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.”

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

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

LearningWhat

students do

When were you born?

think?

LearningWhat

students do

When were you born?

think?

LearningWhat

students do

When were you born?

think?

LearningWhat

students do

When were you born?

think?

LearningWhat

students do

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

Schooling

Personalized

Learning

Industrial Learning

Personalized Schooling

Personalized

Learning

Industrial Learning

Personalized Schooling

Personalized

Learning

School Policies & Structures are Designed for Efficiency, Economy

& Scale.

Fixed Schedule, Location, Path & Pace

Age-Based Pacing Calendars

Industrial Learning

School Policies & Structures are Designed for Students as Unique

Individuals.

Strategic & Varied Schedules, Locations, Paths & Paces

Personalized

Learning

& Scale.

Industrial Learning

Individuals.

& Scale.

Industrial Learning

LearningWhat

students do

Individuals.

& Scale.

Traditional Lesson Paradigm of Mass Instruction

Teach, Practice, Test

Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge)

LearningWhat

students do

Individuals.

Empowering Learning Experiences, Critical Thinking,

Creativity, Exploration.

Students “Think & Do” using Their Own Intuitive Ideas

& Scale.

LearningWhat

students do

Individuals.

& Scale.

LearningWhat

students do

Blended Blended

Is there an app for this?

Individuals.

& Scale.

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

“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

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!

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If you logged in live with your email address,a link to your CE Certificate will be emailed to you the next business day.

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The Next Generation of Differentiation: The Path to More Powerful Personalization

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