Foundation:
http://www.msdf.org/programs/urban-education/inithttp://www.msdf.org/programs/urban-education/initi
//
38. Case Studies, Part 2Case Studies, Part 2
Rogers Family Foundation:Rogers Family Foundation:
http://rogersfoundation.org/our-grantees/blended-learning/pilohttp://rogersfoundation.org/our-grantees/blended-learning/pilo
homehome
Avi Chai Online Learning Report (Jewish Day Schools):Avi Chai Online Learning Report (Jewish Day Schools):
http://avichai.org.il/2013/01/some-reflections-on-the-state-of-http://avichai.org.il/2013/01/some-reflections-on-the-state-of-
iNACOL Blended Learning Roadmap:iNACOL Blended Learning Roadmap:
http://robdarrow.wikispaces.com/http://robdarrow.wikispaces.com/ eLearn2013ToolseLearn2013Tools
Research:Research:
http://www.onlinelearningvisions.com/index.php/http://www.onlinelearningvisions.com/index.php/ researchresearch
39. iNACOL Roadmap for Blended LearningiNACOL Roadmap for Blended Learning::
Six Elements for SuccessfulSix Elements for Successful
Blended Learning ImplementationBlended Learning Implementation
LeadershipLeadership
Professional DevelopmentProfessional Development
Teaching/InstructionalTeaching/Instructional
PracticePractice
Operations/AdminOperations/Admin
Systems/PolicySystems/Policy
ContentContent
TechnologyTechnology
40. Leadership ChallengesLeadership Challenges
Defining TermsDefining Terms
Research / Case StudiesResearch / Case Studies
Implementation StagesImplementation Stages
Ongoing professional developmentOngoing professional development
for administrators, teachers andfor administrators, teachers and
staffstaff
Tools for monitoring and successTools for monitoring and success
factorsfactors
41. Among IndependentAmong Independent
SchoolsSchools
SustainabilitySustainability
What is the “value add” ?What is the “value add” ?
Better meet needs of studentsBetter meet needs of students
Greater retention of studentsGreater retention of students
More students attending collegeMore students attending college
or entering successful careersor entering successful careers
Student success = sustainabilityStudent success = sustainability
42. But what doesBut what does
“student success” mean?“student success” mean?
43. What are tools / measuresWhat are tools / measures
you use to show success inyou use to show success in
your school ?your school ?
44. Monitoring and EvaluationMonitoring and Evaluation
Remember, traditional measuresRemember, traditional measures
for traditional classrooms.for traditional classrooms.
New and different measuresNew and different measures
need to be developed and to beneed to be developed and to be
reported to boards aboutreported to boards about
success insuccess in online and blendedonline and blended
learninglearning
– (Joe Freidhoff and Michigan Virtual University(Joe Freidhoff and Michigan Virtual University
and Florida Virtual School leading in this area.and Florida Virtual School leading in this area.
MIVU annual report:MIVU annual report:
http://www.mvlri.org/Publications/ID/5/2012-13-Annual-http://www.mvlri.org/Publications/ID/5/2012-13-Annual-
ReportReport ))
45. Non-Cognitive SkillsNon-Cognitive Skills
Time management and workTime management and work
skillsskills
Student surveys about courseStudent surveys about course
contentcontent
Student resilience, hope,Student resilience, hope,
engagementengagement
Participation in internships orParticipation in internships or
service learning projectsservice learning projects
Community ServiceCommunity Service
46. What do you do toWhat do you do to
measure teachermeasure teacher
effectiveness?effectiveness?
47. What do you do to measure orWhat do you do to measure or
observe teacherobserve teacher
effectiveness?effectiveness?
