Student-driven classrooms3:45 PM | Monday, Nov 10 | Room: C 112—113

Discover how Big Walnut Local (Delaware) is breaking down walls and

enhancing learning through digital collaboration, one-to-one devices and

student-driven classrooms. Learn about Google Drive, data driven-

instruction, project-based learning aligned to content standards and

authentic learning experiences with writing and embedded technology.

Presentation can be found at: TINYURL.COM/2014OSBA

DISTRICT DEMOGRAPHICS

● District covers approximately 110 square miles

● 2014/2015 District Enrollment (3,312)

● High School (977)

● Middle School (483)

● Intermediate School (523)

● Elementary Schools (1,329)

Economically Disadvantaged: 18.3% (2013/2014)

Free/Reduced: 17.4%(2013/2014)

Students with Disabilities: 10.4% (2013/2014)

BYOT

● We looked at needs based on new standards and

online assessments, existing technology, and ability to

maintain any new purchases

● We investigated the possibility of Bring Your Own

Technology (BYOT) vs a one-to-one initiative

● Wireless Network for all buildings

● Will enable students to use their own devices for

learning and will allow more flexibility for teachers (not

tied to labs)

● Cloud-Based Applications and Content Delivery

● Google Apps for Education:

○ Allows for student and staff collaboration from any

site 24/7

○ No need to buy bigger servers = $ savings $

○ Gives the district a “personal” cloud (ability to isolate

BW students)

● Wireless Infrastructure

● Network

820+ Chromebooks

4300+ Google accounts

● BWHS 68

● BWMS 77

● BWIS 84

● GRE 189

● HSE 115

● SOU 130

● BWE 129

● 180+ Lenovo Thinkpads

● Desktop Computer, Projector and Smart board in Classroom

dif·fer·en·ti·a·tiona framework or philosophy for effective teaching that involves

providing different students with different avenues to learning

(often in the same classroom) in terms of: acquiring content;

processing, constructing, or making sense of ideas; and

developing teaching materials and assessment measures so

that all students within a classroom can learn effectively,

regardless of differences in ability.

Blended Learning

formal education program in which a student learns at

least in part through online delivery of content and

instruction with some element of student control over

time, place, path or pace

GOOGLE DRIVE

● File Storage

● Accessible Viewing

● Collaborative Creation

CLASSROOM EXAMPLES

● IXL MATH

● FLIPPED MATH CLASSROOM

● GOOGLE DRIVE

● GOOGLE FORMS….FLUBAROO

● AP PHYSICS

● GOOGLE CLASSROOM

● NEARPOD

● FLIPPED SCIENCE CLASSROOM

● PBL IN LANGUAGE ARTS

● PBL IN SCIENCE

● QR CODES

● ELEMENTARY USING LEXIA,

RAZ KIDS, SRI, MOBY MAX...

Navigating Google Classroom

We did group presentations on the progressive reform

campaigns (prohibition, women's suffrage, conservation,

election reform). After presentations, I gave a quiz

(Google Form) to see how well they had picked out the

information from the presentations. Kids that had it were

going to then move on to primary source activities and

those that didn't would revisit the appropriate topic with

me or a video or book, etc.

Muckrakers and the Progressive Era

What role did the media play in the Progressive Era?

Muckraker Slide● Your group will be researching a muckraker.● Make a slide using Google that includes the

followingo Name of muckraker (Slide Title)o Main focus of his/her work (One bullet)o Results of his/her work (One bullet)o Picture(s) representing the issue they investigated.

● Insert your slide into this presentation when finished.

Muckrakers to investigate

1. Ida Tarbell2. Lincoln Steffens3. Upton Sinclair4. Jacob Riis5. Ida B. Wells6. Thomas Nast7. Ray Stannard Baker

Jacob Riis

● He believed everyone should help each other, that the poor

should be given assistance by the rich.

● Jacob Riis wrote many books and his works inspired many

others, like Lincoln Steffens who was considered to be the

“godfather of investigative journalism.”

8th grade science: http://youtu.be/poOgRFUZFrA

Forces and Net Forces

Target Goal: I can determine how different forces affect and object.

