2. Student-driven classrooms
3:45 PM | Monday, Nov 10 | Room: C 112—113
Discover how Big Walnut Local (Delaware) is breaking down walls and
enhancing learning through digital collaboration, one-to-one devices and
student-driven classrooms. Learn about Google Drive, data driven-
instruction, project-based learning aligned to content standards and
authentic learning experiences with writing and embedded technology.
Presentation can be found at: TINYURL.COM/2014OSBA
3. DISTRICT DEMOGRAPHICS
● District covers approximately 110 square miles
● 2014/2015 District Enrollment (3,312)
● High School (977)
● Middle School (483)
● Intermediate School (523)
● Elementary Schools (1,329)
Economically Disadvantaged: 18.3% (2013/2014)
Free/Reduced: 17.4%(2013/2014)
Students with Disabilities: 10.4% (2013/2014)
5. ● We looked at needs based on new standards and
online assessments, existing technology, and ability to
maintain any new purchases
● We investigated the possibility of Bring Your Own
Technology (BYOT) vs a one-to-one initiative
6. ● Wireless Network for all buildings
● Will enable students to use their own devices for
learning and will allow more flexibility for teachers (not
tied to labs)
7. ● Cloud-Based Applications and Content Delivery
● Google Apps for Education:
○ Allows for student and staff collaboration from any
site 24/7
○ No need to buy bigger servers = $ savings $
○ Gives the district a “personal” cloud (ability to isolate
BW students)
9. 820+ Chromebooks
4300+ Google accounts
● BWHS 68
● BWMS 77
● BWIS 84
● GRE 189
● HSE 115
● SOU 130
● BWE 129
● 180+ Lenovo Thinkpads
● Desktop Computer, Projector and Smart board in Classroom
10.
11. dif·fer·en·ti·a·tion
a framework or philosophy for effective teaching that involves
providing different students with different avenues to learning
(often in the same classroom) in terms of: acquiring content;
processing, constructing, or making sense of ideas; and
developing teaching materials and assessment measures so
that all students within a classroom can learn effectively,
regardless of differences in ability.
12. Blended Learning
formal education program in which a student learns at
least in part through online delivery of content and
instruction with some element of student control over
time, place, path or pace
16. ● IXL MATH
● FLIPPED MATH CLASSROOM
● GOOGLE DRIVE
● GOOGLE FORMS….FLUBAROO
● AP PHYSICS
● GOOGLE CLASSROOM
● NEARPOD
● FLIPPED SCIENCE CLASSROOM
● PBL IN LANGUAGE ARTS
● PBL IN SCIENCE
● QR CODES
● ELEMENTARY USING LEXIA,
RAZ KIDS, SRI, MOBY MAX...
21. We did group presentations on the progressive reform
campaigns (prohibition, women's suffrage, conservation,
election reform). After presentations, I gave a quiz
(Google Form) to see how well they had picked out the
information from the presentations. Kids that had it were
going to then move on to primary source activities and
those that didn't would revisit the appropriate topic with
me or a video or book, etc.
24. Muckraker Slide
● Your group will be researching a muckraker.
● Make a slide using Google that includes the
following
o Name of muckraker (Slide Title)
o Main focus of his/her work (One bullet)
o Results of his/her work (One bullet)
o Picture(s) representing the issue they investigated.
● Insert your slide into this presentation when
finished.
25. Muckrakers to investigate
1. Ida Tarbell
2. Lincoln Steffens
3. Upton Sinclair
4. Jacob Riis
5. Ida B. Wells
6. Thomas Nast
7. Ray Stannard Baker
26. Jacob Riis
● He believed everyone should help each other, that the poor
should be given assistance by the rich.
● Jacob Riis wrote many books and his works inspired many
others, like Lincoln Steffens who was considered to be the
“godfather of investigative journalism.”
27.
28.
29.
30.
31.
32.
33.
34. 8th grade science: http://youtu.be/poOgRFUZFrA
Forces and Net Forces
Target Goal: I can determine how different forces affect and object.
