Transcript
Powerful, Personalized PD for Teachers
• Natasha LeRutte, USC Hybrid High School• Sandra Matthews, Conway Elementary School• Thomas McMahon, St. James Middle School• Kerry Pilkey, Socastee Elementary School
May 2016
Natasha LeRutte:Personalized Curriculum in a Blended Classroom
• Who are We? → USC Hybrid High School
• What do I do? → Grounded in Theory, Explored in Practice
• Q&A
PillarsRooted in a Common VisionWe believe in our vision and mission whole heartedly that all students are able to use their college degrees in order to create positive multigenerational change. 100% of our first graduating class has been accepted into a 4 year university. Teamwork, Integrity, Mastery, Entrepreneurship Trust, Commitment, Take AccountabilityHigh expectations (all module work must be created prior to the start of each quarter), Data is public and teachers must adjust accordingly (ACT, SBAC, AP, Performance Task) We are willing to adjust to our data and create our own right answers with the help of the network, our administrators, and our peers. Transparency and teamwork are our strengths.
Peers We lean on one another as we expect our students to lean on their peers. Collaboration happens daily. We are willing to rely on one another to have our student’s best interests in mind at all times.
One Team All teachers collaborate with our network, our principal, our dean of discipline, etc. to ensure the academic and personal success for every student.
English Dept. We strive for vertical alignment in our classrooms and steal from one another. We can view each other’s courses in “Canvas.”Team 11 We strive for horizontal alignment in our classrooms and communicate via g-chat all day. Our classrooms are open to one another, and so is our coursework. We often plan assignments to carry over from one class to the next.
Balancing Collaboration and Autonomy Teamwork + Sharing Best Practices Each team member has autonomy over their classroom (including budget and curriculum choices.)
Grounded in Theory, Explored in Practice
Kounin’s “Withitness” in a One-to-One Tech ClassroomAll teachers at USCHH use Hapara, Canvas, and Google Documents (Edit History) to monitor student work and progress in the classroom.
Vygotsky’s “Zone of Proximal Development” Every classroom configuration is different with the intent to create a unique, flexible, and creative space for all students to learn and collaborate. For example, my classroom has a zone for students to work in pairs, work independently, work in groups of 3, 5, or 7.
Constructivism and Student Centered Classrooms We hold a fundamental belief that students should have the opportunity to construct knowledge. We adhere to a mastery based mindset and employ workshops, limited teacher talk time, peer tutoring, student led text based discussions, literature circles, performance tasks, and gallery walks
Understanding by Design and Backwards Planning Prior to the start of each quarter, all teachers prepare their module work, keeping at top of mind student learning outcomes and multiple access points for individual learners.
Sandra Matthews:Using goFormative & Google Classroom in the Blended Learning
Classroom
smatthews001@horrycountyschools.net
goformative.com
• Allows teachers to create online assessments, classwork, homework
• Easy to create an assignment and assign it to students
• Get live results
Using the Results
• The goal of blended learning is to address the individual needs of students in order to make teaching and learning more effective.
• The results produced by Formative can be used to help the teacher determine individual needs and create small groups.
From the website: goformative.com
Working with Formative
You can log in using your Google account.
Lesson from CARS (Comprehensive Assessment of Reading Strategies) transformed into a digital format using Formative
Create the questions.
Assign work. Make folders & save your work.
Data can be viewed in multiple ways. This view looks at single questions and student responses.
The summary view allows you to look at individual data to determine the needs of students and personalize their instruction.
Face-to-Face Instruction:Small group, Independent Learning, or
Whole-Class?
5 students 3 students
Edutopia: Blended Learning Strategies for
Engagement#4 Differentiate Instruction Through Online Work -In a blended learning classroom, there is often online work that needs to occur. This might be a module on specific content, formative assessments, and the like. However, students may or may not need to do all the work that is in a specific module. In an effort to individualize instruction, use the online work to meet individual students needs. Whether an extension of learning, or work to clarify a misconception, the work that occurs online can be more valuable to students when it is targeted. Students are no longer engaged in uninteresting busy work, but focused, individualized learning.
http://www.edutopia.org/blog/blended-learning-engagement-strategies-andrew-miller
Blended Learning Stations
with Google Classroom
Assignments are posted and linked in Google Classroom making it easy for students to access the work.
Blended Learning Groups:
• Teacher Directed – Face to Face -(Driven by Formative data, Achieve data, teacher observation, etc.)
