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Blended learning – the powerful combination of real-time and online interaction— is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Attend this web seminar to learn how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics will include: The importance and efficacy of blended learning Evaluating curriculum and blended learning model options The latest and most effective technology used in elementary-level mathematics All registrants will receive the exclusive white paper, "Elementary School Principal’s Guide to Blended Learning" by Dr. Jeff Piontek. Scheduled speakers: Jeff Piontek, PhD Curriculum and Assessment President Educational Consulting Services, LLC Tim Hudson, PhD Director of Curriculum Design DreamBox Learning Who will benefit: Principals and district administrators interested in implementing blended learning in elementary schools. Anyone may attend.
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A Principal’s Guide to Blended Learning
Jeff Piontek, PhDCurriculum and Assessment PresidentEducational Consulting Services, LLC
Blended learning
A formal education program in which a student learns at least in part through online delivery of instruction and content, with some element of student control over time, place, path and/or pace
and
at least in part in a supervised brick-and-mortar location away from home (such as school).
Copyright Innosight Institute, Inc.
Definition of blended learning
Any time a student learns in part in a supervised brick-and-mortar place away from home
At least in part through online delivery, with some element of student control over time, place, path and/or pace
and
= Blended learning
Copyright Innosight Institute, Inc.
Blended/Hybrid Learning
Self-direction, high engagement, (Less direct student support needed)
Struggling student, low-engagement, (More direct student support needed)
Providing Opportunities to All Students
Credit Recovery
Aspiring athletes and performers
Medically Fragile
Home Schoolers
Accelerated Students
Need to work and/or support family
Traditional Public/Private
Special Education and ELL
Rural Students
Customization and Personalization….the future of learning
Integrated Customizable
• Different paces• Different priorities• Different
intelligences
Online learningTraditional factory-style system
Why Flexibility in Learning?
With the increasing use of a variety of
approaches for learning in the
information age
Learners' preferences are changing from
wanting to be taught mostly in lectures or
direct training sessions
To wanting increased flexibility.
Why Flexibility in Learning?
Today, learners want to have more say in • WHAT they learn• WHEN they learn• WHERE they learn, and • HOW they learn
Can we do what learners want?
Next Generation Models ofOnline and Blended
Learning
Hybrid/Blended
Programs BlendedCourses
•Online course and/or•Online content•Online instruction•Digital/adaptive curriculum or software•LMS/Technology
•Buffet: F2F & Online Courses•Emporium: F2F place with blended/hybrid approaches to learning
How Students Are Using Technology at School
Online learning is moving into schools
90% of kids need a
supervised, safe place to learn
(cannot be homeschooled)
What Does it Look Like?
Blended Learning exists on a continuum between 100% face-to-face & 100% online course materials:
Completely F2F Completely Online
Blended
Components of Blended Learning
• 1. Synchronous (live) Classroom format
• 2. Synchronous (live) online format
• 3. Asynchronous (not live) self-paced format
Tech-rich = blended
6 Models of blended learning
F2F Driver
Rotation
Flex
Online Lab
Online Driver
Self Blend
Supervised brick and mortar
Some potential for flexibility
Most potential for remoteLOCATION
Face-to-face Mix of both Online deliveryTYPE OF INSTRUCTION
STUDENT INDEPENDENCE
Low Medium High
EXTRACURRICULARS AND SOCIALIZING
Traditional Traditional plus online options
Varies from both options to
neither option
Dimensions
Fewer traditional elements
More traditional elements
Copyright Innosight Institute, Inc.
