engaging math learners and improving achievement through blended learning
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Blended Learning ModelFocusing on a Personalized
Learning Model to Turn Around a Failing School
Dr. Cynthia White, Principal Cleveland Elementary School
ContextFrom an achieving school to a failing
school: what happened between 1983 and 2012
• Underperforming• High Poverty• 75% English Learner• Neglected • Technology circa 1993• Morale
Strengths
• Math scores on state exams• Context for Learning model – Bill
Jacobs• Teachers willing to change • Wireless internet infrastructure
installed• Upper grades using Read 180 so
teachers familiar with adaptive learning
• I knew about the Dreambox model
Challenges• Technology infrastructure• Hardware• Teacher buy-in moving from
traditional model to blended model using individual – personal data to drive instruction
• School Site Council buy-in • The message to the parent
community on why it’s important
Instructional Model Premises
1. Sequenced and targeted coaching in pedagogy
✦ Where/how technology fits in ✦ I do, we do, you do model of
instruction✦ Pacing for rigor✦ Relevance
Instructional Model Premises2. Data Driven RTI through
Professional development &Coaching
Knowing and understanding how data from adaptive technology works, which means ongoing discussions on how we use the data to inform and act on change in instruction.
Lessons Learned
• Pilot• Home – School Technology Liaison• Instructional Model Coach & RTI
Coach• Go to teachers – stipend• Partnerships (after school programs)• Ongoing professional development
Outcomes
• 15 Point Gain (5 point target) on California - Academic Performance Index• Data driven conferences• Math (Dreambox is most preferred
activity)• Parent buy-in
@dwarlick #educon
Personal or Personalized?
Plan Schooling Backwards
“Contemporary school reform efforts… typically focus too much on various means: structures, schedules, programs, PD, curriculum, and instructional practices (like cooperative learning)”
[or personalized learning][or blended learning][or flipped classrooms][or iPads®, hardware, etc]
p. 234-235, Wiggins & McTighe, © 2007
Plan Schooling Backwards
“Certainly such reforms serve as the fuel for the school improvement engine, but they must not be mistaken as the destination…[which is] improved learning.”
p. 234-235, Wiggins & McTighe, © 2007
Personalized Schooling
Personalized Learning
Industrial Schooling
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
LearningPedagogy
withStudents
SchoolingStructures
fromAdults
WHAT should this student be learning, doing, and thinking about tomorrow?
WHAT is her
birthdate?
Impersonal Industrial Schooling First Asks:
First Grade: Week 1
© DreamBox Learning
WHAT is she interested in?
WHAT does she know?
WHERE could she be
learning?
Personalized
Relational Schooling First Asks:
School Policies & Structures are Designed for
Students as Unique Individuals.
Strategic & Varied Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical Thinking,
Creativity, Exploration.
Students “Think & Do” using Their
Own Intuitive Ideas
School Policies & Structures are Designed for
Efficiency, Economy & Scale.
Fixed Schedule, Location, Path, Pace
Traditional Lesson Paradigm of Mass
InstructionTeach, Practice, Test
Students “Sit & Get” the Teacher’s
Ideas
Personalized (Relational)
Impersonal (Industrial)
LearningPedagogy
withStudents
SchoolingStructures
fromAdults
School Policies & Structures are Designed for
Students as Unique Individuals.
Strategic & Varied Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical Thinking,
Creativity, Exploration.
Students “Think & Do” using Their
Own Intuitive Ideas
School Policies & Structures are Designed for
Efficiency, Economy & Scale.
Fixed Schedule, Location, Path, Pace
Traditional Lesson Paradigm of Mass
InstructionTeach, Practice, Test
Students “Sit & Get” the Teacher’s
Ideas
Personalized (Relational)
Impersonal (Industrial)
LearningPedagogy
withStudents
SchoolingStructures
fromAdults
Blended
Blended
Is there
an app for
this?
Is there
an app for
this?
