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1:1 Instruction

Implementation Update - Fall 2016 David Lapetino - Director of Instructional Innovation

Benefits of Digital Learning

• Develop “21st Century Skills” needed for success in post-secondary, post-

educational environment

• Foster development of:

• Reflective, collaborative, creative individuals

• Process, acquire new information

• Critical thinking

• Students must be taught these skills deliberately

Digital learning environments are an effective means to foster these skills

Benefit: Effective Pedagogy

• Pedagogy: teaching method and/or practice

• A 1:1 learning environment alone does not create better outcomes

• Deliberate efforts must be made to connect technology and instructional

strategies

• Chromebooks are an effective tool to achieve these goals

• Foster increased use of formative assessment within classroom

• Provides ongoing feedback throughout the learning process

• Informs subsequent lessons

• Effective for both teacher and student

Benefit: Student Engagement

• Skilled educators have strategies to engage reluctant, introverted learners

• Modern instructional technology tools facilitate this • Interact with all students simultaneously

• Collect information about each student’s level of understanding

• Differentiation of lessons can be personalized, private

• Target lessons for perceived and identified gaps in understanding

• Good assessment leads to collection of “actionable” data

Benefits: “Visible Learning”

• “Visible Learning” research by John Hattie promotes educational strategies

that have “visible” benefits to both teachers and students

• Work has become cornerstone of professional practice in District 86

• Addresses key questions: • “How do teachers know what their students know?”

• “How do students know when they’ve been successful in learning?”

• “What next?” (Informs future steps for both teachers and students)

• Instructional technology facilitates both collection of data as well as

communication of results

Additional Benefits of Instructional Technology:

• Increase Collaboration

• Foster creativity

• Demonstrate learning through creation

• Promote reflection and revision to solve problems

Technology Integration on a Continuum: SAMR Model

• Helps determine functional

impact of technology on a

lesson • Improved?

• Tech for the sake of tech?

• No implied value in “R” vs “S” • Relative merits to each,

depending upon instructional

goal

• Instructional Coaches help

facilitate these decisions

S Substitution Technology acts as a direct substitute, with no functional change

A Augmentation Technology acts as a direct substitute, with functional improvement

M Modification Technology allows for significant task redesign

R Redefinition Technology allows for the creation of new tasks, previously inconceivable

Enhancement

Transformation

Examples of SAMR: Writing a paper

Substitution: • Submit paper electronically

instead of via paper.





Enhancement

Transformation


Augmentation: • Use digital tools to write, submit

paper • Easily track sources, create

works cited page. • Teacher provides feedback

during writing process by commenting, facilitating editing.





Enhancement

Transformation


Modification: ▪ Document shared with

classmates ▪ Students learn how to

provide/incorporate helpful feedback into the writing process.





Enhancement

Transformation


Redefinition: ▪Goal: Communicate ideas ▪Redefine:

▪ students convey analytic thought using digital multimedia tools.





Enhancement

Transformation

Review: 2015-2016 School Year

Modeled 1:1 instructional environment with limited Chromebook rollout

School Teachers in Pilot

Departments # of Chromebooks

# of Students Impacted

Central 7 English, Social Studies 180 625

South 4 Science, Social Studies, World

Languages

120 285

11 4 300 910

2015-2016 Pilot Focus:

• Evaluate several Chromebook models in classroom setting • Selected Lenovo Yoga 11e Chromebook due to touchscreen, rugged

construction

• Study potential impact of 1:1 learning environment on

student learning

• Feedback focused on three key indicators: • Student engagement and interest

• Collaboration and creation

• Revision and comprehension

Review: 2015-2016 School Year - Feedback

• Results summarized in detail in previous reports

• Overall teacher and student experiences were positive • Teachers reiterated time commitment to fully implement change into curriculum

• Echoed in numerous studies

• Most “failed” implementations occur due to:

• Poor infrastructure

• Ineffective support

• Insufficient time

Departmental Use of Chromebooks

• Art (HS)

• Business/EdTech (HC)*

• English (HC, HS)

• Family and Consumer Sciences (HC)

• Mathematics (HC, HS)

