blended learning in the math classroom: leveraging professional development to equip educators to...
DESCRIPTION
Common misconceptions around what adaptive technology can do for teachers in their classrooms How to best leverage professional development while blending your classrooms/schools Steps to selecting the best digital curricula that will support your goalsTRANSCRIPT
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Rebecca Murry, Math Coach, United Nations International School
Join our Blended Learning community on edWeb.net www.edweb.net/blendedlearning
Blended Learning in the Math Classroom: Leveraging Professional Development to Equip Educators to Best Use Adaptive Learning TechnologyTuesday, September 30, 2014
Dr. Tim Hudson, Senior Director of Curriculum Design, DreamBox Learning
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Blended Learning in the Math Classroom
Leveraging Professional Development to Equip Educators to Best Use Adaptive
Learning Technology
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Rebecca MurryMath CoachUnited Nations International School
Tim HudsonSenior Director of Curriculum DesignDreamBox Learning
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Blended Learning Defined
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
online delivery ofcontent & instruction
delivery of content & instruction at school
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Time, Place, Path, Pace
8H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
Path: Learning is no longer restricted to the pedagogy used by the teacher. Interactive and adaptive software allows students to learn
[in a method that is customized to their needs].
BUT… Learning IS restricted – and limited by – the pedagogy used by the online teacher, in the online instruction, or in designs of the learning software.
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Key Questions• In what ways do your students control:
• WHEN they learn (time of day)• WHERE they learn• HOW they engage learning• AT WHAT RATE they learn (pace)
• In what ways does your school:• Evaluate the pedagogy of software• Monitor and act on student data• Innovate and develop a blended learning model• Ensure ongoing Professional Learning for educators
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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 blended learning][or flipped classrooms][or iPads, hardware, etc]
p. 234-235, Wiggins & McTighe, © 2007
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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
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Which blended model is better?FLIPPED-CLASSROOM ENRICHED-VIRTUAL
Blending is a means to what ends?
What is happening with the teacher?What is happening on the
computers?H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
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Before Blending
1. What do you want students to accomplish?
2. How will you know they’ve achieved it?
3. What print and/or digital resources will you need for their learning?
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Rebecca MurryMath CoachUnited Nations International School
Tim HudsonSenior Director of Curriculum DesignDreamBox Learning
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+
Blended Learning in a Math ClassroomUNIS Junior School’s Experience Using an Adaptive Learning Technology in the Math Classroom
United Nations International School
Rebecca MurryMath CoachUnited Nations International School
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+ UNIS is an International School K-12 focused on:
CreativityGlobal Citizenship
Innovation & SustainabilityAcademic RigorDifferentiation
Sound Pedagogical Teaching & Learning
~1350 students
K-4 has ~550 students
~190 students
K-4 has ~100 students
UNIS MANHATTAN UNIS QUEENS
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+Our experience launching an Adaptive Learning System
Decision 2012: Consolidated
Model 1) streamline and analyze lessons using selected
resources, 2) aligned to
UNIS benchmarks,
3) refined scope and sequence 4) pilot a class
along side face-to-face
instruction and group work during math workshop2012-2014
Short-listed math
programs (phased
implementation) Started
research on an
aligned math virtual
environment
following the same pedagogy
2010-2011
Selection Process of
Math Programs
and Refining our Vision for Math
2010
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+3-Year Implementation: Phase 1
Phase 1 / 2012-2013 (Grades 1-3) Webinars whole faculty but roll out was for First to Third
grades only (September, November, May 2012), Instituted Thursday Math Cafes – in-house PD, focused on
reporting systems, teacher tools, and how to blend/integrate in the classroom
One-on-one sessions for each classroom Math Coach went into each classroom to provide demo of
DB use in the classroom during their carousel reservations Hurricane Sandy / Nov 2012 – daily 30 minutes of
DreamBox use in lieu of classes while school was out Laptop launch only
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+3-Year Implementation: Phase 2
Phase 2 / 2013-2014 (Grade 4) partial Kindergarten level – testing out Term 2 – two classes Webinars were split for veteran teachers and new teachers First time on-site visit by DB team to both campuses to meet students
