Collaborative Learning Hybrid Classroom Kirby A. Maness Riverside High School Martin County [email protected].

Collaborative Learning Hybrid Classroom

Kirby A. Maness

Riverside High School

Martin County

[email protected]

What is the Governor’s Teacher Network?• A talented group of 450 outstanding teachers were

selected from 1400 applicants for 2014-15. • Teachers identify instructional needs, create innovative

digital instructional resources and design professional development to support key Race to the Top initiatives in Home Base.

• Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.

What is the Governor’s Teacher Network?• Pathway 1 Teachers: Professional Development

• Identify problems of practice around instructional needs and conduct action research projects in their schools.

• Investigate and analyze the effectiveness of strategies and practices on student learning.

• Create professional development sessions and materials to be posted in Schoolnet and the Professional Development System in Home Base.

Action Research• Systematic inquiry conducted by teachers and other

educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.

• Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is Action Research?• Classroom and school research conducted by teachers to:

– Positively impact student outcomes– Identify and promote effective instructional practices– Create opportunities for teachers to become reflective

practitioners– Share research results with other educators

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Discussion

• What does collaborative learning mean?

• What does the Hybrid mean in Collaborative Learning Hybrid Classroom?

• The collaborative learning hybrid classroom consists of students receiving mini-lectures (10-15 minutes) from their teacher on particular units.

• Every unit of study will have problem questions that the students must answer in their collaborative learning groups.

• Combination of Problem and Project based learning with mini-lectures.

What is the Collaborative Learning Hybrid Classroom?

American History 1 Topics

Activities• The students will have a list of activities provided by the

teacher as options for answering the questions.

Process for each Unit of Study• Daily Notes – 10-15 minutes (Teacher)

• Research Problems (Student)

• Present Research (Student)

• Test on information and Problems (Student)

Teacher Roles• Yes• Present Mini-lectures• Facilitate• Feedback• Technology• Resolve Conflicts• Move About

• No• Tell activities to

complete• Bail out students• Complete their work• Kick Back• Limit Choices

Student Demographics• Three American

History 1 Classes• Honors AH1 - 31• Regular AH1 – 45

• 37 Female• 39 Male

• 42 Caucasian• 28 African American• 4 Hispanics• 1 Asian• 1 Native American

Data Sources

• Pre-tests

• Projects/Presentations

• Study Island

• Exams

• Survey Monkey

Traditional vs. CLHC Scores• Traditional

• 2013 Honors

• 1st Six Weeks – 92.22

• 2nd Six Weeks – 85.59

• 3rd Six Weeks – 91.44

• Exam – 89.57

• Average – 89.21

• CLHC

• 2014 Honors

• 1st Six Weeks – 93.48

• 2nd Six Weeks – 92.29

• 3rd Six Weeks – 94.35

• Exam – 91.90

• Average – 93.32

Traditional vs. CLHC Scores• Traditional

• 2013 Regular

• 1st Six Weeks – 71.85

• 2nd Six Weeks – 79.85

• 3rd Six Weeks – 80.95

• Exam – 73.57

• Average – 77.05

• CLHC

• 2014 Regular

• 1st Six Weeks – 86.26

• 2nd Six Weeks – 82.53

• 3rd Six Weeks – 90.35

• Exam – 81.91

• Average – 86.43

Traditional vs. CLHC Failures• Traditional

• Honors (27 Students)– 0

• Regular (22 Students)– 1st Six Weeks – 7– 2nd Six Weeks – 3– 3rd Six Weeks – 2– Exam – 5– Overall - 2

• CLHC

• Honors (31 Students)– 0

• Regular (45 Students)– 1st Six Weeks – 0– 2nd Six Weeks – 2– 3rd Six Weeks – 0– Exam – 4– Overall - 0

Honors AH1 Data Regular AH1 Data

Data Source Grade %

Pre-Tests 31

Projects/ Presentations

90

Exams 76

Study Island 81

Data Source Grade %

Pre-Tests 39

Projects/Presentations

97

Exams 85

Study Island 93

Survey Results 1st Six Weeks

Question Strongly Disagree

Disagree Neutral Agree Strongly Agree

AH1 introduced me to leadership skills that are important for effective class leadership.

