Engaging Math Learners and Improving Achievement Through Blended Learning
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This document outlines Dr. Cynthia White's plan to implement a blended learning model at Cleveland Elementary School to turn the failing school around. It provides context about the school's decline from achieving to failing between 1983 and 2012. It then discusses the school's strengths, such as math test scores, and challenges, including outdated technology and gaining teacher and parent buy-in for the new blended model. The instructional model premises focus on sequenced coaching in pedagogy and being data-driven. Lessons learned from piloting the model included providing home-school technology liaisons and ongoing professional development. Initial outcomes included a 15 point gain on the state's academic performance index and increased parent buy-in.
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Engaging Math Learners and Improving Achievement Through Blended Learning
- 1. Blended Learning Model Focusing on a Personalized Learning Model to Turn Around a Failing School Dr. Cynthia White, Principal Cleveland Elementary School
- 2. Context From an achieving school to a failing school: what happened between 1983 and 2012 • • • • • • Underperforming High Poverty 75% English Learner Neglected Technology circa 1993 Morale
- 3. Strengths • • • • • Math scores on state exams Context for Learning model – Bill Jacobs Teachers willing to change Wireless internet infrastructure installed Upper grades using Read 180 so teachers familiar with adaptive learning • I knew about the Dreambox model
- 4. Challenges • Technology infrastructure • Hardware • Teacher buy-in moving from traditional model to blended model using individual – personal data to drive instruction • School Site Council buy-in • The message to the parent community on why it’s important
- 5. Instructional Model Premises 1. Sequenced and targeted coaching in pedagogy ✦ ✦ ✦ ✦ Where/how technology fits in I do, we do, you do model of instruction Pacing for rigor Relevance
- 6. Instructional Model Premises 2. Data Driven RTI through Professional development & Coaching Knowing and understanding how data from adaptive technology works, which means ongoing discussions on how we use the data to inform and act on change in instruction.
- 7. Lessons Learned • • • • • • Pilot Home – School Technology Liaison Instructional Model Coach & RTI Coach Go to teachers – stipend Partnerships (after school programs) Ongoing professional development
- 8. Outcomes • 15 Point Gain (5 point target) on California - Academic Performance Index • Data driven conferences • Math (Dreambox is most preferred activity) • Parent buy-in
- 11. 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 personalized learning] [or blended learning] [or flipped classrooms] [or iPads®, hardware, etc] p. 234-235, Wiggins & McTighe, © 2007
- 12. 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
- 14. WHAT should this student be learning, doing, and thinking about tomorrow?
- 16. First Grade: Week 1 © DreamBox Learning
- 17. Personalized Relational Schooling First Asks: WHAT is she interested in?WHAT does she know? WHERE could she be learning?
- 18. Personalized (Relational) Schoolin g Structures from Adults 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 Learning Pedagogy with Students 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)
- 19. Is there an app for this? Blende Schoolin d g Structures from Adults Is there an app for this? 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 Is there an app for this? Blende Learning d Pedagogy with Students 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) Is there an app for this?
- 20. Fullan: Alive in the Swamp “Technology–enabled innovations have a different problem, mainly pedagogy and outcomes. Many of the innovations, particularly those that provide online content and learning materials, use basic pedagogy – most often in the form of introducing concepts by video instruction and following up with a series of progression exercises and tests. Other digital innovations are simply tools that allow teachers to do the same age-old practices but in a digital format.‖ (p. 25) Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
- 21. What do you remember about math from when you were in school?
- 22. Common Experience From a 5th grade teacher in NY: ―I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t good math. Every class was the same for eight years: „Get out your homework, go over the homework, here‟s the new set of exercises, here‟s how to do them. Now get started. I‟ll be around.‟” p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
- 23. Kid Snippets: “Math Class”
- 24. Kid Snippets: “Math Class”
- 25. Kid Snippets: “Math Class”
- 26. Plan Curriculum Backwards 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction Understanding by Design, Wiggins & McTighe, ©2005
- 27. Common Teaching Cycle Whole Class or Small Group Instruction Use Data Summatively Independent Practice Use Data Formatively to Plan Whole Class Assessment
- 28. Instruction, Content Delivery Whole Class or Small Group Instruction Use Data Summatively Independent Practice Use Data Formatively to Plan Whole Class Assessment
- 29. Instruction Let Me Show You How To Do X Now You Go Do X Maybe You Need to Be Shown X Again You Know X Can You Independently Do X?
- 30. Who is doing the thinking? Let Me Show You How To Do X Now You Go Do X Maybe You Need to Be Shown X Again You Know X Can You Independently Do X?
