Blended Learning in the Math Classroom: Leveraging Professional Development to Equip Educators to Best Use Adaptive Learning Technology

Rebecca Murry, Math Coach, United Nations International School

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Blended Learning in the Math Classroom: Leveraging Professional Development to Equip Educators to Best Use Adaptive Learning TechnologyTuesday, September 30, 2014

Dr. Tim Hudson, Senior Director of Curriculum Design, DreamBox Learning

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Blended Learning in the Math Classroom

Leveraging Professional Development to Equip Educators to Best Use Adaptive

Learning Technology

Rebecca MurryMath CoachUnited Nations International School

Tim HudsonSenior Director of Curriculum DesignDreamBox Learning

Blended Learning Defined

H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

online delivery ofcontent & instruction

delivery of content & instruction at school

Time, Place, Path, Pace

8H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

Path: Learning is no longer restricted to the pedagogy used by the teacher. Interactive and adaptive software allows students to learn

[in a method that is customized to their needs].

BUT… Learning IS restricted – and limited by – the pedagogy used by the online teacher, in the online instruction, or in designs of the learning software.

Key Questions• In what ways do your students control:

• WHEN they learn (time of day)• WHERE they learn• HOW they engage learning• AT WHAT RATE they learn (pace)

• In what ways does your school:• Evaluate the pedagogy of software• Monitor and act on student data• Innovate and develop a blended learning model• Ensure ongoing Professional Learning for educators

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][or flipped classrooms][or iPads, hardware, etc]

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

Which blended model is better?FLIPPED-CLASSROOM ENRICHED-VIRTUAL

Blending is a means to what ends?

What is happening with the teacher?What is happening on the

computers?H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

Before Blending

1. What do you want students to accomplish?

2. How will you know they’ve achieved it?

3. What print and/or digital resources will you need for their learning?

Rebecca MurryMath CoachUnited Nations International School

Tim HudsonSenior Director of Curriculum DesignDreamBox Learning

+

Blended Learning in a Math ClassroomUNIS Junior School’s Experience Using an Adaptive Learning Technology in the Math Classroom

United Nations International School

Rebecca MurryMath CoachUnited Nations International School

+ UNIS is an International School K-12 focused on:

CreativityGlobal Citizenship

Innovation & SustainabilityAcademic RigorDifferentiation

Sound Pedagogical Teaching & Learning

~1350 students

K-4 has ~550 students

~190 students

K-4 has ~100 students

UNIS MANHATTAN UNIS QUEENS

+Our experience launching an Adaptive Learning System

Decision 2012: Consolidated

Model 1) streamline and analyze lessons using selected

resources, 2) aligned to

UNIS benchmarks,

3) refined scope and sequence 4) pilot a class

along side face-to-face

instruction and group work during math workshop2012-2014

Short-listed math

programs (phased

implementation) Started

research on an

aligned math virtual

environment

following the same pedagogy

2010-2011

Selection Process of

Math Programs

and Refining our Vision for Math

2010

+3-Year Implementation: Phase 1

Phase 1 / 2012-2013 (Grades 1-3) Webinars whole faculty but roll out was for First to Third

grades only (September, November, May 2012), Instituted Thursday Math Cafes – in-house PD, focused on

reporting systems, teacher tools, and how to blend/integrate in the classroom

One-on-one sessions for each classroom Math Coach went into each classroom to provide demo of

DB use in the classroom during their carousel reservations Hurricane Sandy / Nov 2012 – daily 30 minutes of

DreamBox use in lieu of classes while school was out Laptop launch only

+3-Year Implementation: Phase 2

Phase 2 / 2013-2014 (Grade 4) partial Kindergarten level – testing out Term 2 – two classes Webinars were split for veteran teachers and new teachers First time on-site visit by DB team to both campuses to meet students

and teachers Other schools visit UNIS to see how we use Learning Adaptive

Technology (Feb) Parent outreach – one-on-one with math coach as well as HR teachers

during curriculum nights IPad Beta Launch Implemented How To Manual PPT for IPad and Laptop uses Implemented UNIS Math Summer Packet that includes suggested work

with Learning Adaptive System (DB)

+3-Year Implementation: Phase 3

Phase 3 / 2014-2015 (Full K-4 at both campuses) Webinars separated for each campus (veteran and new), onsite

visit, Parent University presentation by DB mid-term Separate systems URL websites for two campuses Start of Math-Tech Blended Learning Update Monthly E-

Newsletter Friday Phone Meetings with DB and UNIS (Math Coach & Tech

Integrator) to address issues that need resolving Revised How To PPT for IPad and Laptop uses Constant communication with parents about virtual learning and

prep for a Parent Workshop

+In-Class & Home Study Implementation in Phase 3

GRADE LEVEL

IN-CLASS (min)