Lesson observationLesson observation
Walk-throughsWalk-throughs
Talk with teacherTalk with teacher
Lesson plan observationLesson plan observation
Ongoing benchmark dataOngoing benchmark data
End of year achievement testsEnd of year achievement tests
48. Online TeacherOnline Teacher
ObservationObservation
Instructional designInstructional design
Student satisfaction surveysStudent satisfaction surveys
Teacher record keepingTeacher record keeping
View course management system dataView course management system data
Observe an online class sessionObserve an online class session
Communication / response time toCommunication / response time to
emailemail
49. A Story from New York CityA Story from New York City
New Principal and QualityNew Principal and Quality
Assurance Officer observe aAssurance Officer observe a
teacher in the classroomteacher in the classroom
50. Tool:Tool: How to Observe aHow to Observe a
Blended Learning TeacherBlended Learning Teacher
Adapt the RubricAdapt the Rubric
View student computer/device screenView student computer/device screen
View teacher interaction withView teacher interaction with
studentsstudents
View data teacher usesView data teacher uses
Talk with studentsTalk with students
Talk with teacherTalk with teacher
51. Tool:Tool: ClassroomClassroom
Walk-ThroughsWalk-Throughs
Evidence of student centricEvidence of student centric
– Student learning focus / Students in groupsStudent learning focus / Students in groups
– Student computers/devices on a courseStudent computers/devices on a course
management system (access school and home)management system (access school and home)
– Students can explain what and why they areStudents can explain what and why they are
doingdoing
Evidence of personalizationEvidence of personalization
– Teacher working with individual or groupsTeacher working with individual or groups
– Student data used by teacherStudent data used by teacher
– Variety of ways for student to communicate withVariety of ways for student to communicate with
teacher (verbal, discussion boards, email, twitter,teacher (verbal, discussion boards, email, twitter,
etc.)etc.)
52. Leadership Tools -Leadership Tools -
HandoutHandout
Defining blended learningDefining blended learning
Knowing the elements of blended learningKnowing the elements of blended learning
Knowing that innovation takes timeKnowing that innovation takes time
Know the research as it currently existsKnow the research as it currently exists
(reports and case studies)(reports and case studies)
Defining the measures by which youDefining the measures by which you
measure progressmeasure progress
ContinuumContinuum
Checklist for observations / walk throughsChecklist for observations / walk throughs
/ self reflection/ self reflection
55. Continuum (see handout)Continuum (see handout)
Where does your school fit?Where does your school fit?
Textbook enhanced teaching andTextbook enhanced teaching and
learninglearning
Technology enhanced (not online)Technology enhanced (not online)
Web/online enhancedWeb/online enhanced
BlendedBlended
OnlineOnline
56. From Textbook to Online TeachingFrom Textbook to Online Teaching
Online
Teaching
Textbook
Enhanced
Teaching
Technology
Enhanced
Teaching
Web / Online
Enhanced
Teaching
58. Indicator: LeadershipIndicator: Leadership
• 1.1 Measurable goals have been written1.1 Measurable goals have been written
and communicated with all staff.and communicated with all staff.
Well DevelopedWell Developed
Ongoing progress towards each goalOngoing progress towards each goal
is being collected and tracked byis being collected and tracked by
teachers and administrators.teachers and administrators.
59. Indicator: New Staff RolesIndicator: New Staff Roles
2.1 Teacher as facilitator/coach2.1 Teacher as facilitator/coach
Well DevelopedWell Developed
Teachers regularly circulate around the roomTeachers regularly circulate around the room
meeting with small groups and individualsmeeting with small groups and individuals
identifying progress toward learning goals.identifying progress toward learning goals.
Teachers regularly document student progress dailyTeachers regularly document student progress daily
through some digital record keeping system.through some digital record keeping system.
Student data is regularly used as a means forStudent data is regularly used as a means for
differentiating instruction.differentiating instruction.
60. Indicator: New Student RolesIndicator: New Student Roles
3.13.1 New Student RolesNew Student Roles
Well DevelopedWell Developed
Students regularly take active role in their learning and areStudents regularly take active role in their learning and are
able to choose types of content (e.g. textbook, video orable to choose types of content (e.g. textbook, video or
online) that causes their best learning.online) that causes their best learning.
Students regularly track their own progress towardsStudents regularly track their own progress towards
learning.learning.
Students regularly have ability to complete work at ownStudents regularly have ability to complete work at own
pace.pace.
Students regularly know where to find help or supportStudents regularly know where to find help or support
when needed.when needed.
62. Happening How:Happening How:
Public SchoolsPublic Schools
Common Core StandardsCommon Core Standards in 40 states,in 40 states,
but some states now withdrawingbut some states now withdrawing
(Indiana, Oklahoma, South Carolina)(Indiana, Oklahoma, South Carolina)
Competency Based EducationCompetency Based Education
(See State of Maine)(See State of Maine)
MeasuringMeasuring non-cognitive skillsnon-cognitive skills
Moving towards a “Moving towards a “ growth modelgrowth model”” forfor
student achievementstudent achievement
(Re-authorization of federal Ed(Re-authorization of federal Ed
policy)policy)
63. Independent SchoolsIndependent Schools
May 2014. NAIS held aMay 2014. NAIS held a
conversation entitled “conversation entitled “ EducationEducation
and Blended Learning Summitand Blended Learning Summit ””
with group of about 20 peoplewith group of about 20 people
OESIS ConferencesOESIS Conferences – Online– Online
Education Symposium forEducation Symposium for
Independent Schools – Boston inIndependent Schools – Boston in
October 2014October 2014
64. All Schools ChallengesAll Schools Challenges
(K-College), Part 1(K-College), Part 1
Ongoing tensionOngoing tension between, onlinebetween, online
learning, blended learning andlearning, blended learning and
traditional learningtraditional learning
Should theShould the teacher’s role changeteacher’s role change whenwhen
everything is good just the way it is?everything is good just the way it is?