- 31. Impersonal Learning “If I cover it clearly, they will „get it.‟” ―Presentation of an explanation, no matter how brilliantly worded, will not connect ideas unless students have had ample opportunities to wrestle with examples.‖ Best Practices, 3rd Ed., by Zemelman, Daniels, and Hyde, ©2005 Understanding by Design, Wiggins & McTighe, ©2005
- 32. School & Home Work At School: Here’s how to do X Use Data Summatively At Home: Practice X Maybe you need to be shown X again Whole Class Assessment
- 33. Meaningful Flip? At Home: Watch a video about how to do X At School: Practice X Maybe You Need to Watch the Video Again Use Data Summatively Whole Class Assessment
- 35. Methods & Principles ―As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.‖ – Ralph Waldo Emerson
- 36. Learning Experience: Field Trip Problem 4 3 8 7 5 4 5 3 Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fosnot, Heinemann © 2007, used with permission
- 37. Dewey, 1916 Democracy & Education Chapter 12: Thinking in Education ―…thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection.‖ Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
- 38. Dewey, 1916 ―First that the pupil have a genuine situation of experience—that there be a continuous activity in which he is interested for its own sake.‖ Field trip + Lunch = Interest Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
- 39. Dewey, 1916 ―Secondly, that a genuine problem develop within this situation as a stimulus to thought.‖ Is the sandwich distribution fair? Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
- 40. Dewey, 1916 ―Third, that he possess the information and make the observations needed to deal with it.‖ Time for sense-making, modeling, manipulatives, & conversation Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
- 41. Dewey, 1916 ―Fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way.‖ How do we know when something “occurs” to a student? 5th grader in intervention: “So it looks like a half of a fifth is a tenth. That‟s easy!” Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
- 42. Dewey, 1916 ―Fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.‖ Convince yourself through inquiry, exploration, feedback Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
- 43. Dewey, 1916 1. Genuine Interesting Situation & Experience 4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
- 44. Dewey, 1916 2. Genuine Problem Stimulates Thought How many bags can be made in all? Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
- 45. Dewey, 1916 3. Have Information & Make Observations 4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
- 46. Dewey, 1916 4. Solutions Occur to Her, She Develops Them Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
- 47. Dewey, 1916 5. Test Her Own Ideas, Make Meaning, Discover Validity Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 Screen image © DreamBox Learning
- 48. Learning is not accomplished by putting thoughts into a mind, but rather by empowering a mind to generate thoughts.
- 49. Q&A
- 51. DreamBox Math on iPad® • • • • • • • 1,300 rigorous adaptive lessons for Pre-K through Grade 6 Convenient, flexible and accessible Real-time reporting for parents, teachers, and administrators Supports CCSS and Standards for Mathematical Practice Kinesthetic and accessible virtual manipulatives Used by students in all 50 states and internationally Lesson progress syncs seamlessly on tablet, laptop, or desktop © DreamBox Learning
- 52. 3 Essential Elements Rigorous Mathematics Motivating Environment • Common Core State Standards, Texas TEKS, Virginia SOL, Canada WNCP & Ontario Curriculum • Motivating and empowering environments • Gaming fundamentals, rewards • Standards for Mathematical Practice Intelligent Adaptive Learning™ Engine • Millions of personalized learning paths • Tailored to each student’s unique needs © DreamBox Learning
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- People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
- People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
- People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
- NOTE: For each point try to use bullet to differentiate DBL as unique vs. “what else is on the market” e.g. Practice-only programs, one large static assessment, “predictive” not “intelligent adaptation”, etc.Online, supplemental K-6 math curriculum Over 1,300 rigorous adaptive lessons within two age-appropriate learning environments- primary and intermediate available within the same appRobust real-time reporting accessible via a desktop administrative dashboard for administrators, teachers and parents Aligned to the CCSS and Standards for Mathematical Practices--DreamBox was developed by a team of leading math educators including Dr. Cathy Fosnot and Dr. Skip Fennell and nationally board certified teachers who create, test and refine our lessons.Offers convenient, flexible and accessible learning any where at anytimeInnovative virtual manipulatives provide an engaging kinesthetic learning experience Supporting schools and districts in all 50 states and internationallyDreamBox on the iPad is user friendly, simple to access and easy to navigate with tools and contentthat support anytime/anywhere learning, project-based/authentic learning, competency-based progression, and/or student-driven learning paths for K-6 students.Beta tested in 5 rounds over 3 years ….
- DreamBox Learning combines 3 essential elements in one mobile app:1) Mathematics- CCSSM & Standards for Mathematical Practice- unlike other programs that provide drill and practice DreamBox builds both conceptual understanding and procedural fluency2) Flexible & Motivating (persist and progress) – gaming fundamentals, cloud based. Mobile app allows same rich learning experience on a mobile device with ease of login, flexibility, convenience, interaction and accessibility for all users.3) Powerful intelligent adaptive learning engine providing millions of personalized learning paths—each one—tailored to a student’s unique needs.