The Next Generation of Differentiation: The Path to More Powerful Personalization
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Transcript of The Next Generation of Differentiation: The Path to More Powerful Personalization
The Next Generation of Differentiation:The Path to More Powerful Personalization
Thursday, June 22, 2017
Presented by
Join the Blended Learning: Extending Classes Online community:www.edweb.net/blended
Kelly UrlacherSenior Curriculum Designer
DreamBox Learning@DreamBox_Learn
Madeline AhearnCurriculum Administrator
Eugene School District 4J in Oregon@MathMaddy
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Madeline Ahearn is the curriculum administrator in Eugene School District 4J in Oregon, where she oversees curriculum and instruction in mathematics, science, health and PE for grades K-12. Madeline has 11 years of education experience, with the majority in the secondary math classroom serving as a teacher and instructional coach. Follow Maddy on Twitter @MathMaddy
Kelly Urlacher started her education career as a teacher in 2002. She has her National Boards and Masters in Technology and Curriculum Development. Kelly taught 6th grade for ten years and has a passion for math. Kelly is now a Senior Curriculum Designer for DreamBox Learning, where she has the opportunity to create lessons, develop technology-based teacher partnerships, and influence the way students learn math.
The Next Generation of Differentiation: The Path to More Powerful PersonalizationKelly UrlacherSr. Curriculum DesignerDreamBox Learning® Math
Madeline AhearnCurriculum AdministratorEugene School District 4J
Agenda
Personalized Learning: What is it?
Beyond Basic Differentiation: Personal Learning Strategies
Technology: Pedagogy and Curricular Enhancement
Eugene SD J4: The Evolution of Personalization Through Innovative Technology
Personalized Learning
“Tailoring learning for each student’s strengths, needs and interests–including enabling student voice and choice in what, how, when and where they learn–to provide flexibility and supports to ensure mastery of the highest standards possible.” - iNACOL
Attributes of Personalized Learning
Allison Zmuda. Educational Consultant and author of Students at the Center: Personalized Learning and Habits of Mind (ASCD). http://www.learningpersonalized.com/broadening-the-dialogue-about-personalized-learning-inspired-by-dan-meyer/
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
Today’s Lesson: Fraction Operations
Today’s Lesson: Fraction Operations
I haven’t learned anything new all year. This math class is boring.
This is way too hard. It doesn’t make
sense.I give up!
This math class is just right for me – not too hard, not too
easy.
Today’s Lesson: Fraction Operations
Today’s Lesson: Fraction Operations
Why?Because these students were all born during the
same 12-month window about 11 years ago.
Seat-time policies, pacing calendars, standardized testing
schedules, age-based classrooms and weak competency-based
tools make it difficult for me to personalize and differentiate.
What are you ready to learn?
What do you think about it?
When were you born?
What did someone else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
What are you ready to learn?
What do you think about it?
When were you born?
What did someone else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
What are you ready to learn?
What do you think about it?
When were you born?
What did someone else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
What are you ready to learn?
What do you think about it?
When were you born?
What did someone else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
What are you ready to learn?
What do you think about it?
When were you born?
What did someone else tell you to
think?
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
Today’s Lesson: Fraction Operations
Math is boring. Every math class is the same: Lecture, practice, lecture,
practice, quiz, test. It’s not engaging, or
authentic.
I know how to win at school. I just wait for the teacher to show
me how to solve familiar problems.
I feel like it makes sense when my
teacher shows it in class, but I’m lost when I get home.
Personalized
Schooling
Personalized
Learning
Industrial Schooling
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
Personalized
Schooling
Personalized
Learning
Industrial Schooling
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
Personalized Schooling
Personalized
Learning
Industrial Schooling
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
Personalized Schooling
Personalized
Learning
School Policies & Structures are Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path & Pace
Age-Based Pacing Calendars
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
School Policies & Structures are Designed for Students as Unique
Individuals.
Strategic & Varied Schedules, Locations, Paths & Paces
Personalized
Learning
School Policies & Structures are Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path & Pace
Age-Based Pacing Calendars
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
School Policies & Structures are Designed for Students as Unique
Individuals.
Strategic & Varied Schedules, Locations, Paths & Paces
Personalized Learning
School Policies & Structures are Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path & Pace
Age-Based Pacing Calendars
Industrial Learning
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
School Policies & Structures are Designed for Students as Unique
Individuals.
Strategic & Varied Schedules, Locations, Paths & Paces
Personalized Learning
School Policies & Structures are Designed for Efficiency, Economy
& Scale.
Fixed Schedule, Location, Path & Pace
Age-Based Pacing Calendars
Traditional Lesson Paradigm of Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
School Policies & Structures are Designed for Students as Unique
Individuals.
