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![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](https://image.slidesharecdn.com/02-27-13edwebwebinarjeffpiontektimhudson-130821153220-phpapp02/75/Principal-s-Guide-to-Blended-Learning-for-Elementary-Mathematics-26-2048.jpg)
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Principal’s Guide to Blended Learning for Elementary Mathematics
The document provides a comprehensive guide on blended learning, defining it as an educational approach that combines online instruction with traditional face-to-face teaching, allowing for student engagement and control over their learning process. It discusses different blended learning models, the importance of flexibility in learning environments, and the need for personalized approaches to meet diverse student needs. Additionally, the guide emphasizes the role of technology in facilitating blended learning and highlights adaptive software for effective differentiation in education.
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Principal’s Guide to Blended Learning for Elementary Mathematics
- 1. A Principal’s Guideto Blended Learning Jeff Piontek, PhD Curriculum and Assessment President Educational Consulting Services, LLC
- 2. Blended learning A formaleducation 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 blendedlearning 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, highengagement, (Less direct student support needed) Struggling student, low-engagement, (More direct student support needed)
- 6. Providing Opportunities toAll 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 futureof learning Integrated Customizable • Different paces • Different priorities • Different intelligences Traditional factory-style system Online learning
- 8. Why Flexibility inLearning? 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 inLearning? 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 Modelsof 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 AreUsing Technology at School
- 12. Online learning ismoving into schools 90% of kids need a supervised, safe place to learn (cannot be homeschooled)
- 13. What Does itLook Like? Blended Learning exists on a continuum between 100% face-to-face & 100% online course materials: Completely F2F Completely Online Blended
- 14. Components of BlendedLearning • 1. Synchronous (live) Classroom format • 2. Synchronous (live) online format • 3. Asynchronous (not live) self-paced format
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- 16. F2F Driver 6 Modelsof 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-BlendEnriched 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/ SocialStudies 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 DirectInstruction Group Projects 15:1 Central Learning Lab T Intervention Seminar 5:1 12:1 273 students 6 teachers (T) T T
- 21. Advancing Our MentalModels of Blended Learning: Digital Differentiation through Intelligent Adaptive Software Tim Hudson, PhD Director of Curriculum Design DreamBox Learning
- 22. Session Outcomes • Reframeand 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 • Teachershave 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 modelis 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. Whatdo 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. Identifydesired 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?
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- 31. Learning Principles • “Anunderstanding 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
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- 37. DreamBox Summative Assessment Proficientin 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?”
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- 41. Student Groups byProficiency
- 42. DreamBox Differentiates • DreamBoxTeachers 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
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- 46. For more informationvisit www.dreambox.com