and teachers Other schools visit UNIS to see how we use Learning Adaptive
Technology (Feb) Parent outreach – one-on-one with math coach as well as HR teachers
during curriculum nights IPad Beta Launch Implemented How To Manual PPT for IPad and Laptop uses Implemented UNIS Math Summer Packet that includes suggested work
with Learning Adaptive System (DB)
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+3-Year Implementation: Phase 3
Phase 3 / 2014-2015 (Full K-4 at both campuses) Webinars separated for each campus (veteran and new), onsite
visit, Parent University presentation by DB mid-term Separate systems URL websites for two campuses Start of Math-Tech Blended Learning Update Monthly E-
Newsletter Friday Phone Meetings with DB and UNIS (Math Coach & Tech
Integrator) to address issues that need resolving Revised How To PPT for IPad and Laptop uses Constant communication with parents about virtual learning and
prep for a Parent Workshop
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+In-Class & Home Study Implementation in Phase 3
GRADE LEVEL
IN-CLASS (min)
Per week
HOME STUDY (min)
Per week
NOTESActual breakdown of In-Class vs Home Study determined by teacher
JA 10 - 15 none Learning the use of the IPad mechanically is pre-requisite to DB use as well as routine
J1 15 10 2 lessons maximum per session, focus on gold coin lessons for challenge and practice lessons for review of past lesson
J2 20-30 15 2-3 lessons max per session, focus on gold coin lessons for challenge and green practice lessons for review of past lesson
J3 30 30 3 lessons max per session focus on gold coin lessons for challenge and green practice lessons for review of past lessons
J430-45
Including set-up
30-453 lessons max per session focus on gold coin lessons for challenge and green practice lessons for review of past lessons (each lesson takes 10 minutes based on efficient use, i.e. response time and accuracy)
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+Planning Next School Year For Smooth Implementation of Learning Adaptive Technology
AUGUST before school starts: Verify registered student list for both campuses Ensure that upgrade from Primary to Intermediate levels are done before
start of school Test all systems: IPad, Laptop, Activ Board, Carousel chargers Sign-Up System for Carousel Carts
SEPTEMBER - OCTOBER New students need to be assessed for 5 hours (In-Class) Existing students need to continue archived work from previous grade SET-UP Parent Outreach structure (workshops, newsletters, meetings) Curriculum Nights – coordinate talking points for HR teachers about
Learning Adaptive Technology Re-establish Homework Policy for digital work
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+Planning Next School Year For Smooth Implementation of Learning Adaptive Technology
OCTOBER – JUNE Refine PD webinars as per contract signed in August Parent University Outreach Ongoing In-House PD by Math Coach & Tech Integrators on
Learning Adaptive Technology and Blended Learning Models Decide on-site visit by DB team Continuous Survey Monkey to ensure feedback loop is ongoing
between teacher and Math-Tech team
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+Challenges for Teachers/IT/Parents with Blended Learning Implementation
Familiarity with necessary systems support
Bandwidth capability
Updates to Adobe Flash
Ensure all equipment is working and aligned
Ensuring student registration of old and new students are coordinated with DB
Coordination with Principal on signed contract for August
Providing focused time for student to work on Learning Adaptive system at home independently without intervention “not giving the answer or prompting”
Attend the Parent Workshops about Learning Adaptive Technology systems
Provide instant feedback about irregularities with Home Study use, i.e. student disengagement
IT SUPPORT PARENTSTEACHERS
Being an active participant in the learning with students of a Learning Adaptive Technology
Constant coordination with Tech Integrator & Math Coach for any parent inquiries
Keeping an eye on the diagnostic reporting systems available in DB
Checking in proficiency levels for differentiation application in the classroom
Use of Teacher Tools in class
Having an open mind to try out Rotation models in class
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+Lessons learned…misconceptions…
Teacher-Directed
Whole ClassLecture StyleTEXTBOOK
Feedback was Teacher to Student via Report
Cards, Checked HW, Test Scores
Assessments
Summative, Quizzes, Chapter
Tests
Hands-On ManipulativesAvailable for use for K-2, used less
frequently in 3-5
“Learning Centers”
Previous Notions of
“BLENDED” LEARNING
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+Lessons learned…misconceptions…voices from the classroom…
Face-to-Face Instruction
ON LINE Computer –
Mediated Learning (Adaptive System Virtual
Manipulatives - dynamic)
Reflective Practice –
instant FEEDBACK loop Student and Teacher
ONLINE and Onsite
Proficiency Assessment
s
Authentic/ INTENTIONAL Experiences (Hands-On
Manipulatives)
Current Notion of
BLENDED LEARNING in a Math Classroom
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+Models for Blended Learning:Face-to-Face balanced with BL Models – flexible and adaptive for small group instruction, projects, Individualized Reteach
