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. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss 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 include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.
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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).
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.
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
Traditional factory-style
system Online learning
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
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. F2F Driver
6 Models of blended learning
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
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
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
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?
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?
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
38.
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?”