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Tools for Blended Learning Administrators
This document provides an overview of a presentation by Rob Darrow on tools for administrators to support blended learning teachers. The presentation introduces iNACOL and defines blended learning. It discusses observing blended learning teachers and provides examples of effective blended models. Tools are presented, including a continuum of learning environments and a rubric for evaluating blended learning implementation. The talk emphasizes that blended learning is student-centric and personalized, with teachers as facilitators. Technology, leadership, and professional development are key factors for successful blended models.
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Tools for Blended Learning Administrators
- 1. Tools for Administrators toSupport Blended Learning Teachers Rob Darrow, Director of Member Services, iNACOL ETC! 2014. Stanislaus County Office of Education February 2014 www.inacol.org
- 2. Introductions • A littleabout you: – – – – Teachers Administrators Other K-6; 7-8; 9-12; college • Me – Lifelong Californian – Educated in Ca public schools PreSchool-doctorate – Online charter school principal, school librarian and teacher (Taught K-8) – Full time with iNACOL, Director of Member Services
- 3. International Association forK12 Online Learning (iNACOL) • iNACOL is the premier K-12 nonprofit membership organization for blended and online learning. • 4100+ members in K-12 virtual schools and online learning representing over 50 countries • Provides leadership, advocacy, research, training, and networking with experts in K-12 online learning. • “Ensure all students have access to a world-class education and quality blended and online learning opportunities that prepare them for a lifetime of success.”
- 4. Blended and Online LearningSymposium November 4-7, 2014 Palm Springs, Ca • Over 2000 experts, educators, administrators, compa nies and thought leaders sharing and networking • RFP Currently Open: http://www.inacol.org/events/symposium/
- 5. iNACOL Supporting Documents www.inacol.org/resources •iNACOL Blended Learning Roadmap (NYC) • Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education • Transforming K-12 Rural Education through Blended Learning: Barriers and Promising Practices Rob’s Wiki: http://robdarrow.wikispaces.com
- 6. Session Focus • Administrativesupport for blended learning teachers • Tools to assist in blended learning teachers • An Evolving Field – Online Learning is just 14 years old – Blended Learning about 7 years old • Research is emerging – there is evidence of effective online and blended teaching • (Not about merits of blended or online learning, accessibility, cheating online, or intellectual property)
- 7. Not About theTechnology • • • • Change in teaching Change in learning Change in pedagogy Things should look different in a blended learning environment, more student centric, more personalized learning
- 8. But… • Effective andefficient personalized learning cannot exist without the use of technology • A change in teaching, learning, and pedagogy cannot occur without the use of technology • The classroom cannot be more student centric without the use of technology
- 9. The Ultimate Goal •College and career ready students and 100% graduation rate • [Current graduation rate: 70% among white students, and 50% among Latino and African American males)
- 10. My Belief: TippingPoint • K-12 Online Learning already there • Every school will become a blended learning school to better personalize learning for all students • Ultimate goal: College and career ready students and 100% graduation rate
- 11. This is ajourney, not a destination. It takes time to transform thinking and teaching.
- 12. What do youdo to measure teacher effectiveness?
- 13. What do youdo to measure or observe teacher effectiveness? • • • • • • Lesson observation Walk-throughs Talk with teacher Lesson plan observation Ongoing benchmark data End of year achievement tests
- 14. Online Teacher Observation • • • • • • Instructionaldesign Student satisfaction surveys Teacher record keeping View course management system data Observe an online class session Communication / response time to email
- 15. A Story fromNew York City • New Principal and Quality Assurance Officer observe a teacher in the classroom
- 16. Defining blended learning. Whatdoes it look like?
- 17.
- 18. Blended Learning Definition •“a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace and at least in part at a supervised brickand-mortar location away from home…” - (Horn and Staker, 2013)
- 19. Definition Expanded (2012) Aformal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path and/or pace at least in part in a supervised brick-and-mortar location away from home (such as school). 100010 001111 010101 000 The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
- 20. There are blendedlearning Models • • • • Rotation Flex Self-Blend Enriched Virtual
- 21.
