Blended Learn ing Design: Revised Recommendat ion
Iredell-Statesville Schools
Education Elements
Cohort 4
August 8, 2013
© 2013 Education Elements 1
ELA Math Sci SS 6th 7th 8th 9th 10th 11th 12th
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
© 2013 Education Elements
C o h o r t 4 : G r a d e / S u b j e c t S c o p e f o r B l e n d e d
Cohort 4 schools have identified the following grades and subjects in which to go blended.
Northview MS
South Iredell HS
Mount Mourne
Lake Norman HS
2
C o h o r t 4 : B l e n d e d L e a r n i n g P r i o r i t i e s
© 2013 Education Elements
Cohort 4 schools have identified the following blended learning priorities.
Blended Learning Priorities
• Blended learning will help:- Increase student engagement in learning measured by CWT data.- Increase use of authentic assessment by both students and teachers.- Teachers differentiate instruction based on specific gaps identified.
• Blended learning will help teachers incorporate more authentic assessment
• Blended learning will help increase student engagement to 75% highly engaged, as measured by classroom walk through
• Blended learning will help 100% of students achieve above average growth in Reading, Math and Science
• Blended learning will help close student learning gaps
• Blended learning will help the school increase performance composite to 90% and help school become an Honor School of Excellence
Northview MS
South Iredell HS
Mount Mourne
Lake Norman HS
3
C o h o r t 4 : B e l l S c h e d u l e s
© 2013 Education Elements
Cohort 4 schools have similar bell schedules with four 85-90 minute blocks.
First Block94 min
Second Block
94 min
Third Block + Lunch121 min
Fourth Block
93 min
First Block90 min
Second Block
80 min
Third Block + Lunch110 min
Fourth Block
85 min
First Period82 min
Second Period83 min
Third Period +
Lunch107 min
Fourth Period83 min
Lake Norman HS Northview MSMount Mourne
First Block85 min
Second Block
85 min
Success Lab30 min
Third Block90 min
Fourth Block
85 min
South Iredell HS
4
A g e n d a
© 2013 Education Elements
Review: Project Roadmap, Scope & PrioritiesCohort Revised DesignDigital Content RecommendationsNext Steps
5
O v e r v i e w : H i g h - L e v e l V i s i o n f o r U n i t C y c l e
© 2013 Education Elements
Introduce Investigate Plan Create Evaluate
Teachers begin by introducing a new topic.
At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format.
Teachers guide students in going deeper into the topic, building conceptual knowledge.
The teacher may spend time reteaching topics while students use digital content to practice and accelerate.
Students have an opportunity to plan their project and/or assessment.
Students may spend this time working in groups to plan out a project, or working in groups to study and review material.
Students have time available to create their projects, used for evaluation in the last phase of the unit.
Teachers serve as coaches as students drive the work.
Teachers provide an opportunity for students to demonstrate mastery.
Format may be an test, and/or may be a presentation, skit or other project-based assessment.
Teacher-Directed Student-Directed
The recommended design for Cohort 4 is loosely based on the IB Design Cycle. Below is an overview of five phases for an instructional unit, which may take place over a few days or a few weeks.
6
L i n k i n g t h e B l e n d e d L e a r n i n g D e s i g n a n d P D S A
© 2013 Education Elements 7
Introduce Investigate Plan Create Evaluate
Plan Do Study/Act
Using the PDSA as a reflection approach for students:• The phases of the blended learning design for Cohort 4 can be mapped onto the
PDSA cycle. Teachers can focus on using the cycle as an opportunity for students to reflect on their learning at an individual level.
Example approach:
L i n k i n g t h e B l e n d e d L e a r n i n g D e s i g n a n d P D S A
Using the PDSA form as a reflection tool for teachers:• The blended learning design for Cohort 4 retains a lot of flexibility in what teachers do
each day. Teachers are given the opportunity to define the pace of their instructional focus and identify the most appropriate blended model.
• The PDSA process could be adapted to allow teachers to reflect on what blended model they will use, and could be used as a coaching tool between school leaders and teachers.
Example approach:
© 2013 Education Elements
Plan
Do
Study/Act
• Teachers outline the course of their unit and identify what model they will use on a given day, based on the instructional focus
• Teachers conduct their class with model identified previously
• Teachers collect formative data and reflect on the effectiveness of their blended learning model, identifying what changes they would make for next time and reflecting on their growth in blended learning practice
Introduce Investigate Plan Create Evaluate
8
E x a m p l e U n i t S c h e d u l e s
© 2013 Education Elements
Monday Tuesday Wednesday Thursday Friday
Introduce Investigate
EvaluateCreate
Plan CreateInvestigate
Example: 3-week Unit
Introduce Investigate
CreatePlan
Example: 2-week Unit
Evaluate
9
Tr a n s i t i o n i n g t o t h e M o d e l
© 2013 Education Elements
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce Evaluate
Introduce Investigate Evaluate
Introduce Investigate Plan Evaluate
Introduce Investigate Plan Create Evaluate
Increasing Teacher Capacity
10
Tr a n s i t i o n i n g t o t h e M o d e l
© 2013 Education Elements
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce Evaluate
Introduce Investigate Evaluate
Introduce Investigate Plan Evaluate
Introduce Investigate Plan Create Evaluate
The simplest form of the model reflects more traditional teaching. Teachers introduce and teach concepts through direct instruction,
followed by an exam to test mastery.
