Work Group on Student-Centered Learning in High School October 22, 2013 2:00-3:30pm

Work Group on Student-Centered

Learning in High School October 22, 2013

2:00-3:30pm Superintendent's Conference Room

960 Main Street, 8th Fl

General Updates

• New Member Introductions • Community of Practice session/Virtual

Meetings• Professional Learning Communities • Survey

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Survey Results

• General findings • Reflections and implications for blended

learning in HPS • What else do we need to know?

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Survey Methodology

• Goal – to build the sense of a landscape of educational technology uses in Hartford Public Schools

• Use of Survey Monkey - https://www.surveymonkey.com/

• Shared link to all educators in Hartford• Survey still open

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https://www.surveymonkey.com/

Preliminary Landscape

Survey of 289 educators in Hartford Public Schools (as of October 20, 2013) –

Answer Choices – Responses –

elementary school classroom teacher (pre-K - 5) 22.22% 64

middle school classroom teacher (grades 6-8) 7.64% 22

high school classroom teacher (grades 9-12) 34.03% 98

school support person 17.01% 49

school administrator 12.15% 35

district administrator 0.69% 2

Responses Other (please specify)

10.07% 29

Total Respondents: 288

https://www.surveymonkey.com/analyze/?survey_id=43388903&OPT=NEW

Are students utilizing technology-based and/or online resources that provide them with additional information and resources about what they are studying?

204 educators responded, reporting that: Answer Choices – Responses –Yes, using technology-based and/or online resources in the classroom

74.51% 152

Yes, using technology-based and/or online resources in the school computer lab

45.59% 93

Yes, using mobile devices which provide online resources

25.98% 53

Yes, using technology-based and/or online resources outside of the school, at home, or in community-based organizations and libraries

38.73% 79

No, curricular information is not provided by using technology-based and/or online resources

10.29% 21


4.90% 10



Are students in the classroom(s) utilizing technology-based and/or online resources that provide them with opportunities to practice concept building and skill development?

202 responses –Answer Choices – Responses –

Yes, using technology-based and/or online resources in the classroom

73.76% 149


36.63% 74


21.29% 43


30.20% 61


15.84% 32


5.94% 12



…. that support collaborative learning projects?



49.49% 97


32.65% 64


15.31% 30


17.86% 35


35.20% 69


9.18% 18



Is student learning assessed utilizing technology-based and/or online resources?



59.60% 118


41.41% 82


13.13% 26


12.12% 24


23.74% 47


1.52% 3



Are online resources used to connect the classroom to the Hartford community and the world?



39.04% 73


18.18% 34


14.97% 28


17.65% 33


45.99% 86


5.88% 11



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10

12

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Most Commonly Identified Strengths of Blended Learning

Freq

uenc

y

Lack of a

ccess

to tech

nology at h

ome

Infrustr

ucture

Classroom m

anagem

ent

Lack of p

rofessio

nal dev

elopmen

t

Lack of te

chnology

in sc

hools0

5

10

15

20

25

30

35

Most Commonly Identified Weaknesses of Blended Learning

Freq

uenc

y

Lack of equi-table access at

home

Access to technology at

school

Teacher ability to supervise

Teacher knowledge/

training to use technology

Infrustructure Student abuse of

technology/tools

0

2

4

6

8

10

12

14

Most Commonly Identified Threats to Blended LearningFr

eque

ncy

Build 21st

Century ski

lls

Access

to colle

ge-le

vel co

urses

College

applic

ation proce

ss

Build ca

reer skil

ls

Simila

rity t

o course

s in co

llege

Build te

chnology

skills

Increase

self-s

ufficiency

02468

1012141618

Most Commonly Identified Opportunities for College and Career Readiness through Blended Learning

Freq

uenc

y

Reflections and implications of survey

• Educators recognize that technology may enable the individualization of instruction, prepare students for college study and career opportunities

• Educators also recognize that there needs to be more technology available in the schools and in the students’ outside of school learning and that teachers need ongoing professional development to be more effective in student-center learning

What else do we need to know?

• Professional learning communities will be studying what devices might be used in the classroom and what curricular resources – software and online resources – would best engage students in learning.

• … how educators and students might best structure learning experiences to obtain educational and professional goals

Draft Implementation Plans

• Pathways Academy of Technology:– Rob De Andrade, PLC Site Coordinator

• Bulkeley Teacher Prep and Humanities Academy:– Kim Childress, PLC Site Coordinator– Kerry Swistro, PLC Site Coordinator

• Committee feedback, questions, thoughts

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Definition of a Logic Model

“The program logic model is defined as a picture of how your organization does its work …it links outcomes (both short- and long-term)with program activities/processes and the theoretical assumptions/principles of the program.” W.K. Kellogg Foundation

In short: what do we intend to do, what do we hope to accomplish, and what impact do we expect?

Blended Learning Logic Model

Committee review and input: • Where we start: Assumptions • Where we want to go: Outcomes and Long

Term Impacts • How we will get there: Initial and Intermediate

Strategies

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Other items and comments

• Research, conference and site visits, website sharing, MOOC

• Action Research planning – NWEA, on-task learning, class observations, student interviews, ISTE conference presentation

• Next meeting: December 3, 2013: 2:00-3:30 pm

• http://blendedlearningct.wordpress.com/

http://www.nwea.org/

http://blendedlearningct.wordpress.com/

http://blendedlearningct.wordpress.com/

Work Group on Student-Centered Learning in High School October 22, 2013 2:00-3:30pm

Documents

Transcript of Work Group on Student-Centered Learning in High School October 22, 2013 2:00-3:30pm