- 22. But…the models don’tdiscuss: • How to best implement blended learning • Or how to support teachers in a blended learning program • Or the types of technologies that need to be in place • Or how school leaders can best support blended learning teachers • Many of the models are in charter schools vs. traditional public schools
- 23. Teaching and Learning •What the student is doing and where the student is. What the teacher is doing and where the teacher is. What and where the content is.
- 24.
- 25. The Tools (handout) • Continuumfrom Textbook Enhanced to Online Teaching and Learning • Rubric for Blended Learning – Develop walk-through tool with rubric • Observation Form
- 26. Continuum (see handout) Wheredo you fit? Where does your school fit? • Textbook enhanced teaching and learning • Technology enhanced (not online) • Web/online enhanced • Blended • Online
- 27. Online Teaching Textbook Enhanced Teaching Technology Enhanced Teaching Web / Online Enhanced Teaching FromTextbook to Online Teaching
- 28. Remember: This is ajourney, not a destination. It takes time to transform thinking and teaching.
- 29. The Rubric 1. 2. 3. 4. 5. Leadership New StaffRoles New Student Roles Personalized Learning Plans and Progress Next Generation Curriculum and Assessment 6. Flexible and Real World Learning Environments
- 30.
- 31. Indicator: Leadership • 1.1Measurable goals have been written and communicated with all staff. Well Developed Ongoing progress towards each goal is being collected and tracked by teachers and administrators.
- 32. Indicator: New StaffRoles 2.1 Teacher as facilitator/coach Well Developed • Teachers regularly circulate around the room meeting with small groups and individuals identifying progress toward learning goals. • Teachers regularly document student progress daily through some digital record keeping system. • Student data is regularly used as a means for differentiating instruction.
- 33. Indicator: New StudentRoles 3.1 New Student Roles Well Developed • Students regularly take active role in their learning and are able to choose types of content (e.g. textbook, video or online) that causes their best learning. • Students regularly track their own progress towards learning. • Students regularly have ability to complete work at own pace. • Students regularly know where to find help or support when needed.
- 34.
- 35. Quick Quiz: Blended Learning,what does “it” look like?
- 36. Blended? Yes, No,Maybe?
- 37. Blended? Yes, No,Maybe?
- 38. Blended? Yes, No,Maybe?
- 39. Blended? Yes, No,Maybe?
- 40. How to Observea Blended Learning Teacher • • • • • • Adapt the Rubric View student computer/device screen View teacher interaction with students View data teacher uses Talk with students Talk with teacher
- 41. Classroom Walk-Throughs • Evidenceof student centric – Student learning focus / Students in groups – Student computers/devices on a course management system (access school and home) – Students can explain what and why they are doing • Evidence of personalization – Teacher working with individual or groups – Student data used by teacher – Variety of ways for student to communicate with teacher (verbal, discussion boards, email, twitter, etc.)
- 42. What does blended learning reallylook like?
- 43. Mott Hall V,New York City 7th Grade Science One-to-One Group Projects
- 45.
- 47. What data doI use? Test 1 60.0% avg Test 2 76.6% avg review activity
- 48. Prep Academy atSoutheastern High School Detroit, Michigan Science Classroom
- 49. Prep Academy Management: Studentchooses their weekly schedule
- 50. Data to personalizelearning
- 51. iNACOL Webinar • ADay in the Life of a Blended Learning Teacher – Alex Paraskaveides (Mr. P), Lead Blended Learning and Science Teacher, 7th Grade, Mott Hall V, New York City – Haley Hart, PASE Prep Academy Science Teacher, Southeastern High School, Educational Achievement Authority, Detroit • Recording: • https://sas.elluminate.com/p.jnlp?psid=2013-1121.1455.M.A4AD5CB70B5A4D831FFD0B6FB3AD 9A.vcr&sid=253
- 52. An Effective Blended LearningTeacher • Classroom is controlled chaos: – students generally in groups – teacher circulating • Student centered learning • Students focused on work, but may be in different places in a unit • Teachers use data on a daily basis to personalize learning / re-group students
- 53. Any California BlendedLearning Schools? • Summit Denali (Sunnyvale, Ca. Currently 6th grade. Eventually 6-12. Charter) • Rocketship Si Se Puede (K-5, San Jose, Ca, Charter) • Silicon Valley Flex Academy (912, Morgan Hill, Ca, Charter) • Milpitas Unified, Joseph Weller Elementary School (K-5, Traditional)
- 54.