Per week

HOME STUDY (min)

Per week

NOTESActual breakdown of In-Class vs Home Study determined by teacher

JA 10 - 15 none Learning the use of the IPad mechanically is pre-requisite to DB use as well as routine

J1 15 10 2 lessons maximum per session, focus on gold coin lessons for challenge and practice lessons for review of past lesson

J2 20-30 15 2-3 lessons max per session, focus on gold coin lessons for challenge and green practice lessons for review of past lesson

J3 30 30 3 lessons max per session focus on gold coin lessons for challenge and green practice lessons for review of past lessons

J430-45

Including set-up

30-453 lessons max per session focus on gold coin lessons for challenge and green practice lessons for review of past lessons (each lesson takes 10 minutes based on efficient use, i.e. response time and accuracy)

+Planning Next School Year For Smooth Implementation of Learning Adaptive Technology

AUGUST before school starts: Verify registered student list for both campuses Ensure that upgrade from Primary to Intermediate levels are done before

start of school Test all systems: IPad, Laptop, Activ Board, Carousel chargers Sign-Up System for Carousel Carts

SEPTEMBER - OCTOBER New students need to be assessed for 5 hours (In-Class) Existing students need to continue archived work from previous grade SET-UP Parent Outreach structure (workshops, newsletters, meetings) Curriculum Nights – coordinate talking points for HR teachers about

Learning Adaptive Technology Re-establish Homework Policy for digital work

+Planning Next School Year For Smooth Implementation of Learning Adaptive Technology

OCTOBER – JUNE Refine PD webinars as per contract signed in August Parent University Outreach Ongoing In-House PD by Math Coach & Tech Integrators on

Learning Adaptive Technology and Blended Learning Models Decide on-site visit by DB team Continuous Survey Monkey to ensure feedback loop is ongoing

between teacher and Math-Tech team

+Challenges for Teachers/IT/Parents with Blended Learning Implementation

Familiarity with necessary systems support

Bandwidth capability

Updates to Adobe Flash

Ensure all equipment is working and aligned

Ensuring student registration of old and new students are coordinated with DB

Coordination with Principal on signed contract for August

Providing focused time for student to work on Learning Adaptive system at home independently without intervention “not giving the answer or prompting”

Attend the Parent Workshops about Learning Adaptive Technology systems

Provide instant feedback about irregularities with Home Study use, i.e. student disengagement

IT SUPPORT PARENTSTEACHERS

Being an active participant in the learning with students of a Learning Adaptive Technology

Constant coordination with Tech Integrator & Math Coach for any parent inquiries

Keeping an eye on the diagnostic reporting systems available in DB

Checking in proficiency levels for differentiation application in the classroom

Use of Teacher Tools in class

Having an open mind to try out Rotation models in class

+Lessons learned…misconceptions…

Teacher-Directed

Whole ClassLecture StyleTEXTBOOK

Feedback was Teacher to Student via Report

Cards, Checked HW, Test Scores

Assessments

Summative, Quizzes, Chapter

Tests

Hands-On ManipulativesAvailable for use for K-2, used less

frequently in 3-5

“Learning Centers”

Previous Notions of

“BLENDED” LEARNING

+Lessons learned…misconceptions…voices from the classroom…

Face-to-Face Instruction

ON LINE Computer –

Mediated Learning (Adaptive System Virtual

Manipulatives - dynamic)

Reflective Practice –

instant FEEDBACK loop Student and Teacher

ONLINE and Onsite

Proficiency Assessment

s

Authentic/ INTENTIONAL Experiences (Hands-On

Manipulatives)

Current Notion of

BLENDED LEARNING in a Math Classroom

+Models for Blended Learning:Face-to-Face balanced with BL Models – flexible and adaptive for small group instruction, projects, Individualized Reteach

Rotation Model Station Rotation – one station is online,

students rotate on a fixed schedule, other stations could be full class, paper-pencil, group projects, one-on-one reteach

Lab Rotation – online work is in another classroom while HR classroom works on onsite task

Individual Rotation – student rotates based on a fixed individualized schedule, not necessarily to an available station

Flipped Classroom – student rotates on a fixed schedule face-to-face (teacher guided) during the school day and online delivery/instruction of same concept is online (different from doing homework practice online at night

A-La Carte Model – “self-blend” model student takes courses online with an online teacher but still has traditional courses onsite

Models that work for students beyond Grade 5

Enriched Virtual Model – a whole school uses both online deliver and traditional onsite work within each course

Flex Model - students move on a fluid individual schedule among modalities and teacher is on-site

