Principal’s Guide to Blended Learning for Elementary Mathematics
•Descargar como PPTX, PDF•
3 recomendaciones•1,034 vistas
Blended learning – the powerful combination of real-time and online interaction— is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Attend this web seminar to learn how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics will include: The importance and efficacy of blended learning Evaluating curriculum and blended learning model options The latest and most effective technology used in elementary-level mathematics All registrants will receive the exclusive white paper, "Elementary School Principal’s Guide to Blended Learning" by Dr. Jeff Piontek. Scheduled speakers: Jeff Piontek, PhD Curriculum and Assessment President Educational Consulting Services, LLC Tim Hudson, PhD Director of Curriculum Design DreamBox Learning Who will benefit: Principals and district administrators interested in implementing blended learning in elementary schools. Anyone may attend.
Recomendados
Más contenido relacionado
Más de DreamBox Learning
Más de DreamBox Learning (20)
Último
Último (20)
Principal’s Guide to Blended Learning for Elementary Mathematics
- 1. A Principal’s Guide to Blended Learning Jeff Piontek, PhD Curriculum and Assessment President Educational Consulting Services, LLC
- 2. Blended learning A formal education program in which a student learns at least in part through online delivery of instruction and content, with some element of student control over time, place, path and/or pace and at least in part in a supervised brick-and- mortar location away from home (such as school). Copyright Innosight Institute, Inc.
- 3. Definition of blended learning Any time a student learns in part in a supervised brick-and- mortar place away from home At least in part through online delivery, with some element of student control over time, place, path and/or pace and =Blended learning Copyright Innosight Institute, Inc.
- 4. Blended/Hybrid Learning Self-direction, high engagement, (Less direct student support needed) Struggling student, low-engagement, (More direct student support needed)
- 6. Providing Opportunities to All Students Credit Recovery Aspiring athletes and performers Medically Fragile Home Schoolers Accelerated Students Need to work and/or support family Traditional Public/Private Special Education and ELL Rural Students
- 7. Customization and Personalization….the future of learning Integrated Customizable • Different paces • Different priorities • Different intelligences Online learningTraditional factory-style system
- 8. Why Flexibility in Learning? With the increasing use of a variety of approaches for learning in the information age Learners' preferences are changing from wanting to be taught mostly in lectures or direct training sessions To wanting increased flexibility.
- 9. Why Flexibility in Learning? Today, learners want to have more say in • WHAT they learn • WHEN they learn • WHERE they learn, and • HOW they learn Can we do what learners want?
- 10. Next Generation Models of Online and Blended Learning Hybrid/ Blended Programs Blended Courses •Online course and/or •Online content •Online instruction •Digital/adaptive curriculum or software •LMS/Technology •Buffet: F2F & Online Courses •Emporium: F2F place with blended/hybrid approaches to learning
- 11. How Students Are Using Technology at School
- 12. Online learning is moving into schools 90% of kids need a supervised, safe place to learn (cannot be homeschooled)
- 13. What Does it Look Like? Blended Learning exists on a continuum between 100% face-to-face & 100% online course materials: Completely F2F Completely Online Blended
- 14. Components of Blended Learning • 1. Synchronous (live) Classroom format • 2. Synchronous (live) online format • 3. Asynchronous (not live) self-paced format
- 16. 6 Models of blended learning F2F Driver Rotation Flex Online Lab Online Driver Self Blend Supervised brick and mortar Some potential for flexibility Most potential for remoteLOCATION Face-to-face Mix of both Online delivery TYPE OF INSTRUCTION STUDENT INDEPENDENCE Low Medium High EXTRACURRICULARS AND SOCIALIZING Traditional Traditional plus online options Varies from both options to neither option Dimensions Fewer traditional elements More traditional elements Copyright Innosight Institute, Inc.
- 17. Rotation Flex Self-Blend Enriched Virtual • Station rotation • Lab rotation • Flipped Classroom • Individual rotation Online platform with F2F support and fluid schedules Students attend physical school & take 1 or more courses online Students learn sometimes at a physical school, other times remotely Emerging models of blended learning
- 18. Station-Rotation Model: Teacher-led Instruction Collaborative activities & stations Individualized Online Instruction T
- 19. Lab-Rotation Model: T Direct Instruction Literacy/ Social Studies T Direct Instruction Math/Science T Direct Instruction Literacy/ Social Studies Learning Lab Reading, Math P Teacher (T) Paraprofessional (P)
- 20. Individual-Rotation Model: T T T Learning Lab Direct Instruction Group Projects 15:1 Central Learning Lab T Intervention Seminar 5:1 12:1 273 students 6 teachers (T) T T
- 21. Advancing Our Mental Models of Blended Learning: Digital Differentiation through Intelligent Adaptive Software Tim Hudson, PhD Director of Curriculum Design DreamBox Learning
- 22. Session Outcomes • Reframe and refocus your thinking about learning and blended learning – What outcomes do we want for students? – How are these goals best achieved? – How can true differentiation become a reality without burdening teachers’ time? • Learn how software can effectively unify: – Curriculum design – Learning theory – Student engagement
- 23. Differentiation Defined • Teachers have a responsibility to ensure that all of their students master important content. • Teachers have to make specific and continually evolving plans to connect each learner with key content. • Differences profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process. • Teachers should continually ask, “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?” Leading and Managing a Differentiated Classroom by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
- 24. Which blended model is better? FLIPPED-CLASSROOM ENRICHED-VIRTUAL What is happening with the teacher? What is happening on the computers? H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012 Blending is a means to what ends?