11
Tr a n s i t i o n i n g t o t h e M o d e l
© 2013 Education Elements
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce Evaluate
Introduce Investigate Evaluate
Introduce Investigate Plan Evaluate
Introduce Investigate Plan Create Evaluate
With the introduction of digital content, teachers can allow students to investigate
topics more deeply at their own pace.
12
Tr a n s i t i o n i n g t o t h e M o d e l
© 2013 Education Elements
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce Evaluate
Introduce Investigate Evaluate
Introduce Investigate Plan Evaluate
Introduce Investigate Plan Create Evaluate
All phases of the model are added as teachers add in projects and authentic
assessments into their units.
13
D e t a i l e d V i e w : I n t r o d u c e P h a s e
© 2013 Education Elements
Introduce Investigate Plan Create Evaluate
Recommended Model:
WHOLE GROUP
Teachers begin by introducing a new topic.
At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format.
• Teacher works with students in a whole group to introduce topic and end-of-unit assessment
• Discussion should include setting expectations for student learning
14
D e t a i l e d V i e w : I n v e s t i g a t e P h a s e
© 2013 Education Elements
Introduce Investigate Plan Create Evaluate
Recommended Model:
2-GROUP ROTATION
Teachers guide students in going deeper into the topic, building conceptual knowledge.
The teacher may spend time reteaching topics while students use digital content to practice and accelerate.
In the Independent Digital Content Station:
• Students continue to explore material on their own
• Content can be focused on reteaching (for students with more need) or acceleration
In the Small Group, Direct Instruction Station:
• Teachers focus on mini-lessons to build students’ conceptual knowledge of the topic• Experienced teachers use guiding questions to foster self-questioning and exploration
15
D e t a i l e d V i e w : P l a n P h a s e
© 2013 Education Elements
Introduce Investigate Plan Create Evaluate
Recommended Model:
2-GROUP ROTATION
Students have an opportunity to plan their project and/or assessment.
Students may spend this time working in groups to plan out a project, or working in groups to study and review material.
In the Collaborative Station:
• Students work with peers to plan out their project
In the Independent Digital Content Station:
• Students can use online programs to support their planning
• Optional Teacher Pull-outs offer an opportunity for remediation
16
D e t a i l e d V i e w : C r e a t e P h a s e
© 2013 Education Elements
Introduce Investigate Plan Create Evaluate
Students have time available to create their projects, used for evaluation in the last phase of the unit.
Teachers serve as coaches as students drive the work.
Recommended Model:
WHOLE GROUP
In the Collaborative Station:
• Students work with peers to create their projects
• Teacher may offer optional Office Hours to provide small-group or 1:1 coaching to students
17
D e t a i l e d V i e w : E v a l u a t e P h a s e
© 2013 Education Elements
Introduce Investigate Plan Create Evaluate
Teachers provide an opportunity for students to demonstrate mastery.
Format may be an test, and/or may be a presentation, skit or other project-based assessment.
Recommended Model:
WHOLE GROUP• The exact format will
depend on the final form of assessment
• For example, students may take a test and/or watch presentations of their peers’ projects
• Experienced teachers may allow students to choose the type of assessment they want: skit, presentation, etc.
18
S u m m a r y o f M o d e l R e c o m m e n d a t i o n b y P h a s e
© 2013 Education Elements
Introduce Investigate Plan Create Evaluate
WHOLE GROUP- Direct Instruction
WHOLE GROUP- Direct Instruction
WHOLE GROUP- Collaborative Station- [Optional] Teacher office hours
2-GROUP ROTATION- Direct Instruction- Independent Station
2-GROUP ROTATION- Independent Station- Collaborative Station- [Optional] Teacher pullouts
19
C o h o r t S u g g e s t i o n s f o r D i f f e r e n t i a t i n g Te a c h e r P D
• Create opportunities to model blended learning practice in PD. Bring in teacher leaders to facilitate PD sessions based on their strengths.
• Identify how staff fall into groups based on readiness and acceptance. Differentiate PD sessions based on teacher groups.
• Incorporate peer observations so that teachers can learn from each other. Potentially include opportunities for co-teaching.
© 2013 Education Elements
School teams will have an opportunity to continue discussing strategies for teacher support at the Blended Learning Leadership Academy in August
20
© 2013 Education Elements
W h a t We H e a r d : B l e n d e d L e a r n i n g P r i o r i t i e s
Mount MourneMiddle
Cohort 4
Lake Norman High
Academic Goals• Increase student
engagement as measured by CWT
• Increase use of authentic assessment by students/teachers
• Differentiate instruction based on specific gaps
Blended Learning Target Scope• Whole school
implementation
South Iredell High
NorthviewMiddle
Academic Goals• Increase Performance
Composite to 90%• Become an Honor
School of Excellence
Blended Learning Target Scope• Focus on Freshman
Academy, followed by Science (Biology)
Academic Goals• Increase use of
authentic assessment• Increase student
engagement to 75% highly engaged (as measured by Classroom Walk Through)
Blended Learning Target Scope• Focus on Humanities
and Language
Academic Goals• 100% of students
achieve above average growth in Reading, Math, Science
• Close student learning gaps by moving classrooms to grade level teams
Blended Learning Target Scope• Whole school
implementation
23
Top Related