0% 8% 20% 60% 12%

AH1 provided me with knowledge and skills that were as important as the instructional knowledge.

0% 3% 17% 62% 18%

AH1 projects provided the necessary learning environment to openly share my ideas without criticism by others.

3% 15% 15% 47% 20%

AH1 projects increased my understanding of the material provided by the teacher.

7% 18% 13% 37% 25%

Survey Results 3rd Six Weeks

Question Strongly Disagree

Disagree Agree Strongly Agree

AH1 introduced me to leadership skills that are important for effective class leadership.

0% 3%-5%

68%+8%

29%+17%

AH1 provided me with knowledge and skills that were as important as the instructional knowledge.

2%+2%

3% 75%+13%

20%+2%

AH1 projects provided the necessary learning environment to openly share my ideas without criticism by others.

0%-3%

9%-6%

65%+19%

26%+6%

AH1 projects increased my understanding of the material provided by the teacher.

0%-7%

8%-10%

55%+18%

38%+13%

Student Survey Comments

• I've learned through the completion of these projects team work, to get more out my comfort zone.

• Leadership skills and communication skills.

• Time management, working with others, and the importance of sharing ideas.

• Presentation Skills as well as Research Skills.

• I have developed better presentation skills and the knowledge of what it takes to be a leader.

• I learned to able to work with others and speak with other people that have different backgrounds and cultures. I also learned better speaking skills in front of the class when I’m presenting.

How did it change the outlook of the class?• Collaboration• Feedback• Student-Centered Learning• Controlled Chaos• Student Leadership • Real World Environment

Traditional vs. CLHC• Teacher Lectures (30-

45 minutes)• Bell Ringer• Quiz• 1 Activity• Average 5-10 students

speaking per class

• Mini-lectures (10-15 minutes)

• More time for review• Students have 45-70

minutes to work on projects

• Every student speaks every class

Sample Questions – Early 1800’s• Investigate the causes and

effects of the 2nd War for Independence (War of 1812) and describe how this war was as important for the long-term sustainability as the Revolutionary War.

• Analyze the Era of Good feelings as a peaceful political time period in the history of the United States to the rise of Jacksonian Democracy and the political mudslinging that ensues.

• Evaluate the sectional differences of the United States and how the United States was becoming two very distinctive countries.

• Examine the political, social, and economic issues that affected the United States relationship with foreign countries, treatment of African Americans, Native Americans and Women during the early to Mid-1800s.

Sample Student Work

Benefits• Less Students Failing• Higher Averages• Students know what to

expect for exams• Great Review Materials• Continued learning

during Substitute Days

• Leadership• Communication• Time Management• Research Skills• Teamwork• Working with

unmotivated students

Challenges

• Technology

• Instructional materials

• Misconception of teacher roles in CLHC

• Student Buy-in

Ways to Overcome Challenges

• Discuss with your media coordinator/technology department

• Create problems that address complex topics• Clearly explain roles and demonstrate work

ethic• Grades, less lectures, other student support

Questions???

How to create your own CLHC?

• Use standards as guidelines• Think of main topics for each unit and

develop questions around those topics• Have the basic need to know information

in your notes to share• Experiment with timing of projects

– More detail, more time

Think-Pair-Share

• Create 3 Problem Questions

• Pair with a partner to discuss your questions

• Share with the group

Helpful Tips• Think with the End in mind• Experiment • Contracts• Grouping +/-• Google Drive, Google Docs, email, videos

(IPhone), test out other platforms (emaze, prezi, powtoon, etc.)

• Surveys

Thank you for your participation.

• Contact Information:– Name: Kirby A. Maness– School/District: Riverside High School/Martin County– Phone: 252-792-7881– Email: [email protected]– Website: http://gtnpd21.ncdpi.wikispaces.net/About+the+Project

http://www.cvent.com/d/hrq907/3B

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