Materials: One 50cm length of string, a Hot Wheels car, a paper clip, washers to use as weight, timing device
Problem: How will gravity, friction and air resistance affect the motion of an object
Procedure:
1. In your group(2), attach one end of your string to your car. Attach the paper clip to
the other end of the string to use as a hook.
2. Place your car on your table and hang the paper clip hook over the end of the
table. Start your car 40 cm from the edge of the table. Calculate the speed of the
car by using distance and time from the starting point to the edge of the table. The
time starts when you drop the weight and ends when the car gets to the edge of
the table.
3. You will hang weights(washers) on the paperclip BUT before you do so, predict
how the cars will move as the weight increases.
39. ● PBL that incorporates language arts and social studies
● Our "driving question" is "How can we demonstrate cooperation and solve
conflicts with various groups of people that live during our time?"
● We launched our project by having our students make a time machine.
They will be using it (so to say..) to travel back to the time period from
1650- 1800's.
● Each student chose to be either a Historic Indian, settler, or immigrant.
They are researching what life was like during their time period using
primary and secondary resources.
● The end product will be a Time Travel book that includes a historical
narrative from each student.
43. Today there is clearly a focus on raising standards and
improving the performance of all students, including
personalized learning. Personal Learning Environments
give students ownership of their learning experience
encouraging them to embrace educational goals,
opportunities and activities.
44. Absolute Priority 1
Absolute Priority 1 of the Department of Education’s Race to the Top – District
Competition is Personalized Learning Environment (PLE). Personalized Learning
Environments are designed to significantly improve teaching and learning through the
personalization of strategies, tools, and supports for teachers and students that
accelerate student achievement, decrease achievement gaps and align with college and
career ready standards.
Thorough data and analytics, teachers have the ability to measure and report on
personalized student learning for the benefit of improved instruction and positive student
outcomes tied to Common Core State Standards and Assessments and Career and
College Readiness.
45. A Shift in Attitudes
Personal Learning Environments are dynamic and require a shift in attitudes
toward technology, teaching practice, and learning. Today there are a plethora
of technological opportunities to personalize the learning experience for
students in school and at home including online learning, hybrid learning and
collaborative models.
What are you doing in your classroom to support personal learning
environments? What type of professional development is required for
students and teachers to embrace this type of student-centered approach
to teaching and learning?
46.
47.
48.
49.
50. When you think of a coach, oftentimes a sport is what first comes to
mind. But coaching also happens within the realms of education for both
students and teachers.
While technology in the classroom has allowed many teachers to take
on more of a coaching or mentor role, teachers are also turning to
“Instructional Technology Coaches” to help guide them through the
many new decisions that need to be made inside the modern
classroom. Because the role of the Instructional Technology Coach is
continuing to grow, it’s important for school districts to create a support
system to help the coaches stay on top of their own professional
development.
51. Encourage Lifelong Learning
Use professional development sessions to help coaches dig
deeper into various technologies, such as learning management
systems and social networks, and how to incorporate them into
lessons. The more your coaches know about technology, the
more agile your teachers become in the classroom as they benefit
from coaches’ knowledge. Encourage coaches to think outside the
box as they learn more about these technologies, and watch as
the options for instructional technology become limitless.
52. Empower Responsibility
Find ways to inspire your facilitators to take responsibility for the
teachers they coach. If your facilitators feel some connection to
the teachers’ success, they can have a larger impact on teacher
performance. When someone takes responsibility, they also take
ownership, and you want both your coaches and your teachers to
own the success in the classroom. Ultimately, empowering
responsibility creates a way for you to hold your entire team
accountable.
53. Enjoy Reflection
“The Only Thing That Is Constant Is Change.” The same holds true with
technology. Reflection is a requirement of success so schedule time to look
back on student performance, teacher progress, and the professional
development of your coaches. Some great reflection activities include group
feedback sessions and independent writing activities. Incorporating these types
of activities will allow your team to recognize errors or inconsistencies and
quickly make adjustments.
Supporting your Instructional Technology Coaches will not only have a
tremendous impact on teachers, but students are sure to benefit as well.
