an introduction to blended learningblended learning (1) at least in part through online learning,...
TRANSCRIPT
FLOATING, FA IL ING, AND F ILL ING TETRIS GAPS
Fr. Nate Wills, CSC, PhDInstitute for Educational Initiatives University of Notre Dame
An Introduction to Blended Learning
Roadmap Today’s Presentation
Discussion: state of tech in your school
Intro to Blended Learning
Exploration
Overlay with summer modules
Discussion Split by content areas: Math/Science
1.Discussion question: what’s happening in terms of technology at your school?
2.How are most teachers using computers/tablets/devices?
Intro to Blended Learning
What is Blended Learning?
is a formal education program in which a student learns:
Blended Learning
(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;
(2) at least in part in a supervised brick-and-mortar location away from home;
(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
is a formal education program in which a student learns:
Blended Learning
(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;
(2) at least in part in a supervised brick-and-mortar location away from home;
(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
is a formal education program in which a student learns:
Blended Learning
(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;
(2) at least in part in a supervised brick-and-mortar location away from home;
(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
is a formal education program in which a student learns:
Blended Learning
(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;
(2) at least in part in a supervised brick-and-mortar location away from home;
(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
http://www.christenseninstitute.org/key-concepts/blended-learning-2/
Why is Blended Learning important or interesting?
Conventional 1-30
Mastery Learning 1-30
Tutorial 1-1
The 2 Sigma Problem (Bloom, 1984)
Summative Achievement Scores
Conventional 1-30
Mastery Learning 1-30
Tutorial 1-1
The 2 Sigma Problem (Bloom, 1984)
Summative Achievement Scores
Conventional 1-30
Mastery Learning 1-30
Tutorial 1-1
The 2 Sigma Problem (Bloom, 1984)
20%
90%
“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware often get used in limited ways to simply maintain rather than transform prevailing instructional practices.”
-Larry Cuban
“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware often get used in limited ways to simply maintain rather than transform prevailing instructional practices.”
-Larry Cuban
“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware often get used in limited ways to simply maintain rather than transform prevailing instructional practices.”
-Larry Cuban
“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware often get used in limited ways to simply maintain rather than transform prevailing instructional practices.”
-Larry Cuban
It seems that teachers use technology as a preparatory tool for their lessons, but not as a tool for their students to engage more deeply in the subject matter at hand.
-Gibbs, Dosen, Guerrero, 2008
Brick-and-Mortar Schools Cyberschooling
ResourcesCommunity
Social and emotional growth
Personal attention
Experience and expertise
Support
Personalized / differentiated
Adaptive
Challenging
Dynamic / interactive
Data rich diagnostic tools
Efficient
Brick-and-Mortar Schools CyberschoolingBlended Learning
4 5 6
4 x 11
4 x 11X ✔? ✔ X? ? ? ? ?
4 5 86 45 4 2 56
Summative Achievement Scores
The 2 Sigma Problem (Bloom, 1984)
20%
90%“Simply, blended learning is a delivery mechanism for personalized learning…It is possible to do personalized learning without technology — but it is very difficult to scale personalized learning for each student in a classroom and school without effective and meaningful applications of technology to enable the differentiation and flexibility in pacing required” (p. 14).
-Patrick, Kennedy, and Powell (2013)
What does Blended Learning look like?
Divine Providence Academy Grand Rapids, MI
Quiz
Practice Problems
Practice Problems
Video
Test
Learning Trajectory
TeacherConferral
PeerConferral
TeacherConferral
PeerConferral
Blended Learning Model: “Flex”
6th Grader
7th Grader
8th Grader
Teacher
6-8th Math
1-1 Devices
Independent Work
Teacher tutoring as needed
90-min math block
(1 correction: “Kevin, please get to work”)
Mission Dolores Academy San Francisco, CA
Blended Learning Model: “Station Rotation”Most popular model
Some results from the field
From Floaters…
… to Swimmers
“ [With Blended Learning] There’s no way you can “float along.” I have seen so many kids who are “floaters.” They just want to float along. Now, I feel like everybody is so much more engaged.
I see kids who are at the same spot. And I ask them, “what are you doing?” and they say, I’m doing my math.
I say, “no you’re not.”