*Space-solve led to Chromebook use

• PE/Drivers Ed/Health (HC, HS)

• Science (HC, HS)

• Social Studies (HC, HS)

• Special Education (HC, HS)

• World Languages (HC, HS)

Partial 1:1 Implementation - 2016-2017 Professional Development

• Professional Development was designed with pedagogy in mind:

• Phase 1: May 2016 50 “Chromebook Teachers” attended

• Achieve proficiency in Google Apps for Educational Tools

• “Basic Skills” identified

• Lessons created that allowed demonstration of proficiency in these

skills via submission of evidence via Google Classroom: • Two options:

• Demonstrate proficiency independently

• Attend on-site training facilitated by Instructional Innovation Coaches

• Effectively modeled 1:1 instruction for participants


Phase 2: June 2016

• Key theme: Application of 1:1 Instructional Tools

• Four main topics: • Assessment

• Literacy strategies

• Digital workflow

• Communication and collaboration

• Trainings emphasized discussion and collaboration with team members

• Facilitated by Instructional Innovation Coaches


Phase 3: August 2016 Institute Day

“working lunch” session

• Theme: “1:1 Survival Guide”

• Monitoring student

Chromebook activity

• Facilitated by device-

monitoring software provider

(Hapara)

Partial 1:1 Implementation - 2016-2017

Year 2 of three-year 1:1 initiative implementation plan

• Expanded rollout of Chromebooks: approx. 1,800

• Participants selected through application process

Chromebooks used to support administration of computerized testing: • MAP, Illinois Science Assessment, ScholarCentric Resiliency Survey

2016-2017 School Year - Students Chromebook Usage

DISTRICT-WIDE

Grade Level Chromebook Users

Total Enrollment

% of Students Using

Chromebooks

Freshman 645 1017 63.4

Sophomore 1029 1114 92.4

Junior 540 1123 48.1

Senior 550 1086 50.6

TOTAL 2764 4340 63.7

Hinsdale Central


Total Enrollment

% of Students Using

Chromebooks

Freshman 411 669 61.4

Sophomore 692 736 94.0

Junior 244 726 33.6

Senior 240 693 34.6

TOTAL 1587 2824 56.2

Hinsdale South


Total Enrollment

% of Students Using

Chromebooks

Freshman 234 348 67.2

Sophomore 337 378 89.2

Junior 296 397 74.6

Senior 310 393 78.9

TOTAL 1177 1516 77.6

Partial 1:1 Implementation - 2016-2017 Teacher Feedback

• Teacher use far exceeded expectations

• Weekly check-ins with pilot teachers:

• Many lessons already far beyond “S” in SAMR

• Collecting meaningful classroom data

• Transform mundane tasks into engaging lessons

Small-group Questioning with Google Docs - Nicole Blanco Gallen

Quote: Kimberly Williams, Hinsdale Central English

“Kids pay so much more attention and engage more than just going over it on paper.

They are interacting with it and leading the discussion rather than just reading it or having it read to them.”

Quote: Kathy Lencioni, Hinsdale South Social Studies

“I’ve started giving all of my quizzes using the new quiz feature on Google Forms. I LOVE it!

I get immediate feedback, only go over what [students] really need help with, and it grades them for me. What can be better?”

Generating “buzz” amongst non-1:1 Teachers

• 1:1 teachers enthusiastically sharing their experiences with their colleagues

• Department meetings

• Team meetings

• Non-1:1 teachers have asked to attend building-wide late starts to learn

more about what’s happening

Building-wide late starts

• 5 “building-wide” late start meetings dedicated to 1:1 teachers • Share experiences

• Provide support, encouragement

• Learn from one another’s successes (and failures)

• Discuss aspects of “Digital Citizenship”, how to address in classroom

Key components of Digital Citizenship: International Society of

Technology in Education (ISTE)

Supporting Teachers: Instructional Innovation Coaches

• Critical component to successful implementation: BOE-approved increase in

16-17

• 5 Instructional Innovation Coaches (IIC’s) at each building • Each coach has 1-2 periods release for coaching

