Engaging Math Learners and Improving Achievement Through Blended Learning

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    01-Nov-2014

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New software and blended learning environments are enabling districts to implement personalized learning on a scale never before possible. New school structures in which classroom teachers and innovative learning technology engage students in more personalized ways hold some of the greatest potential for raising student AYP in mathematics particularly at the elementary level. Attend this web seminar to hear how an experienced administrator implemented a personalized blended learning approach in her elementary school and has seen impressive and measurable growth in engagement and achievement in mathematics. Participants will learn ways to make learning more personal for elementary school students. Learn ideas for meeting the needs of each student and using new learning technologies effectively to help students become great critical thinkers. Topics will include: How to implement a blended learning model Using data effectively to drive math achievement Strategies for professional development in blended learning

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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 its 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 & CoachingKnowing 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 9. @dwarlick #educon 10. Personal or Personalized? 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 13. Personalized (Relational)Personalized SchoolingPersonalized LearningSchoolin g Structures from AdultsLearning Pedagogy with Students Industrial SchoolingIndustrial LearningImpersonal (Industrial) 14. WHAT should this student be learning, doing, and thinking about tomorrow? 15. Impersonal Industrial Schooling First Asks:WHAT is her birthdate? 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 AdultsSchool Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, PaceEmpowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students Think & Do using Their Own Intuitive IdeasLearning Pedagogy with StudentsSchool Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, PaceTraditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students Sit & Get the Teachers IdeasImpersonal (Industrial) 19. Is there an app for this?Blende Schoolin d g Structures from AdultsIs there an app for this?Personalized (Relational) School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedule, Location, Path, PaceEmpowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students Think & Do using Their Own Intuitive IdeasIs there an app for this?Blende Learning d Pedagogy with StudentsSchool Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path, PaceTraditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students Sit & Get the Teachers IdeasImpersonal (Industrial)Is there an app for this? 20. Fullan: Alive in the Swamp Technologyenabled 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 wasnt good math. Every class was the same for eight years:Get out your homework, go over the homework, heres the new set of exercises, heres how to do them. Now get started. Ill 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 instructionUnderstanding by Design, Wiggins & McTighe, 2005 27. Common Teaching Cycle Whole Class or Small Group InstructionUse Data SummativelyIndependent PracticeUse Data Formatively to PlanWhole Class Assessment 28. Instruction, Content Delivery Whole Class or Small Group InstructionUse Data SummativelyIndependent PracticeUse Data Formatively to PlanWhole Class Assessment 29. Instruction Let Me Show You How To Do XNow You Go Do XMaybe You Need to Be Shown X AgainYou Know XCan You IndependentlyDo X? 30. Who is doing the thinking? Let Me Show You How To Do XNow You Go Do XMaybe You Need to Be Shown X AgainYou Know XCan You IndependentlyDo 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: Heres how to do XUse Data SummativelyAt Home: Practice XMaybe you need to be shown X againWhole Class Assessment 33. Meaningful Flip? At Home: Watch a video about how to do XAt School: Practice XMaybe You Need to Watch the Video AgainUse Data SummativelyWhole Class Assessment 34. PERSONALIZED LEARNING PRINCIPLES 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 Problem4 38 75 45 3Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fosnot, Heinemann 2007, used with permission 37. Dewey, 1916 Democracy & Education Chapter 12: Thinking in Educationthinking 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 experiencethat there be a continuous activity in which he is interested for its own sake.Field trip + Lunch = InterestDemocracy 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, & conversationDemocracy 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. Thats 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, feedbackDemocracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916 43. Dewey, 1916 1. Genuine Interesting Situation & Experience4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916Screen image DreamBox Learning 44. Dewey, 1916 2. Genuine Problem Stimulates ThoughtHow many bags can be made in all? Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916Screen image DreamBox Learning 45. Dewey, 1916 3. Have Information & Make Observations4 5916 Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916Screen image DreamBox Learning 46. Dewey, 1916 4. Solutions Occur to Her, She Develops ThemDemocracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916Screen image DreamBox Learning 47. Dewey, 1916 5. Test Her Own Ideas, Make Meaning, Discover ValidityDemocracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916Screen 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 50. Thank you! www.dreambox.com @DocHudsonMath 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 MathematicsMotivating Environment Common Core State Standards, Texas TEKS, Virginia SOL, Canada WNCP & Ontario Curriculum Motivating and empowering environments Gaming fundamentals, rewards Standards for Mathematical PracticeIntelligent Adaptive Learning Engine Millions of personalized learning paths Tailored to each students unique needs DreamBox Learning

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