Integrating Technology to Increase Student Engagement and Accelerate Math Learning
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Transcript of Integrating Technology to Increase Student Engagement and Accelerate Math Learning
What is Blended Learning?
Tim Hudson, PhDSr Director of Curriculum Design
DreamBox Learning
Blended Learning Defined
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
online delivery ofcontent & instruction
delivery of content & instruction at school
Which blended model is better?FLIPPED-CLASSROOM ENRICHED-VIRTUAL
Blending is a means to what ends?
What is happening with the teacher?What is happening on the
computers?H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
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][or flipped classrooms][or iPads, hardware, etc]
p. 234-235, Wiggins & McTighe, © 2007
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
Plan “Backwards”1. Identify desired
results2. Determine
acceptable evidence
3. Plan learning experiences and instruction
Understanding by Design, Wiggins & McTighe, ©2005
Before Blending1. What do you want students to
accomplish?
2. How will you know they’ve achieved it?
3. What print and/or digital resources will you need for their
learning?
Time, Place, Path, Pace
“Learning is no longer restricted to the pedagogy used by the teacher.”
BUT… Learning IS restricted – and limited by – the pedagogy used by the online teacher, in the online instruction, or in designs of the learning software.
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
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
Common Teaching CycleWhole
Class or Small Group
Instruction
Independent Practice
Whole Class
Assessment
Use Data Formatively to Plan
Use Data Summativel
y
Instruction, Content Delivery
Whole Class or Small Group
Instruction
Independent Practice
Whole Class
Assessment
Use Data Formatively to Plan
Use Data Summativel
y
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
Let Me Show You How To Do
X
Now You Go DoX
Can You Independentl
y DoX?
Maybe You Need to Be
Shown X Again
You KnowX
Who is doing the thinking?
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)
Data inform the
Adaptive Engine
Common “Adaptive” Design
Explicit Input, Video Lecture,
Textbook Reading,
Independent Practice,
“Worksheet” Problems
Digitized Quiz/Test
Items
Adaptive Engine: Watch or Read Again
School & Home WorkAt School:Explicit
Instruction &
Problem Solving
At Home:Practice Problems
Whole Class Assessment
Maybe you need to be
shown X again
Use Data Summativel
y
Meaningful Flip?At Home:Explicit
Instructional Videos & Online Practice At
School:Guided Practice
& Problem Solving
Whole Class Assessment
Maybe You Need to Watch the Video Again
Use Data Summativel
y
Fullan: Alive in the Swamp“While these innovations may be an incremental improvement such that there is less cost, minor classroom efficiency and general modernisation, they do not, by themselves, change the pedagogical practice of the teachers or the schools [or the online learning].” (p. 25)
Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
Plan Curriculum Backwards
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Understanding by Design, Wiggins & McTighe, ©2005
The Quality of Digital Learning Experiences is
just as important as the Quality of
Classroom Learning
Experiences
SAMR Model by Dr. Ruben R. Puentedura, www.hippasus.com/rrweblog
Learning Principle
“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.”
p. 113, Schooling by Design, Wiggins & McTighe, ©2007
Pros & Cons
Benefit of Blended Learning
Becoming MORE thoughtful and strategic about
the use of precious class
time
Danger of Blended Learning
Becoming LESS thoughtful and strategic about how students
understand and make sense of
things
HD Crull Elementary SchoolImplementation of Blended LearningChristina A. Gibson- PrincipalJulie Alley- Title I Instructional Coach
HD Crull Who Are We?● 470 Elementary Students● Located in Port Huron, MI● Identified a FOCUS school with
performance gaps in Math and Writing in 2011(between high and low achievers)
● Schoolwide Title I ● 89% Free and Reduced Lunch
Why? Rationale for Implementation
● Comprehensive Needs Assessment (Of learning, FOR learning)o Engaged a School Improvement Teamo Data Analysis using multiple points (NWEA, DIBELS, Attendance,
Discipline, Perception Data Surveys (teacher, student, community)
o Honored Innovation to address high needs areas
● Low overall academic performance ● Large gaps ● One room school house in 18 classrooms ● Students lacked exposure and engagement
● Researched “What Works Clearinghouse”o http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti_math_pg_042109.pdf
● John Hattie’s researcho Student goal settingo Student engagement
● Conferences using Title I Fundso Model Schools Conferenceo Technology Conferences- MACULo National Reading Recovery
● Multiple Site Visits o Beating the Odds schoolso Similar Demographicso Technology Rich
Research
Strategies to fit the needs
● Student Goal Setting● Student Recognition of Achievements● Students Tracking Data● Individual and Small Group Instruction at Students Level● Student Engagement● Student Questioning and Discussion● Parent Involvement● Teacher Capacity
= Blended Learning
● 1 computer per classroom ● 1 computer lab per building● Checked out all devices to staff● Instructional Coach Managed
Year One 2011-2012
● Technology Flooded the building 200 ipads
● Carts of ipads introduced to students and staff
● itunes to manage● NO APPS were added at all● Innovative and creative teaching
Year One Spring 2012
● Added ipads and laptops (400 devices)● All teachers true one-to-one total control● Volume vouchers for large● Apple configurator● Teachers used daily (app sitting)● Exploring community partnerships● Pilot kindergarten one to one ipad
classroom● SMART Boards in every classroom
2012-2013Year Two
Title I Instructional Coach
● Scheduled push in lessons with reluctant-to-technology staff members
● Tech lessons aligned to CCSS● Optional Professional Development to
“dive deeper” into data from online learning programs
Year Two Teacher Learners
Blended Pilot Summer Camp 2013● Teachers trained in DreamBox and Lexia
Core 5● 20 minutes every day in a computer lab 4
days per week● NO direct instruction in math ● Teachers provided follow up support with
DreamBox as the assessment (used flags, detail reports, etc)
● Served 100 Students ages 4-12● Targeted bottom 30% of Students
Data from Summer Camp 2013● Used NWEA Spring to Fall to assess growth● 64 students used in data (omitted pre-k and 6th graders)● .93 average points of RIT growth in math for students
involved in summer● -1.54 average points of RIT loss in whole school
population “Summer Slide”(using cohorts omitted pre-k and 6th graders)
Comparison Report for RIT Scores using NWEASpring 2013 to Fall 2013
2nd to 3rd removed # of students in summer program non representational/poor sampling (7 students in this group 2 with invalid NWEA scores in fall.)