Rotation Flex Self-Blend Enriched Virtual
• Station rotation• Lab rotation• Flipped Classroom• Individual rotation
Online platform with F2F support and fluid schedules
Students attend physical school & take 1 or more courses online
Students learn sometimes at a physical school, other times remotely
Emerging models of blended learning
Station-Rotation Model:
Teacher-led Instruction
Collaborative activities &
stations
Individualized Online
Instruction
T
Lab-Rotation Model:
TDirect Instruction
Literacy/Social Studies
TDirect Instruction
Math/Science
TDirect Instruction
Literacy/Social Studies
Learning Lab
Reading, Math
P
Teacher (T)Paraprofessional (P)
Individual-Rotation Model:
T
T
T
Learning Lab
Direct Instruction
Group Projects
15:1
Central Learning Lab
TIntervention
Seminar
5:1
12:1
273 students6 teachers (T)
T
T
Advancing Our Mental Models of Blended Learning:Digital Differentiation through Intelligent Adaptive Software
Tim Hudson, PhDDirector of Curriculum Design
DreamBox Learning
Session Outcomes• Reframe and refocus your thinking about
learning and blended learning– What outcomes do we want for students?– How are these goals best achieved?– How can true differentiation become a reality without
burdening teachers’ time?
• Learn how software can effectively unify:– Curriculum design– Learning theory– Student engagement
Differentiation Defined• Teachers have a responsibility to ensure that all of their
students master important content.• Teachers have to make specific and continually evolving
plans to connect each learner with key content.• Differences profoundly impact how students learn and the
nature of scaffolding they will need at various points in the learning process.
• Teachers should continually ask, “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?”
Leading and Managing a Differentiated Classroomby C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
Which blended model is better?FLIPPED-CLASSROOM ENRICHED-VIRTUAL
What is happening with the teacher?What is happening on the computers?
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
Blending is a means to what ends?
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.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
Before Blending3. What technology will you need for their learning?
Plan Backwards
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Understanding by Design, Wiggins & McTighe, ©2005
Pop Quiz• 3,998 + 4,247 =• 288 + 77 = • 8 + 7 =• What is a good strategy?• What is fluency?• How is fluency learned?• Can you get this from a calculator?
Compensation
Learning Principles
• “An understanding is a learner realization about the power of an idea.”
• “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.”
• “The goal of all learning is fluent and flexible transfer – powerful use of knowledge, in a variety of contexts.”
p. 113, Schooling by Design, Wiggins & McTighe, ©2007
dreambox.com/teachertools
dreambox.com/teachertools
dreambox.com/teachertools
?
Assessments throughout the curriculum assess the skills taught in a unit
UnitPretest
Lesson1
Lesson3
Lesson4
Lesson2
Lesson5
Students who demonstrate understanding of this concept skip the unit and move to a new skill assessment
DreamBox Seamlessly Blends Assessment & Instruction
Assessments throughout the curriculum assess the skills taught in a unit
UnitPretest
Lesson1
Lesson3
Lesson4
Lesson2
Lesson5
Lesson 3
Lesson 4Lesson 1
Lesson 2 Lesson 5
Students who don’t have these skills work through a unique sequence of lessons in the unit to learn those concepts
DreamBox Seamlessly Blends Assessment & Instruction
DreamBox Summative Assessment
Proficient in 1.NBT.3
Correctly solve several
problems quickly without
assistance in each
objective
150-300 problems presented
overall
31 measurable
learning objectives
Continuous Formative Assessment• What incorrect answers would we expect on a
problem like 29 + 62?– 81 Student does not regroup to the tens place– 81 Student adds columns from left to right– 811 Student adds each column independently– 92 Arithmetic error in ones place– 33 Student believes this is a subtraction problem
• How would you score each error?• How would you respond to each error?• What lesson(s) need to come before & after?• Which of these errors are “naturally occurring?”
Intelligent Adaptivity
A
CB
Student Groups by Proficiency
DreamBox Differentiates
• DreamBox Teachers continually ask:
“What does this student need at this moment in order to be able to
progress with this key content, and what do I need to do to make that
happen?”
Leading and Managing a Differentiated Classroomby C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
Primary Engagement Environment
Intermediate Engagement Environment
DreamBox Combines Three Essential Elements to Accelerate Student Learning