Having an integrated, easy to useHaving an integrated, easy to use
““digital data dashboarddigital data dashboard ”” for teachers.for teachers.
65. All Schools ChallengesAll Schools Challenges
(K-College), Part 2(K-College), Part 2
Should we use technology to betterShould we use technology to better
personalize learningpersonalize learning ??
Should students have input into their ownShould students have input into their own
learning (e.g. setting their own weekly goals /learning (e.g. setting their own weekly goals /
personal learning plan)?personal learning plan)?
Use ofUse of mobilemobile technologies /technologies / textingtexting // badgingbadging
Maker movement /Maker movement / informal learninginformal learning / MOOCS/ MOOCS
GamingGaming (and finding Kansas City Fountains)(and finding Kansas City Fountains)
67. No Excuses…
To not have adequate bandwidth orTo not have adequate bandwidth or
access to Internet for students inaccess to Internet for students in
your schoolsyour schools
Need policies and moneyNeed policies and money
– If you don’t like the policies,If you don’t like the policies, changechange
themthem
– If you don’t have the money,If you don’t have the money, write awrite a
grant or find a fundergrant or find a funder
– Build a network of believersBuild a network of believers
68. No Excuses…
For teachers to not use technologyFor teachers to not use technology
and the Internet to teach withand the Internet to teach with
Need professional development andNeed professional development and
leadershipleadership
– Bottom up … peer-to-peer,Bottom up … peer-to-peer,
and top downand top down
69. No Excuses…
To not learn on your own – asTo not learn on your own – as
administrators and instructorsadministrators and instructors
Free professional developmentFree professional development
all over the place!all over the place!
Share what you are doing…Share what you are doing…
– Via blogVia blog
– Via wikiVia wiki
– Via TwitterVia Twitter
– Via Case StudiesVia Case Studies
70. Free Professional
Development
Weekly TweetchatsWeekly Tweetchats
Free webinarsFree webinars
Free MOOCs and Online ConferencesFree MOOCs and Online Conferences
ASCD:ASCD:
http://www.ascd.org/professional-developmenhttp://www.ascd.org/professional-developmen
webinars.aspxwebinars.aspx
iNACOL:iNACOL:
http://www.inacol.org/events/webinarshttp://www.inacol.org/events/webinars //
EdCamps / MeetUps / HackathonEdCamps / MeetUps / Hackathon
Future of Education Interviews -Future of Education Interviews -
http://www.futureofeducation.comhttp://www.futureofeducation.com //
72. Free Online Professional
Development Conferences
July - November
Learning RevolutionLearning Revolution
– http://learningrevolution.com/http://learningrevolution.com/
The Reform Symposium / July 11 – 13
ISTE “Unplugged” / June 27 - July 1
Future of Museums / July 24
Alt Ed Film Fest / August
Homeschool+ Conference / August 7 – 8
Gaming in Ed / September 15 – 19
Library 2.014 / October 8 – 9
Global Ed Con / November 17 – 21
73. And Other ResourcesAnd Other Resources
Each other / Hybrid LearningEach other / Hybrid Learning
ConsortiumConsortium
Build your personal learning networkBuild your personal learning network
Blended Teacher NetworkBlended Teacher Network
iNACOLiNACOL
NAIS / State Independent SchoolNAIS / State Independent School
OrganizationsOrganizations
OESISOESIS
75. As we consider providing providing more
customized learning for our students via online and
blended learning …we must remember that…
“The only thing harder than
starting something new – is
stopping something old”
- Russell Ackoff -“Redesigning Society”
76. ContactContact
Rob DarrowRob Darrow
Rob@onlinelearningvisions.comRob@onlinelearningvisions.com
http://robdarrow.wikispaces.comhttp://robdarrow.wikispaces.com