- 55.
- 56. Now, the TechnologyNeeded • • • • Robust Network Student Devices Course Management System Content
- 57. Successful Blended Learning InvolvesSix Elements • • • • Leadership Professional Development Teaching/Instructional Practice Operations/Admin Systems/Policy • Content • Technology
- 58. 1. Leadership School Implementation •Identified administrator/leader and teachers at each school • Ongoing interactions (one-on-one, formal and informal) and meetings of those involved in iLearn • Administrators, teachers and administrators work together towards the blended learning goals established in each school Promising Practices • School culture of innovation and empowerment • Start small and build • Communication is strong and occurs between involved people in a variety of ways (one-to-one, phone, email, chat, etc.)
- 59. 2. Professional Development SchoolImplementation • Both formal and informal (Schedule ongoing group and individual support – online and face-to-face) • Modeling, webinars, small conferences, workshops, cohort meetings • Support teacher / school librarian / implementation managers are key Promising Practices • • • • Scheduled Time (within work week) Participating Teachers as Resources Professional Sharing / Professional Learning Community School Support
- 60. 3. Teaching/Instructional Practices SchoolImplementation • Common Vocabulary / Resources – Blended Learning Continuum, Blended Learning Rubric, Observation Form • Support for new blended learning teachers – modeling and mentoring • Analyzing real-time data to personalize learning for each student Promising Practices • • • • • Classroom Setup Data Analysis Individualized Instruction Student Engagement Digital Content
- 61. Note about BlendedTeaching • End of Year Assessment: Difficult to show a marked difference via end of year assessments and implementation of technology. • Need to identify other assessments (e.g. engagement) to report to educational stakeholders.
- 62. 4. Operations/Management Systems/Policy SchoolImplementation • Restructuring of the traditional school class / school day • Emphasis on using real-time student performance data • Change in instructional delivery model Promising Practices • • • • Removal of institutional barriers / policies Operational support Policy development examples Data-driven instruction
- 63. 5. Content School Implementation •Common course management system • Content providers to choose • Professional development and teacher sharing about content provider and platform use Promising Practices • Content Decision Making (purchase or build your own) • Customizable platform – teachers use base curriculum and customize based on student needs • Customizable for individual students
- 64. 6. Technology School Implementation •School leadership ensures that technology needs of students and teachers are addressed, and proper training provided. • Dedicated technical support for the blended learning programs. • School leadership is visible in their own use of technology; modeling expectations. Promising Practices • Technology Training • Technology Support – Technician on site • Hardware and Software in place to use
- 65. Handouts - Useand Improve • Links / Documents on Resource Page • Resources – Continuum from Textbook Enhanced to Online Teaching and Learning – Rubric – iLearnNYC Observation Form
- 66.
- 67. Remember: This is ajourney, not a destination. It takes time to transform thinking and teaching.
- 68. Contact Information Rob Darrow- [email protected] Rob’s Wiki: http://robdarrow.wikispaces.com www.inacol.org
Editor's Notes
- #17 Rob
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- #49 Haley’s additionA little about EAAA little about PASE Prep Academy and Southeastern High SchoolA little about yourself and how you got into this positionWhat caused you to become a blended learning teacher?
- #50 Haley’s SlideClassroom ArrangementOrganizing Your TeachingInteracting with StudentsHaleyAlex
- #51 Haley’s slide
- #58 Rob and Jacquii
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