Engaging Math Learners and Improving Achievement Through Blended Learning

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Blended Learning Model Focusing on a Personalized Learning Model to Turn Around a Failing School Dr. Cynthia White, Principal Cleveland Elementary School

description

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

Transcript of Engaging Math Learners and Improving Achievement Through Blended Learning

Page 1: Engaging Math Learners and Improving Achievement Through Blended Learning

Blended Learning ModelFocusing on a Personalized

Learning Model to Turn Around a Failing School

Dr. Cynthia White, Principal Cleveland Elementary School

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ContextFrom an achieving school to a failing

school: what happened between 1983 and 2012

• Underperforming• High Poverty• 75% English Learner• Neglected • Technology circa 1993• Morale

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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

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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

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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

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Instructional Model Premises2. 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.

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Lessons Learned

• Pilot• Home – School Technology Liaison• Instructional Model Coach & RTI

Coach• Go to teachers – stipend• Partnerships (after school programs)• Ongoing professional development

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Outcomes

• 15 Point Gain (5 point target) on California - Academic Performance Index• Data driven conferences• Math (Dreambox is most preferred

activity)• Parent buy-in

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@dwarlick #educon

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Personal or Personalized?

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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

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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

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Personalized Schooling

Personalized Learning

Industrial Schooling

Industrial Learning

Personalized (Relational)

Impersonal (Industrial)

LearningPedagogy

withStudents

SchoolingStructures

fromAdults

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WHAT should this student be learning, doing, and thinking about tomorrow?

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WHAT is her

birthdate?

Impersonal Industrial Schooling First Asks:

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First Grade: Week 1

© DreamBox Learning

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WHAT is she interested in?

WHAT does she know?

WHERE could she be

learning?

Personalized

Relational Schooling First Asks:

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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

InstructionTeach, Practice, Test

Students “Sit & Get” the Teacher’s

Ideas

Personalized (Relational)

Impersonal (Industrial)

LearningPedagogy

withStudents

SchoolingStructures

fromAdults

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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

InstructionTeach, Practice, Test

Students “Sit & Get” the Teacher’s

Ideas

Personalized (Relational)

Impersonal (Industrial)

LearningPedagogy

withStudents

SchoolingStructures

fromAdults

Blended

Blended

Is there

an app for

this?

Is there

an app for

this?

Is there

an app for

this?

Is there

an app for

this?

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Fullan: Alive in the Swamp

Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk

“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)

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What do you remember about math from when

you were in school?

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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

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Kid Snippets: “Math Class”

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Kid Snippets: “Math Class”

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Kid Snippets: “Math Class”

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Plan Curriculum Backwards

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Understanding by Design, Wiggins & McTighe, ©2005

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Common Teaching Cycle

Whole Class or Small Group

Instruction

Independent Practice

Whole Class

Assessment

Use Data Formatively to Plan

Use Data Summativel

y

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Instruction, Content Delivery

Whole Class or Small Group

Instruction

Independent Practice

Whole Class

Assessment

Use Data Formatively to Plan

Use Data Summativel

y

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Let Me Show You How To

DoX

Now You Go Do

X

Can You Independentl

y DoX?

Maybe You Need

to Be Shown X

Again

You KnowX

Instruction

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Let Me Show You How To

DoX

Now You Go Do

X

Can You Independentl

y DoX?

Maybe You Need

to Be Shown X

Again

You KnowX

Who is doing the thinking?

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Impersonal Learning

“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, ©2005Understanding by Design, Wiggins & McTighe, ©2005

“If I cover it clearly, they will ‘get it.’”

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School & Home Work

At School:Here’s how

to doX

At Home:Practice

X

Whole Class

Assessment

Maybe you need to be shown X

again

Use Data Summativel

y

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Meaningful Flip?

At Home:Watch a video about how to

doX

At School:Practice

X

Whole Class

Assessment

Maybe You Need to

Watch the Video Again

Use Data Summativel

y

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PERSONALIZEDLEARNING

PRINCIPLES

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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

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Learning Experience: Field Trip Problem

Field Trips and Fund-Raisers: Introducting Fractions, C.T. Fosnot, Heinemann © 2007, used with permission

3

4

4

5

7

8

3

5

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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

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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.”

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

Field trip + Lunch = Interest

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Dewey, 1916

“Secondly, that a genuine problem develop within this situation as a stimulus to thought.”

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

Is the sandwich distribution fair?

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Dewey, 1916

“Third, that he possess the information and make the observations needed to deal with it.”

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

Time for sense-making, modeling, manipulatives, & conversation

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Dewey, 1916“Fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way.”

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

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!”

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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.”

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

Convince yourself through inquiry, exploration, feedback

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Dewey, 1916

1. Genuine Interesting Situation & Experience

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

59164Screen image © DreamBox Learning

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Dewey, 1916

2. Genuine Problem Stimulates Thought

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

How many bags can be made in all?

Screen image © DreamBox Learning

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Dewey, 1916

3. Have Information & Make Observations

Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916

4 5916Screen image © DreamBox Learning

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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

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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

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Learning is not accomplished by

putting thoughts into a mind, but rather by

empowering a mind to generate thoughts.

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Q & A

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Thank you!www.dreambox.co

m@DocHudsonMath

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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

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3 Essential Elements

Intelligent Adaptive Learning™ Engine• Millions of personalized

learning paths• Tailored to each

student’s unique needs

Motivating Environment • Motivating and

empowering environments

• Gaming fundamentals, rewards

Rigorous Mathematics• Common Core

State Standards, Texas TEKS, Virginia SOL, Canada WNCP & Ontario Curriculum

• Standards for Mathematical Practice

© DreamBox Learning