They can’t do that because the program doesn’t go. And that’s why some kids don’t like our school. I honestly believe we’ve had a few kids leave because they were floaters and their parents were happy with them being floaters because they were happy. Some people say they want rigor and they don’t really want rigor.
Judy 3-5 all subjects, 6-8 writing”
From Floaters…
… to Swimmers
From “Tetris Gaps”…
…to Grade-Level Achievement
“ Jack was a 6th grader, ‘learning disabled’ was his label and [there were] some definite skill gaps there … the blended model allowed for us to kind of go back and address some of those skills that he had missed and target some of his struggles in math: like he just totally missed basic understanding of place value and because math builds on itself, no wonder he was constantly struggling as math got more and more conceptual because he just didn’t have the basic understanding of what a base ten system was…
When it came up for his three-year reevaluation and we did all the standardized testing on him, he had worked up to grade level and no longer qualified. And that was the first time in my career that I had ever sat in a middle school IEP where a child was exited out of special education services. Typically at that point if they’re in, they’re a lifer.
Deborah, Principal”
From “Tetris Gaps”…
…to Grade-Level Achievement
From a Habit of Failure…
…to a Growth Mindset
“ Before this [Blended Learning] approach, I felt like some kids got in the habit of failing. Failing became a habit and a learned behavior.
[imitating a student] ‘Yep, that’s me, I’m a failure. I fail at math, I fail everything. I fail every quiz, I’m just a failure. I stink at math. I’m just no good at it.’
…[Blended Learning works well], especially at the low end where, even if they’re behind, you’re still showing them, ‘well, you were at 3rd grade and now you’re at 4th grade. You’re still a year behind, maybe, but you grew a whole year.’ So they’re still getting a feeling of success.
Judy 3-5 all subjects, 6-8 writing”
From a Habit of Failure…
…to a Growth Mindset
What are some results from the field?
St. Paul School, Seattle
http://ace.nd.edu/news/new-blended-learning-model-sees-impressive-gains-in-first-year
NWEA MAP Score 2013-2014
Reading Math
One Year of Growth
St. Paul School, Seattle
http://ace.nd.edu/news/new-blended-learning-model-sees-impressive-gains-in-first-year
NWEA MAP Score 2013-2014
Reading Math
One Year of Growth
122% 147%8th Grade Math
St. Paul School, Seattle
http://ace.nd.edu/news/new-blended-learning-model-sees-impressive-gains-in-first-year
NWEA MAP Score 2013-2014
Reading
One Year of Growth
122% 233%8th Grade Math
% o
f stu
dent
s at
or a
bove
gra
de le
vel
0
25
50
75
100
Fall 2013 Spring 2014
6555
60
38
National Average Math Reading
St. Paul School, Seattle
6th Grader Cancer in 2nd grade At beginning of year, 4 grade levels behind
In one year, increased 4 grade levels in math 2 grade levels in reading
St. Paul School, Seattle
“Jayden”
“This school has been the answer to prayers.” -Jayden’s mom
Things to keep in mind
Community Centered
Assessment Centered
Learner Centered
Knowledge Centered
Knowledge-Centered: helping students hone skills and build competency while creating a framework for understanding concepts. Helping students connect ideas to larger concepts and frameworks.
Learner-Centered: uncovering incomplete understanding of concepts or surfacing false beliefs when students are beginning a course of study. Using culturally relevant examples.
Community-Centered: building a community of learners (inside or outside the classroom) so that students can challenge each other and learn from one another. Creating a supportive environments where students feel safe to make mistakes and learn from them.
Assessment-Centered: providing students with formative feedback based on their understanding of concepts and helping them revise and improve their thinking. Empowering students to build skills for self-reflection on their learning.
How People Learn: Brain, Mind, Experience and School (Bransford, Brown, and Cocking, 2000)
Community Centered
Conditions for Success
Assessment Centered
Learner Centered
Knowledge Centered
How can I learn more?
Read
Blended By Michael B. Horn and Heather Staker
Watch Videos
Stay Informed
EdSurge.com
ExplorationLet’s give this a try
E-science 3000 www.escience3000.com/try Username: main3045 Password: main3045
www.edsurge.com
Overlay with Summer ModulesQuestions for consideration
In your school teams, discuss:
1. How might aspects of blended learning be incorporated into your STEM activities at your school?
2. What potential challenges would a blended learning approach present for stakeholders within your school community (other teachers, administration, parents)?