As education continues to change, so does our definition of differentiation. In this edWebinar, Madeline Ahearn, Curriculum Administrator in Eugene School District 4J in Oregon, and Kelly Urlacher, Senior Curriculum Designer at DreamBox Learning, explore how personalization has evolved in her district and how new innovative technologies have supported increased opportunities to personalize learning.

1. The Next Generation of Differentiation:
The Path to More Powerful Personalization
Thursday, June 22, 2017
Presented by
Join the Blended Learning: Extending Classes Online community:
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Kelly Urlacher
Senior Curriculum Designer
DreamBox Learning
@DreamBox_Learn
Madeline Ahearn
Curriculum Administrator
Eugene School District 4J in Oregon
@MathMaddy

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5. Madeline Ahearn is the curriculum administrator in Eugene School
District 4J in Oregon, where she oversees curriculum and
instruction in mathematics, science, health and PE for grades K-12.
Madeline has 11 years of education experience, with the majority
in the secondary math classroom serving as a teacher and
instructional coach. Follow Maddy on Twitter @MathMaddy
Kelly Urlacher started her education career as a teacher in 2002.
She has her National Boards and Masters in Technology and
Curriculum Development. Kelly taught 6th grade for ten years and
has a passion for math. Kelly is now a Senior Curriculum Designer
for DreamBox Learning, where she has the opportunity to create
lessons, develop technology-based teacher partnerships, and
influence the way students learn math.

6. The Next Generation of
Differentiation:
The Path to More Powerful
Personalization
Kelly Urlacher
Sr. Curriculum Designer
DreamBox Learning® Math
Madeline Ahearn
Curriculum Administrator
Eugene School District 4J

7. Agenda
 Personalized Learning: What is it?
 Beyond Basic Differentiation: Personal
Learning Strategies
 Technology: Pedagogy and Curricular
Enhancement
 Eugene SD J4: The Evolution of Personalization
Through Innovative Technology

8. Personalized Learning
“Tailoring learning for each
student’s strengths, needs
and interests–including
enabling student voice and
choice in what, how, when
and where they learn–to
provide flexibility and
supports to ensure mastery
of the highest standards
possible.” - iNACOL

9. Attributes of Personalized Learning
Allison Zmuda. Educational Consultant and author of Students at the Center: Personalized Learning and Habits of Mind (ASCD).
http://www.learningpersonalized.com/broadening-the-dialogue-about-personalized-learning-inspired-by-dan-meyer/

10. Learning Principle
“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

12. Today’s Lesson: Fraction Operations

13. Today’s Lesson: Fraction Operations
I haven’t learned
anything new all
year. This math
class is boring.
This is way too hard.
It doesn’t make
sense.
I give up!
This math class
is just right for
me – not too
hard, not too
easy.

14. Today’s Lesson: Fraction Operations

15. Today’s Lesson: Fraction Operations
Why?
Because these students were all born during the
same 12-month window about 11 years ago.

16. Seat-time policies, pacing
calendars, standardized testing
schedules, age-based classrooms
and weak competency-based
tools make it difficult for me to
personalize and differentiate.

17. What are you ready
to learn?
What do you think
about it?
When were you
born?
What did someone
else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

18. What are you ready
to learn?
What do you think
about it?
When were you
born?
What did someone
else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

19. What are you ready
to learn?
What do you think
about it?
When were you
born?
What did someone
else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

20. What are you ready
to learn?
What do you think
about it?
When were you
born?
What did someone
else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

21. What are you ready
to learn?
What do you think
about it?
When were you
born?
What did someone
else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

22. Today’s Lesson: Fraction Operations
Math is boring.
Every math class is
the same: Lecture,
practice, lecture,
practice, quiz, test.
It’s not engaging, or
authentic.
I know how to win at
school. I just wait for
the teacher to show
me how to solve
familiar problems.
I feel like it makes
sense when my
teacher shows it in
class, but I’m lost
when I get home.

23. Personali
zed
Schooling
Personali
zed
Learning
Industrial
Schooling
Industrial
Learning
Personalized (Relational)
Impersonal (Industrial)

24. Personali
zed
Schooling
Personali
zed
Learning
Industrial
Schooling
Industrial
Learning
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do

25. Personalized
Schooling
Personali
zed
Learning
Industrial
Schooling
Industrial
Learning
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do

26. Personalized
Schooling
Personali
zed
Learning
School Policies & Structures are
Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path &
Pace
Age-Based Pacing Calendars
Industrial
Learning
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do

27. School Policies & Structures are
Designed for Students as Unique
Individuals.
Strategic & Varied Schedules,
Locations, Paths & Paces
Personali
zed
Learning
School Policies & Structures are
Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path &
Pace
Age-Based Pacing Calendars
Industrial
Learning
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do

28. School Policies & Structures are
Designed for Students as Unique
Individuals.
Strategic & Varied Schedules,
Locations, Paths & Paces
Personalized
Learning
School Policies & Structures are
Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path &
Pace
Age-Based Pacing Calendars
Industrial
Learning
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

