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 goals

1. Blended Learning in the Math Classroom:
Leveraging Professional Development to Equip Educators to
Best Use Adaptive Learning Technology
Tuesday, September 30, 2014
Rebecca Murry,
Math Coach, United Nations
International School
Dr. Tim Hudson,
Senior Director of Curriculum Design,
DreamBox Learning
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5. Blended Learning in the Math
Classroom
Leveraging Professional Development to
Equip Educators to Best Use Adaptive
Learning Technology

6. Rebecca Murry
Math Coach
United Nations International School
Tim Hudson
Senior Director of Curriculum Design
DreamBox Learning

7. Blended Learning Defined
online delivery of
content & instruction
delivery of content &
instruction at school
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

8. Time, Place, Path, Pace
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.
8 H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

9. 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

10. 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

11. 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

12. Which blended model is better?
FLIPPED-CLASSROOM ENRICHED-VIRTUAL
What is happening with the teacher?
What is happening on the computers?
Blending is a means to what ends?
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

13. 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?

14. Rebecca Murry
Math Coach
United Nations International School
Tim Hudson
Senior Director of Curriculum Design
DreamBox Learning

15. +
Blended Learning in a Math Classroom
UNIS Junior School’s Experience
Using an Adaptive Learning Technology
in the Math Classroom
United Nations International School
Rebecca Murry
Math Coach
United Nations International School

16. + UNIS is an International School K-12 focused on:
Creativity
Global Citizenship
Innovation & Sustainability
Academic Rigor
Differentiation
Sound Pedagogical Teaching & Learning
UNIS MANHATTAN UNIS QUEENS
 ~1350 students
 K-4 has ~550 students
 ~190 students
 K-4 has ~100 students

17. + Our experience launching an
Adaptive Learning System

18. +
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

19. +
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)

20. +
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

21. +
In-Class & Home Study
Implementation in Phase 3
GRADE
LEVEL
IN-CLASS
(min)
Per week
HOME
STUDY
(min)
Per week
NOTES
Actual 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
J4
30-45
Including
set-up
30-45
3 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)

22. + 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

23. + 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

24. +
Challenges for Teachers/IT/Parents with
Blended Learning Implementation
IT SUPPORT TEACHERS PARENTS
 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
 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

25. +
Lessons learned…misconceptions…
Teacher-Directed
Whole Class
Lecture Style
TEXTBOOK
Going to
“Computer Class”
No Virtual
Manipulatives, only
static representations
and problem-answer
models
Feedback was
Teacher to Student
via Report Cards,
Checked HW, Test
Scores
Hands-On
Manipulatives
Available for use for
K-2, used less
frequently in 3-5
“Learning Centers”
Assessments
Summative,
Quizzes,
Chapter Tests
Previous
Notions of
“BLENDED”
LEARNING

26. +
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
Authentic/
INTENTIONAL
Experiences
(Hands-On
Manipulatives)
ONLINE and
Onsite
Proficiency
Assessments
Current Notion
of
BLENDED
LEARNING in a
Math Classroom

27. +
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
Models that work for
students beyond Grade 5
 Flex Model - students move on a
fluid individual schedule among
modalities and teacher is on-site
 A-La Carte Model – “self-blend”
model student takes courses
online with an online teacher but
still has traditional courses onsite
 Enriched Virtual Model – a
whole school uses both online
deliver and traditional onsite
work within each course
Models that work for
students K - 5

28. +
Practical Logistics of Using Learning Adaptive
System in the Classroom – flow chart
Carousel
Cart with
IPad/LapTo
p in
Charging
Station
Tech
Integrator
In the
classroom –
students get
their
equipment
with ear
phones
Teacher
Tech
Integrator
Math
Coach
At the end
of the BL
session,
students
return
equipment
to carousel
cart and roll
back to
charging
station
Teacher

29. +
Increased student engagement &
ownership of learning…JA

30. +
Increased student engagement &
ownership of learning… J1

31. +
Increased student engagement &
ownership of learning…J3

32. +
Increased student proficiency…

33. +
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

34. +
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

35. +
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

36. The Quality of Digital
Learning Experiences
is just as important
as the Quality of
Classroom Learning
Experiences

37. 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

38. Personalized
(Relational)
Personalized
Schooling
Personalized
Learning
Industrial
Schooling
Industrial
Learning
Impersonal
(Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults

39. Personalized
(Relational)
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
Instruction
Teach, Practice, Test
Students “Sit & Get”
the Teacher’s Ideas
Impersonal
(Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults

40. Personalized
(Relational)
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
Instruction
Teach, Practice, Test
Students “Sit & Get”
the Teacher’s Ideas
Impersonal
(Industrial)
Learning
Pedagogy with
Students
Blende
Schooling
d
Structures from
Adults
Blende
d
Use Tech?
Use Tech?
Use Tech?
Use Tech?

41. Q & A

42. Thank You!

43. DreamBox Learning K-8 Math
Intelligent Adaptive Learning™
Engine
• Millions of personalized learning paths
• Tailored to a student’s unique needs
Motivating Learning
Environments
• Student Directed, Empowering
• Leverages Gaming Protocols
Rigorous Mathematics
Curriculum
• Reporting Aligned to CCSS,
Texas TEKS, Virginia SOL,
Canada WNCP, & Canada
Ontario Curriculum Reports
• Standards for Mathematical
Practice & Process Standards
Seeing is believing! dreambox.com/request-a-demo

44. DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time
Seeing is believing! dreambox.com/request-a-demo

45. Robust Reporting
Seeing is believing! dreambox.com/request-a-demo

46. Strong Support for Differentiation
Seeing is believing! dreambox.com/request-a-demo

47. FREE Interactive Whiteboard Lessons
DreamBox supports small group and whole class instructional
resources.
www.dreambox.com/teachertools
Seeing is believing! dreambox.com/request-a-demo

48. Seeing is believing!
www.dreambox.com/request-a-demo

49. Join our community on edWeb.net
Blended Learning
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 CE quizzes
 Online discussions
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50. Recognition for your participation today!
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Your CE Certificate will be
emailed to you within 24 hours.
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Go to the Webinar Archives folder
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