• Digital Content (Achieve 3000)• Independent or Collaborative work
Independent or collaborative work for blended learning stations can involves a task card made with Google Docs and an assessment (accountability) piece made with Google forms posted in Google Classroom…
Sometimes this is followed by a creative project on the iPad. In this particular project students taught others about prepositions and prepositional phrases using the comic creator app.
To submit work created in an app, students can save
their work to photos and upload
it to Google Classroom.
Students’ work can be viewed, graded, downloaded, and printed.
Sandra Matthews:Using goFormative & Google Classroom in the Blended Learning
Classroom
smatthews001@horrycountyschools.net
TomMcMahon
HorryCountySchools
St.JamesMiddleSchool
6th GradeSocialStudies
21YearsExperience
Presentation
1.BlendedLearning
2.StationRotation
3.Data
4.Grouping
5.Logistics
6.Resources
Data
Achievement Series
EdmodoSocrative
Mini-Assessments
DistrictBenchmarks
STUDENTNAMES
Grouping
HighRisk
AtRiskProficient
&Exemplary
Logistics
LMS
PaperHolder
Timer
StudentAccountability
ResourcesforGroups
Teacher-Directed
Individual
Teacher-Directed
Data
Vocabulary
SpecificContent
SpecificQuestions
Individual
Accountability
USATestPrep
Vocabulary
EdPuzzle
ProducingContent
RichardE.Mayer
HarvardLecture
Kerry Pilkey
A Year Long Learning Process:Blended Learning with a Multi-
Genre Research Project
Our curriculum outlines what students should learn…
Not how it might be implemented…
A simple PD on –a single App- sparked an idea…
Blended learning with powerful Apps….
Only, I did not really know where to start
A Skeleton Plan
ØFollow the District Pacing GuideØHave all assignments turned in to
Google ClassroomØAssign an App for each required
componentBE WILLING TO FAIL
Jump in let’s go… Oops• Research Requirements: Technology:• Project proposal Google Classroom Internet
article summary Yakit• Internet audio analysis Shadow Puppet• Internet video analysis iMovie• Non-fiction novel/book Touchcast• Poem eBlogger• Summary/final presentation
Yakit Kids
An App where you can upload any photo and
make it talk!
Students used this for summarizing Information
(15 seconds)
Shadow Puppet
An App that allows you to capture pictures of
student work or significant documents
found…Students then record their voice “over” the
pictures
iMovie Trailer
iMovie has a movie trailer option that allows you to insert pictures and text with dramatic audio in the background
iMovie
iMovie has many options that allow students to splice together multiple scenes in order to create a genuine movie.
Touchcast Studioone App to rule them all
Touchcast Studio allows the student to combine all of their other work in the other Apps in one single project!
Touchcast Studio• Students can insert their
own published materials into their podcast.
• This young lady was introducing a poem she wrote about technology and had a voice over as her friend read the poem aloud.
Touchcast StudioIt was the only App with an available green screen to allow students to place themselves in any background.
It is the only App that allow integration of virtually any other App into its program for an overlay.
Pitfalls and My Learning
• I had a passing familiarity with how each App might work – I learned a great deal along with the students.
• I knew how to evaluate the content of the research but not really the quality of the products – everything seemed amazing.
• I had rubrics for the research requirements but not really any for the products the students were creating.
• My blog was a disaster as I could not maintain any consistency –learning curve… It turned out my students preferred discussion groups and Socratic seminars.
• My students could write much faster in manuscript than they could peck out some word processing. They solved the problem by submitting a photo of their written work to Google Classroom.
• MY STUDENTS SAW EVERY FAILURE AS A PROBLEM YET TO BE SOLVED.
DISTRICT PD SUPPORTED THE PROCESS
A SESSION CALLED “DIGITAL STORYTELLING IN SCIENCE AND SOCIAL STUDIES”
This session introduced me to a variety of Apps CONTINUED SUPPORT BI-MONTHLY FROM A
DISTRICT TECHNOLOGY SPECIALISTOur specialist took input from our grade-level team to help differentiate her PD to be effective for our team
TEAMWORK MAKES THE DREAM WORK
Contact Information
• Natasha LeRutte, USC Hybrid High School– nlerutte@uschybridhigh.org
• Sandra Matthews, Conway Elementary School– SMatthews001@horrycountyschools.net
• Thomas McMahon, St. James Middle School– TMcMahon@horrycountyschools.net
• Kerry Pilkey, Socastee Elementary School– KPilkey@horrycountyschools.net
• iNACOL Moderator: Natalie Abel– nabel@inacol.org
Thank you for attending. Check out iNACOL.org for new resources and upcoming webinars.
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