29. School Policies & Structures are
Designed for Students as Unique
Individuals.
Strategic & Varied Schedules,
Locations, Paths & Paces
Personalized
Learning
School Policies & Structures are
Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path &
Pace
Age-Based Pacing Calendars
Traditional Lesson Paradigm of
Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone
Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

30. School Policies & Structures are
Designed for Students as Unique
Individuals.
Strategic & Varied Schedules,
Locations, Paths & Paces
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
Age-Based Pacing Calendars
Traditional Lesson Paradigm of
Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone
Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do

31. School Policies & Structures are
Designed for Students as Unique
Individuals.
Strategic & Varied Schedules,
Locations, Paths & Paces
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
Age-Based Pacing Calendars
Traditional Lesson Paradigm of
Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone
Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do
Blended Blended

32. Is there an app
for this?
Is there an app
for this?
Is there an app
for this?
Is there an app
for this?
School Policies & Structures are
Designed for Students as Unique
Individuals.
Strategic & Varied Schedules,
Locations, Paths & Paces
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
Age-Based Pacing Calendars
Traditional Lesson Paradigm of
Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone
Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
Schooling
What adults
do
Learning
What
students do
Blended Blended

33. Fullan: Alive in the 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)
Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk

40. .pdf on
an iPad

41. .pdf on
an iPad

42. “True virtual manipulatives allow more than
simply a viewing of objects on the computer
screen. They allow increased engagement,
forcing the user to interact with dynamic
objects. Through this interaction students
have opportunities to make meaning and see
relationships as a result of their own actions.
And it is this interactive engagement with a
dynamic representation that is the key to the
knowledge construction process.”
*From Virtual Manipulatives In The K-12 Classroom, Moyer, Bolyard, Spikell, 2002

43. A District Example:
the Path to Personalization
Madeline Ahearn
Curriculum Administrator
Eugene School District 4J

44. Background: Eugene School District 4J, Oregon
 17,000 students
 18 Elementary School
Programs
 8 Middle Schools
 4 Comprehensive High
Schools + 1 Alternative
High School

45. The Journey: Eugene School District 4J
 Identifying the problem

46. The Journey: Eugene School District 4J
 Identifying the problem
 Evaluation of potential solutions

47. The Journey: Eugene School District 4J
 Identifying the problem
 Evaluation of potential solutions
 Implementation with fidelity

48. The Journey: Eugene School District 4J
 Identifying the problem
 Evaluation of potential solutions
 Implementation with fidelity
 Results and Reflection

49. The Journey: Eugene School District 4J
 Identifying the problem
 Evaluation of potential solutions
 Implementation with fidelity
 Results and Reflection
 Next Steps

50. Your Turn: Q&A
Kelly Urlacher
Sr. Curriculum Designer
DreamBox Learning® Math
Madeline Ahearn
Curriculum Administrator
Eugene School District 4J

51. DreamBox Learning® K–8 Math
Available in English & Spanish

52. What We Do: Reimagine K-8 Math for
Learners and Learning Guardians
• Eliminate the wall between Instruction & Assessment
• Build Conceptual Understanding & Fluency
• Incorporate gaming protocols in 3 age-appropriate
motivational frameworks to build confidence
• Use dynamic, continuous, and real-time data to
create personalized learning paths
• Empower students with ownership of their own learning and teachers
with powerful instructional data
• Create deeper home-to-school connections to facilitate more meaningful
interactions for educators and families

53. Efficacy: Independent Validation from Harvard
and SRI, and 40+ Industry Awards
Learn more and see how it works:
www.DreamBox.com/request-a-demo
See all of our awards at dreambox.com/awards

54. DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time
2,000+ Lessons available in
English and Spanish!

55. Empower Educators with DreamBox Learning FlexPD™
• Designed to enhance instructional practice
• Aligned with instructional goals
• Customized to fit the needs of busy educators
>>NEW! Introducing MyFlexPD™, revolutionary just-in-time professional
development that’s relevant and immediately actionable

56. We value your feedback!
Let us know how we’re doing:
www.surveymonkey.com/r/GC6ZCM7

57. Thank you to our presenters!
Learn more about DreamBox Learning at www.dreambox.com
Kelly Urlacher
Senior Curriculum Designer
DreamBox Learning
@DreamBox_Learn
Madeline Ahearn
Curriculum Administrator
Eugene School District 4J in Oregon
@MathMaddy

58. Thanks for Attending This Webinar!
Presented by edWeb.net
___________________________________________________________________________
Name
All requirements for this in-service program have been completed.
Number of clock hours completed: 1
CERTIFICATE OF COMPLETION
You’ll receive a certificate for this webinar within 24 hours!
edWeb.net is a free professional social and learning network.
edWeb.TV is a premium subscription service from edWeb.
If you logged in live with your email address,
a link to your CE Certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching the recording,
you need to take the CE Quiz to get your CE Certificate.
To get your CE Certificate…
Join the community at www.edweb.net/blended
Your edWebinar activity is now available on your edWeb homepage when you join!
Then click on this image to find the CE Quiz.

59. Join the community!
Blended Learning: Extending Classes Online
www.edweb.net/blended
 edWebinar recordings and slides
 Quizzes for CE Certificates
 Online discussions
 Free resources
You’ll get all of the community resources – for free!
Click on this image when you join