• Chosen based upon: • Coaching skills

• Pedagogical knowledge

• Support wide range of departments

Instructional Innovation Coaches: Supports provided

• Maintain centralized location at each school for “drop-in” assistance

• Regularly scheduled release time for assistance • IIC’s log time spent coaching/assisting, topics addressed

• Barometer of areas of concern

• Infrastructure issues

• Professional Development Needs

• Primary Coaching responsibilities: • Instructional tools

• Incorporating tools into curriculum

• Assessment (Performance Plus, SLO’s)

• Serve as Model/Observer of colleagues’ instructional tech use

Instructional Innovation Coaches: Other Duties

• Meet weekly with Director of Instructional Innovation, Library Dept. chairs

• Debrief/collect feedback from teachers

• Evaluate new instructional tools

• Plan future professional development

• Created “Basic Skills” Survey for all Certified Staff

• Helped establish “baseline” of essential skills

• Helped inform development for future professional development

• Created quantifiable indicators of teachers’ current level

• Will be re-administered to determine effectiveness of Professional

Development

Instructional Innovation Coaches: Coaching the Coaches

• Continue developing IIC’s coaching ability

• IIC’s will receive formal Instructional Coaching Training

• 3 sessions during 2016-2017 school year

• Offered by Consortium of Educational Change (CEC)

• Expect demands on coaches’ time to increase significantly during 17-18

• 50+ teachers → 350+

Supporting Teachers: Developing Future Professional Development

• Best Practice drives all PD decisions:

• Based on participants’ current level: differentiated

• Provide elements of choice to suit instructional needs

• Roadmap created to communicate expectations, goals for all teachers

Expanded Professional Development Roadmap:

*Note: LMS stands for “Learning Management System”

Identified Need: Digital Resource Management

• Need: Structured experience

• Collect various tools/applications used in 1:1 environment

• Facilitate access for teachers, students, and parents

• Provide a common platform for students to navigate the digital classroom

• Currently using Google Classroom for these tasks • Lacks more robust features of a “true” Learning Management System (LMS)

• Import scores, performance data into electronic gradebook

• Provide teachers, students with longitudinal view of students’ performance

• Provide parent view to communicate, support learning

• Streamlined mobile apps/web interfaces

• Aggregate calendars for multiple courses, students

• Critically important for our at-risk students, those that support them

Identified Need: Learning Management System

• 1:1 Instructional Pilot teachers have embraced 1:1 instruction

• Many teachers running into limitations with tools currently available

• Need: more robust assessment tools

• Need: greater digital collaboration with colleagues

• Share documents, lessons

• Beginning to “outgrow” capabilities of certain tools

• Solution: Adopt a Learning Management System to serve as a “hub” for

delivering digital learning resources

Learning Management System Recommendation

• Instructional Innovation Coaches evaluating several Learning Management

Systems (LMS)

• Many 1:1 schools see this as essential component of rollout

• Majority of colleges, universities utilize LMS’s to deliver instruction (e.g.

Blackboard)

• Goal: Select Learning Management System (December 2016)

• Will permit 1:1 teachers, coaches to “pilot” during 2nd semester of 2016-

2017 school year

• Permit IIC’s to introduce LMS to teachers during Summer 2017 training

• Allow incremental training of teachers during 2017-2018 school year

Future Items to Address:

• Promoting staff skill development

• Utilize LMS to deliver PD, track progress:

• Essential - has basic skills needed to function in 1:1 instructional

environment; shares common pedagogical language

• Developing - has mastered "essential" level; mostly operating at

Substitution (S), Augmentation (A) levels of SAMR model

• Innovator - Has mastered "essential" level; moving beyond S, A levels of

SAMR. Regularly modifies/redefines learning task

• Incentivising the acquisition of new skills

Progress Monitoring:

• Combination of qualitative, quantitative data will be collected • Re-administer student, teacher Chromebook surveys

• Disaggregated by cohort

• Monitor external indicators:

• Danielson Framework Components that relate to 1:1 instruction

• Attendance, graduation rate, standardized test scores (MAP, SAT, etc.)

• Technological indicators

• Google Admin Console

• Usage Data (GoGuardian Admin Console)

• # Docs created, shared

• Site analytics to evaluate usage data, trends

Thank you - Questions?

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