Strategic & Varied Schedules, Locations, Paths & Paces
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
Age-Based Pacing Calendars
Traditional Lesson Paradigm of Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
School Policies & Structures are Designed for Students as Unique
Individuals.
Strategic & Varied Schedules, Locations, Paths & Paces
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
Age-Based Pacing Calendars
Traditional Lesson Paradigm of Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
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?
School Policies & Structures are Designed for Students as Unique
Individuals.
Strategic & Varied Schedules, Locations, Paths & Paces
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
Age-Based Pacing Calendars
Traditional Lesson Paradigm of Mass Instruction
Teach, Practice, Test
Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge)
Personalized (Relational)
Impersonal (Industrial)
SchoolingWhat adults
do
LearningWhat
students do
Blended Blended
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)
Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
.pdf on an iPad
.pdf on an iPad
“True virtual manipulatives allow more than simply a viewing of objects on the computer screen. They allow increased engagement, forcing the user to interact with dynamic objects. Through this interaction students have opportunities to make meaning and see relationships as a result of their own actions. And it is this interactive engagement with a dynamic representation that is the key to the knowledge construction process.”
*From Virtual Manipulatives In The K-12 Classroom, Moyer, Bolyard, Spikell, 2002
A District Example: the Path to PersonalizationMadeline AhearnCurriculum AdministratorEugene School District 4J
Background: Eugene School District 4J, Oregon
17,000 students
18 Elementary School Programs
8 Middle Schools
4 Comprehensive High Schools + 1 Alternative High School
The Journey: Eugene School District 4J
Identifying the problem
The Journey: Eugene School District 4J
Identifying the problem
Evaluation of potential solutions
The Journey: Eugene School District 4J
Identifying the problem
Evaluation of potential solutions
Implementation with fidelity
The Journey: Eugene School District 4J
Identifying the problem
Evaluation of potential solutions
Implementation with fidelity
Results and Reflection
The Journey: Eugene School District 4J
Identifying the problem
Evaluation of potential solutions
Implementation with fidelity
Results and Reflection
Next Steps
Your Turn: Q&A
Kelly UrlacherSr. Curriculum DesignerDreamBox Learning® Math
Madeline AhearnCurriculum AdministratorEugene School District 4J
DreamBox Learning® K–8 MathAvailable in English & Spanish
What We Do: Reimagine K-8 Math for
Learners and Learning Guardians
• Eliminate the wall between Instruction & Assessment
• Build Conceptual Understanding & Fluency
• Incorporate gaming protocols in 3 age-appropriate
motivational frameworks to build confidence
• Use dynamic, continuous, and real-time data to
create personalized learning paths
• Empower students with ownership of their own learning and teachers
with powerful instructional data
• Create deeper home-to-school connections to facilitate more meaningful
interactions for educators and families
Efficacy: Independent Validation from Harvard
and SRI, and 40+ Industry Awards
Learn more and see how it works:www.DreamBox.com/request-a-demo
See all of our awards at dreambox.com/awards
DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
• Students’ own intuitive strategies
• Kinds of mistakes
• Efficiency of strategy
• Scaffolding needed
• Response time
2,000+ Lessons available in
English and Spanish!
Empower Educators with DreamBox Learning FlexPD™
• Designed to enhance instructional practice
• Aligned with instructional goals
• Customized to fit the needs of busy educators
>>NEW! Introducing MyFlexPD™, revolutionary just-in-time professional
development that’s relevant and immediately actionable
We value your feedback!
Let us know how we’re doing:
www.surveymonkey.com/r/GC6ZCM7
Thank you to our presenters!
Learn more about DreamBox Learning at www.dreambox.com
Kelly UrlacherSenior Curriculum Designer
DreamBox Learning@DreamBox_Learn
Madeline AhearnCurriculum Administrator
Eugene School District 4J in Oregon@MathMaddy
Thanks for Attending This Webinar! Presented by edWeb.net
___________________________________________________________________________ Name
All requirements for this in-servic e p rogram have been c omp leted .
Number of c loc k hours c omp leted : 1
CERTIFICATE OF COMPLETION
You’ ll rec eive a c ertific a te for this web inar within 24 hours!
edWeb.net is a free p rofessiona l soc ia l and lea rning network.
edWeb.TV is a p remium subsc rip tion servic e from edWeb.
If you logged in live with your email address,a link to your CE Certificate will be emailed to you the next business day.
If you joined by phone or if you’re watching the recording,you need to take the CE Quiz to get your CE Certificate.
To get your CE Certificate…
Join the community at www.edweb.net/blended
Your edWebinar activity is now available on your edWeb homepage when you join!
Then click on this image to find the CE Quiz.
Join the community!Blended Learning: Extending Classes Online
www.edweb.net/blended
edWebinar recordings and slides
Quizzes for CE Certificates
Online discussions
Free resources
You’ll get all of the community resources – for free!
Click on this image when you join