● One to one classrooms● 400 devices at Crull● Embedding literacy and tech coach● On-line individualized learning
environment● On-line resources● All teachers have 5 small group
ipads per class● Google G-Mail and Calendar for
Teachers
2013-2014Year Three
School Improvement Plan 2013-14● Wrote DreamBox into our SIP
o 60 minutes per week for every student● Wrote Lexia Core 5 into our SIP plan as Tier 2
and Tier 3 ● Intervention block with program● RAZ kids, Overdrive, and Accelerated Reader
Title I Instructional Coach● Pushing in and co-teaching with
reluctant-to-tech teachers● Introducing innovative lessons from
technology conference- MACUL● Permission to “try new things”● Working with “tech savy” classroom
teachers on more challenging ideas○ Word of mouth success spreads to
other classrooms
Teacher LearnersYear Three
Implementation of blended learning School Year 2013/2014
Teachers implemented in both whole group and small group● Station Rotation Model● Whole Group
(2 or 3 times per week for 30 or 20 minutes)● Project Based● Extension and Choice Time (morning work, recess, etc)● After school hours (turned on games after school and on
Fridays)● All students had accounts for on-line applications● Some students had G-Mail Accounts Set up
● School Website through Weebly○ hdcrull.weebly.com○ Parents able to see video and
pictures of student learning● Using twitter
○ information and school updates○ @hdcrull
● “Technology Passports” ○ images of apps ○ websites○ logins and passwords
Parent SupportYear Three
Data from School Year● Direct correlation to time in DreamBox and Lexia Core 5
with Improved NWEA scores.● As intervention, not successful using on-line programs,
more success for mid to high students (some were exception)o low students need direct instruction
● Compare 2 second grade classrooms. Teachers follow same curriculum (math expressions), plan lessons together and have worked together for 4 years.
● Variable was the AMOUNT of time in a computer based program. One embraced 60 minutes per week. One did not.
Let me show you what I mean...This 2nd grade classroom had ● 103.1 Sessions● covered 15.6 Units● completed 165.6 Lesson using DreamBox
● 66.3 Sessions● covered 7.2 Units● completed 74.9 Lesson using DreamBox
This 2nd grade classroom had
Teaching Method Comparison
● Classroom #1● Did not embrace blended learning, teacher lead instruction
dominated● 3rd Grade● 43.4 Sessions● 4.2 Units
● Did embrace blended learning, teacher lead instruction dominated
● 5th Grade● 99.6 Sessions● 9.1 Units
Classroom #2
Crull compared to National Averages
Student Growth of Crull 5th Graders in one class
VCG Comparison (Virtual Comparison Group)
Proficiency Standard on Michigan Standard Testing
Advanced Proficiency on Michigan Standard Testing
Overall Findings of Blended Learning
● Most of the lowest performing students didn’t respond as well with on-line platforms, preferred teacher small group
● Average and high performing students loved using on-line platforms
● Mid to poor performers had MOST increases
● Easier to shift in math to blended than reading and writing
Variables to improve on School Performance
● All means all● Monitor usage ● Address teachers not meeting usage● Promote teachers trying both models of implementation
and challenge them to come up with other ideas● Student Choice● Collect usage data from
DreamBox, Lexia Core 5 and add to NWEA spreadsheet
Benefits we didn’t think of...● Special Education Referrals● Parent Meetings● Parent Learning ● Recognition and Awards● Student Goal Setting- Competition
for learning● Assessment and Placement● Teacher Evaluation● Identified Students with Hearing
Deficits
● Identified Students that did not learn with auditory and visual learning.
Pitfalls/Room to Grow
● After hours “others” using DreamBox and Lexia Core 5
● Staff using in whole group, o One to one meetings were better with
DreamBoxo Small Group better in Reading Blocko Refreshing the screen in whole group
● Staff wanting more PD and training on fit with Curriculum
● Logistics
● Full Implementation of Google Products ○ Drive, Sites, Classroom○ Chromebooks for one class
● Enough Devices for building wide one to one
● Apple TV
The Journey ContinuesYear Four
Things to Consider as You Implement
● Use of digital platforms as “intervention”● What programs will you use?
o How will you track programs effectivenesso Will an app get the job done?o How long will you “stick” with it?
● WHY? Why are you implementing? o Where is the need of the student (s), school etc.o What do you hope to accomplisho How will classroom instruction change to support?o What can a teacher do BETTER than a program?
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