Rotation Model Station Rotation – one station is online,
students rotate on a fixed schedule, other stations could be full class, paper-pencil, group projects, one-on-one reteach
Lab Rotation – online work is in another classroom while HR classroom works on onsite task
Individual Rotation – student rotates based on a fixed individualized schedule, not necessarily to an available station
Flipped Classroom – student rotates on a fixed schedule face-to-face (teacher guided) during the school day and online delivery/instruction of same concept is online (different from doing homework practice online at night
A-La Carte Model – “self-blend” model student takes courses online with an online teacher but still has traditional courses onsite
Models that work for students beyond Grade 5
Enriched Virtual Model – a whole school uses both online deliver and traditional onsite work within each course
Flex Model - students move on a fluid individual schedule among modalities and teacher is on-site
Models that work for students K - 5
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+Practical Logistics of Using Learning Adaptive System in the Classroom – flow chart
•Carousel Cart with IPad/LapTop in Charging Station
• In the classroom – students get their equipment with ear phones
Teacher
Tech Integra
torMath
Coach
• At the end of the BL session, students return equipment to carousel cart and roll back to charging station
Teacher
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+Increased student engagement & ownership of learning…JA
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+Increased student engagement & ownership of learning… J1
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+Increased student engagement & ownership of learning…J3
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+Increased student proficiency…
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+Adult Learners – learning curve ?Differentiated PD for each learner
Adult Learner 1 Have a vision of what is
possible but still new to adaptive use and no knowledge but willing to go for it full force
Adult Learner 3 Not so clear why a new initiative
needs to be implemented but is willing to go along - their own learning is controlled by self-doubt and affects enthusiasm for what could be possible
Adult Learner 2 Already adapted and using
tech and blended learning with some healthy risk-taking but needs peers, good mentors, and collaborators
Adult Learner 4 Still needs proof and evidence
before any initiative can be tried out - they require true-and-tested data
Resistant to change and need a growth mindset to open up for collaboration
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+Feedback from Teachers…
Paula Marra, JA (Kindergarten Teacher)
Isabel Valenzuela, J1 (Grade 1 Teacher, Humanities Subject Coordinator)
Gulay Powell, J2 (Grade 2 Teacher)
Sawsan Manasfi, J3 (Grade 3 Teacher, Grade Level Coordinator)
Jennifer Quinn, J4 (Grade 4 Teacher)
Javier Alvez, JA – J2 Tech Integrator
Francesca Zammarano, J2 – J4Tech Integrator
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+What lies ahead for us with Blended Learning in the Math Classroom?
Continue to refine our unique definition of “blended learning” environments as a UNIS community
Expand our communication links with parents beyond e-newsletters through workshops and interactive links via UNISConnect
Pilot other Rotation Models in the Junior School Utilize diagnostic data in DB to align with our own internal
assessments Provide differentiated in-house PD alongside DB webinars for
various adult learner types Continue to use Survey Monkey to get real-time feedback from
teachers about their use of a Learning Adaptive Technology Share our experience with other schools
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The Quality of Digital Learning Experiences is
just as important as the Quality of
Classroom Learning
Experiences
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Pros & Cons
Benefit of Blended Learning
Becoming MORE thoughtful and strategic about
the use of precious class
time
Danger of Blended Learning
Becoming LESS thoughtful and strategic about how students
understand and make sense of
things
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Personalized Schooling
Personalized Learning
Industrial Schooling
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
LearningPedagogy
withStudents
SchoolingStructures
fromAdults
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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,
TestStudents “Sit &
Get” the Teacher’s Ideas
Personalized (Relational)
Impersonal (Industrial)
LearningPedagogy
withStudents
SchoolingStructures
fromAdults
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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,
TestStudents “Sit &
Get” the Teacher’s Ideas
Personalized (Relational)
Impersonal (Industrial)
LearningPedagogy
withStudents
SchoolingStructures
fromAdults
Blended
Blended
Use Tech?
Use Tech?
Use Tech?
Use Tech?
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Q & A
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Thank You!
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