- 25. 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. p. 234-235, Wiggins & McTighe, © 2007
- 26. 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
- 27. Before Blending 1. What do you want students to accomplish? 2. How will you know they’ve achieved it? 3. What technology will you need for their learning?
- 28. Plan Backwards 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
- 29. Pop Quiz • 3,998 + 4,247 = • 288 + 77 = • 8 + 7 = • What is a good strategy? • What is fluency? • How is fluency learned? • Can you get this from a calculator?
- 30. Compensation
- 31. Learning Principles • “An understanding is a learner realization about the power of an idea.” • “Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.” • “The goal of all learning is fluent and flexible transfer – powerful use of knowledge, in a variety of contexts.” p. 113, Schooling by Design, Wiggins & McTighe, ©2007
- 35. Assessments throughout the curriculum assess the skills taught in a unit Unit Pretest Lesson1 Lesson3 Lesson4 Lesson2 Lesson5 Students who demonstrate understanding of this concept skip the unit and move to a new skill assessment DreamBox Seamlessly Blends Assessment & Instruction
- 36. Assessments throughout the curriculum assess the skills taught in a unit Unit Pretest Lesson1 Lesson3 Lesson4 Lesson2 Lesson5 Lesson 3 Lesson 4 Lesson 1 Lesson 2 Lesson 5 Students who don’t have these skills work through a unique sequence of lessons in the unit to learn those concepts DreamBox Seamlessly Blends Assessment & Instruction
- 37. DreamBox Summative Assessment Proficient in 1.NBT.3 Correctly solve several problems quickly without assistance in each objective 150-300 problems presented overall 31 measurable learning objectives
- 39. Continuous Formative Assessment • What incorrect answers would we expect on a problem like 29 + 62? – 81 Student does not regroup to the tens place – 81 Student adds columns from left to right – 811 Student adds each column independently – 92 Arithmetic error in ones place – 33 Student believes this is a subtraction problem • How would you score each error? • How would you respond to each error? • What lesson(s) need to come before & after? • Which of these errors are “naturally occurring?”
- 41. Student Groups by Proficiency
- 42. DreamBox Differentiates • DreamBox Teachers continually ask: “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?” Leading and Managing a Differentiated Classroom by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
- 45. DreamBox Combines Three Essential Elements to Accelerate Student Learning
Notas del editor
- Advances in technology make the incorporation of online instructional materials possible. But why do it? Increase student flexibility/access to materials while retaining a sense of community Cost efficiency/facilities issues (seat time)Early evidence of positive impact on learning outcomesCompetency or Mastery Based LearningStudents advance upon mastery.Competencies include explicit, measurable, transferable learning objectives that empower students.Assessment is meaningful and a positive learning experience for students.Students receive timely, differentiated support based on their individual learning needs.Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions.
- States with online learning policies: 50State virtual schools or statewide initiatives for online learning: 40States with full-time online learning programs: 30 + D.C. (250,000 students)50% of employers use e-learning for training1 in 4 undergraduate and graduate student enrolls in an online course in higher education; 5.9 million college students take online courses.82% of school districts had one or more students in a fully-online or blended courseMore universities are offering K-12 courses onlineMIT open courseware for K-12 studentsStanford, Northwestern programs for giftedK-12 online learning enrollments growing 30% annually (50,000 in 2000; 2 million enrollments in 2008-2009; 2.5 million in 2011).
- Project Tomorrow Speak Up 2009 Data saysWhat parents are saying…Parents indicated that the top ways they receive online information from school/teacher is email (77%) and school website (67%)Through this communication parents are:Better informed about grades and overall achievement level – 62%Better informed about homework and tests – 46%Feel more connected to the school – 52%Better informed about how to help child with homework – 41%Information parents want from school communications:Information about child’s attendance, academics and grades – 65%Suggestions for additional activities that I can do to help my child academically – 21%Students are Saying 38% of students who have not taken an online courseare interested in doing so63% of students identify online learning as a must-have component in their “ultimate school”Over 40% of students are currently communicating with theirteachers electronically and over 70% of students are communicating with friends and family through text, email, and IMOver 70% of high school students have access to a computerand 67% have access to a cell phoneAdministrators are saying….35% say that communications with parents is a major challenge that “wakes them up in the middle of the night” – it is ranked #3 on the administrators’ list – just after funding and test scores 21% say that communications tools for connecting with parents is the greatest technology challenge for their district50% say that using mobile devices will improve teacher-parent-student communications and over 75% believe mobile devices used for teaching and learning will increase student engagement65% say that they are using technology to provide their teachers with student achievement data (as part of a professional learning community) that can be passed along to students and parents
- Some advantages of videoconferencing :Savings can be significant when compared to expenses associated with travel to short meetings, the Increased participation due to elimination of travel Less cumbersome to deal with multiple participants when compared to an audio-only conference. Facial expressions and body language facilitate communication among the personalities. Enable high levels of interaction such as asking for immediate feedback/opinions, answering impromptu questions Some disadvantages of videoconferencing :In order to get high quality you need better equipment and better connection which can be costly.Require technical support team e.g., site facilitators are necessary to ensure the equipment works properly at the receiving stations. Act on Digital Learning Now! recommendationsCreate uncapped autonomous zones for innovationEliminate input-based rules (ratios, certifications, procedures, etc.)Focus on outputs. Tie funding and scaling to higher accountability around outcomesConsider strengths and weaknesses of each blended-learning modelTo benefit from scaling, must have access to high-quality, affordable content that is adaptive to each studentBe prepared to throw out old notions of teacher roles, facility set-up, schedules, grades, and the restDemand accountability and funding around results, not inputs
- Rocketship Education
- Source: Alex Hernandez, Charter School Growth Fund