Materials: One 50cm length of string, a Hot Wheels car, a paper clip, washers to use as weight, timing device

Problem: How will gravity, friction and air resistance affect the motion of an object

Procedure:

1. In your group(2), attach one end of your string to your car. Attach the paper clip to

the other end of the string to use as a hook.

2. Place your car on your table and hang the paper clip hook over the end of the

table. Start your car 40 cm from the edge of the table. Calculate the speed of the

car by using distance and time from the starting point to the edge of the table. The

time starts when you drop the weight and ends when the car gets to the edge of

the table.

3. You will hang weights(washers) on the paperclip BUT before you do so, predict

how the cars will move as the weight increases.

Personalized Learning Stations

● PBL that incorporates language arts and social studies

● Our "driving question" is "How can we demonstrate cooperation and solve

conflicts with various groups of people that live during our time?"

● We launched our project by having our students make a time machine.

They will be using it (so to say..) to travel back to the time period from

1650- 1800's.

● Each student chose to be either a Historic Indian, settler, or immigrant.

They are researching what life was like during their time period using

primary and secondary resources.

● The end product will be a Time Travel book that includes a historical

narrative from each student.

.

Today there is clearly a focus on raising standards and

improving the performance of all students, including

personalized learning. Personal Learning Environments

give students ownership of their learning experience

encouraging them to embrace educational goals,

opportunities and activities.

Absolute Priority 1

Absolute Priority 1 of the Department of Education’s Race to the Top – District

Competition is Personalized Learning Environment (PLE). Personalized Learning

Environments are designed to significantly improve teaching and learning through the

personalization of strategies, tools, and supports for teachers and students that

accelerate student achievement, decrease achievement gaps and align with college and

career ready standards.

Thorough data and analytics, teachers have the ability to measure and report on

personalized student learning for the benefit of improved instruction and positive student

outcomes tied to Common Core State Standards and Assessments and Career and

College Readiness.

A Shift in Attitudes

Personal Learning Environments are dynamic and require a shift in attitudes

toward technology, teaching practice, and learning. Today there are a plethora

of technological opportunities to personalize the learning experience for

students in school and at home including online learning, hybrid learning and

collaborative models.

What are you doing in your classroom to support personal learning

environments? What type of professional development is required for

students and teachers to embrace this type of student-centered approach

to teaching and learning?

When you think of a coach, oftentimes a sport is what first comes to

mind. But coaching also happens within the realms of education for both

students and teachers.

While technology in the classroom has allowed many teachers to take

on more of a coaching or mentor role, teachers are also turning to

“Instructional Technology Coaches” to help guide them through the

many new decisions that need to be made inside the modern

classroom. Because the role of the Instructional Technology Coach is

continuing to grow, it’s important for school districts to create a support

system to help the coaches stay on top of their own professional

development.

Encourage Lifelong Learning

Use professional development sessions to help coaches dig

deeper into various technologies, such as learning management

systems and social networks, and how to incorporate them into

lessons. The more your coaches know about technology, the

more agile your teachers become in the classroom as they benefit

from coaches’ knowledge. Encourage coaches to think outside the

box as they learn more about these technologies, and watch as

the options for instructional technology become limitless.

Empower Responsibility

Find ways to inspire your facilitators to take responsibility for the

teachers they coach. If your facilitators feel some connection to

the teachers’ success, they can have a larger impact on teacher

performance. When someone takes responsibility, they also take

ownership, and you want both your coaches and your teachers to

own the success in the classroom. Ultimately, empowering

responsibility creates a way for you to hold your entire team

accountable.

Enjoy Reflection

“The Only Thing That Is Constant Is Change.” The same holds true with

technology. Reflection is a requirement of success so schedule time to look

back on student performance, teacher progress, and the professional

development of your coaches. Some great reflection activities include group

feedback sessions and independent writing activities. Incorporating these types

of activities will allow your team to recognize errors or inconsistencies and

quickly make adjustments.

Supporting your Instructional Technology Coaches will not only have a

tremendous impact on teachers, but students are sure to benefit as well.