Is there
an app for
this?
Is there
an app for
this?
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)
What do you remember about math from when
you were in school?
Common Experience
From a 5th grade teacher in NY:“I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t good math. Every
class was the same for eight years:
‘Get out your homework, go over the homework, here’s the new set
of exercises, here’s how to do them. Now get started. I’ll be around.’”
p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
Kid Snippets: “Math Class”
Kid Snippets: “Math Class”
Plan Curriculum Backwards
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Understanding by Design, Wiggins & McTighe, ©2005
Common Teaching Cycle
Whole Class or Small Group
Instruction
Independent Practice
Whole Class
Assessment
Use Data Formatively to Plan
Use Data Summativel
y
Instruction, Content Delivery
Whole Class or Small Group
Instruction
Independent Practice
Whole Class
Assessment
Use Data Formatively to Plan
Use Data Summativel
y
Let Me Show You How To
DoX
Now You Go Do
X
Can You Independentl
y DoX?
Maybe You Need
to Be Shown X
Again
You KnowX
Instruction
Let Me Show You How To
DoX
Now You Go Do
X
Can You Independentl
y DoX?
Maybe You Need
to Be Shown X
Again
You KnowX
Who is doing the thinking?
Impersonal Learning
“Presentation of an explanation, no matter how brilliantly worded, will not connect ideas unless students have had ample
opportunities to wrestle with examples.”
Best Practices, 3rd Ed., by Zemelman, Daniels, and Hyde, ©2005Understanding by Design, Wiggins & McTighe, ©2005
“If I cover it clearly, they will ‘get it.’”
School & Home Work
At School:Here’s how
to doX
At Home:Practice
X
Whole Class
Assessment
Maybe you need to be shown X
again
Use Data Summativel
y
Meaningful Flip?
At Home:Watch a video about how to
doX
At School:Practice
X
Whole Class
Assessment
Maybe You Need to
Watch the Video Again
Use Data Summativel
y
PERSONALIZEDLEARNING
PRINCIPLES
Methods & Principles“As to methods, there may be a
million and then some, but principles are few. The man who grasps principles can successfully select his own
methods. The man who tries methods, ignoring principles, is
sure to have trouble.”– Ralph Waldo Emerson
Learning Experience: Field Trip Problem
Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fosnot, Heinemann © 2007, used with permission
3
4
4
5
7
8
3
5
Dewey, 1916
Democracy & Education
Chapter 12: Thinking in Education
“…thinking is the method of an educative experience. The
essentials of method are therefore identical with the essentials of
reflection.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Dewey, 1916
“First that the pupil have a genuine situation of experience—that there be a continuous activity in which he is interested for its own sake.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Field trip + Lunch = Interest
Dewey, 1916
“Secondly, that a genuine problem develop within this situation as a stimulus to thought.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Is the sandwich distribution fair?
Dewey, 1916
“Third, that he possess the information and make the observations needed to deal with it.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Time for sense-making, modeling, manipulatives, & conversation
Dewey, 1916“Fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
How do we know when something “occurs” to a student?
5th grader in intervention: “So it looks like a half of a fifth is a tenth.
That’s easy!”
Dewey, 1916“Fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
Convince yourself through inquiry, exploration, feedback
Dewey, 1916
1. Genuine Interesting Situation & Experience
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
59164Screen image © DreamBox Learning
Dewey, 1916
2. Genuine Problem Stimulates Thought
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
How many bags can be made in all?
Screen image © DreamBox Learning
Dewey, 1916
3. Have Information & Make Observations
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
4 5916Screen image © DreamBox Learning
Dewey, 1916
4. Solutions Occur to Her, She Develops Them
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
Dewey, 1916
5. Test Her Own Ideas, Make Meaning, Discover Validity
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
Learning is not accomplished by
putting thoughts into a mind, but rather by
empowering a mind to generate thoughts.
Q & A
Thank you!www.dreambox.co
m@DocHudsonMath
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