Models that work for students K - 5

+Practical Logistics of Using Learning Adaptive System in the Classroom – flow chart

•Carousel Cart with IPad/LapTop in Charging Station

• In the classroom – students get their equipment with ear phones

Teacher

Tech Integra

torMath

Coach

• At the end of the BL session, students return equipment to carousel cart and roll back to charging station

Teacher

+Increased student engagement & ownership of learning…JA

+Increased student engagement & ownership of learning… J1

+Increased student engagement & ownership of learning…J3

+Increased student proficiency…

+Adult Learners – learning curve ?Differentiated PD for each learner

Adult Learner 1 Have a vision of what is

possible but still new to adaptive use and no knowledge but willing to go for it full force

Adult Learner 3 Not so clear why a new initiative

needs to be implemented but is willing to go along - their own learning is controlled by self-doubt and affects enthusiasm for what could be possible

Adult Learner 2 Already adapted and using

tech and blended learning with some healthy risk-taking but needs peers, good mentors, and collaborators

Adult Learner 4 Still needs proof and evidence

before any initiative can be tried out - they require true-and-tested data

Resistant to change and need a growth mindset to open up for collaboration

+Feedback from Teachers…

Paula Marra, JA (Kindergarten Teacher)

Isabel Valenzuela, J1 (Grade 1 Teacher, Humanities Subject Coordinator)

Gulay Powell, J2 (Grade 2 Teacher)

Sawsan Manasfi, J3 (Grade 3 Teacher, Grade Level Coordinator)

Jennifer Quinn, J4 (Grade 4 Teacher)

Javier Alvez, JA – J2 Tech Integrator

Francesca Zammarano, J2 – J4Tech Integrator

+What lies ahead for us with Blended Learning in the Math Classroom?

Continue to refine our unique definition of “blended learning” environments as a UNIS community

Expand our communication links with parents beyond e-newsletters through workshops and interactive links via UNISConnect

Pilot other Rotation Models in the Junior School Utilize diagnostic data in DB to align with our own internal

assessments Provide differentiated in-house PD alongside DB webinars for

various adult learner types Continue to use Survey Monkey to get real-time feedback from

teachers about their use of a Learning Adaptive Technology Share our experience with other schools

The Quality of Digital Learning Experiences is

just as important as the Quality of

Classroom Learning

Experiences

Pros & Cons

Benefit of Blended Learning

Becoming MORE thoughtful and strategic about

the use of precious class

time

Danger of Blended Learning

Becoming LESS thoughtful and strategic about how students

understand and make sense of

things

Personalized Schooling

Personalized Learning

Industrial Schooling

Industrial Learning

Personalized (Relational)

Impersonal (Industrial)

LearningPedagogy

withStudents

SchoolingStructures

fromAdults

School Policies & Structures are Designed for

Students as Unique Individuals.

Strategic & Varied Schedule, Location,

Path, Pace

Empowering Learning

Experiences, Critical Thinking,

Creativity, Exploration.

Students “Think & Do” using Their

Own Intuitive Ideas

School Policies & Structures are Designed for Efficiency,

Economy & Scale.Fixed Schedule, Location, Path,

Pace

Traditional Lesson Paradigm of Mass

InstructionTeach, Practice,

TestStudents “Sit &

Get” the Teacher’s Ideas

Personalized (Relational)

Impersonal (Industrial)

LearningPedagogy

withStudents

SchoolingStructures

fromAdults

School Policies & Structures are Designed for

Students as Unique Individuals.

Strategic & Varied Schedule, Location,

Path, Pace

Empowering Learning

Experiences, Critical Thinking,

Creativity, Exploration.

Students “Think & Do” using Their

Own Intuitive Ideas

School Policies & Structures are Designed for Efficiency,

Economy & Scale.Fixed Schedule, Location, Path,

Pace

Traditional Lesson Paradigm of Mass

InstructionTeach, Practice,

TestStudents “Sit &

Get” the Teacher’s Ideas

Personalized (Relational)

Impersonal (Industrial)

LearningPedagogy

withStudents

SchoolingStructures

fromAdults

Blended

Blended

Use Tech?

Use Tech?

Use Tech?

Use Tech?

Q & A

Thank You!

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Seeing is believing!

www.dreambox.com/request-a-demo

Join our community on edWeb.net Blended Learning

Invitations to upcoming webinars

Webinar recordings and resources

CE quizzes

Online discussions

Join the communitywww.edweb.net/blendedlearning

CE Certificate provided by

Attending Live?Your CE Certificate will be emailed to you within 24 hours.

Viewing the Recording?Join the community at www.edweb.net/blendedlearningGo to the Webinar Archives folderTake the CE Quiz to get a personalized CE Certificate

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