blended learning rubric

Blended Learn ing Rubr icFor Teachers

SCHOOLLOGO

A g e n d a

2

Objective

BL Rubric Overview

BL Rubric Specifics

BL Investigation of Domain I: Activity

Coming Attractions/Closing

NIHS BL Rubric Training

Learning Target

I can use the Blended Learning Rubric to identify my skill set and opportunities for growth in terms of implementation of

blended learning instruction.

3NIHS BL Rubric Training

O b j e c t i v e

Participants will be able to understand the design and use of the Blended Learning Rubric for their developing their Blended Learning teaching practice.


B l e n d e d L e a r n i n g R u b r i c : O v e r v i e w

5

• Purpose: – Set goals in individual classrooms and across the school

– To identify areas of strength and for development in BL classrooms

– To measure progress in implementing BL, semester by semester and year by year

• Assumptions:• The BL Rubric is a supplement, not a replacement, to your existing teacher rubric

• Language is intentionally broad to provide room for interpretation and innovation


B l e n d e d L e a r n i n g R u b r i c : O v e r v i e w


B l e n d e d L e a r n i n g R u b r i c : D e s i g n P r i n c i p l e s

7

•

Core Principles of Effective Blended Classrooms

Adopt instructional delivery models that maximize small group or one-on-one time with students to deliver more personalized interaction.

Incorporate differentiation into all facets of instructional practice to create a more student-centered learning experience. (e.g. management, planning, assessment, instruction).Leverage digital content and assessments to help measure students' true level of academic proficiency.

Support students' ability to learn, grow, and function independently from the teacher to achieve their personal academic goals.


W h a t i s B l e n d e d l e a r n i n g ?

8North Iredell High SchoolGo Raiders!

Four MAJOR Characteristics•Data Driven decisions•Individualized, Student-Driven Learning•Incorporate Digital Technology in Teaching Methods•Engaging instruction

My job will be to “coach” you as you incorporate these

characteristics in your lesson plans.

NIHS BL Rubric Training 8

D e v e l o p i n g Yo u r B l e n d e d L e a r n i n g C o m p e t e n c i e s

9

Traditional Teaching Practices

Blended Teaching Practices

(Enhanced)

Small group instruction

Differentiation

Data driven decision-making

Understand and integrate digital content into course

Demonstrate flexibility and responsiveness

Engage parents and students

Create blended learning routines and expectations

Instill digital ethics

Manage technology effectively

Manage multiple learning paths

Assess content mastery

Create a culture of resilience, self-advocacyManage student

behavior

Plan and deliver coherent instruction

Create a culture of respect and achievement

Demonstratecontent knowledge

Track academic goals

(Unchanged) (New)

Ask questions and check for understanding

Facilitate collaborative learning


B l e n d e d L e a r n i n g R u b r i c : D o m a i n s

10

BL Rubric

I. BL Classroom Culture

II. BL Management

IV. BL Assessment and Analysis

V. Blended Classroom Technology

III. BL Planning and Delivery

Develops a culture that values the intention of a BL classroom and the personal responsibility it requires

Creates systems and routines that maintain an effective Blended Learning environment

Designs a digitally blended curriculum that supports student-centered instruction

Measures and analyzes students' academic performance using multiple offline and online data sources

Adopts technology solutions that improve the effectiveness of a Blended Classroom

Domains: Description


B l e n d e d L e a r n i n g N e w s :

• Teachers will be given an opportunity to give input on the devices

• Once we have the devices, there will be a protocol to establish accountability for students

• There will be a survey sent to you tomorrow about this training – please complete it as quickly as possible! It is due by 9/16.

• Just a note about my role in CWT – I cannot evaluate you! I am here to coach you.

• There will be another, more extensive survey sent out on 9/10, the Teacher Self-Assessment Survey. It is due by Sept. 30. (Surveys such as this will happen twice/year)


B L R u b r i c To o l s

12

Blended Learning Toolkit


https://docs.google.com/a/edelements.com/document/d/1_SwFOUU5CYPj1Sxb6oReiZETLwpVnI3k52QxJzIsCSU/edit

Te a c h e r S e l f R e f l e c t i o n E x a m p l e

13

Blended Learning Teacher Self Reflection Tool Name: Juan MontegoDate: 10/12/12Domain I. Develops a culture that values the intention of a BL classroomStrand B. Provide students with opportunities to develop and master their personalized academic goalsHow would you rate yourself on the rubric for this domain/strand? 3

Strengths Opportunities for Growth

• I put in a system for tracking damages to hardware and students understand the consequences of misusing their laptops. I have not had major issues with vandalism.

• The time students spend on the computer is still pretty structured. I need to provide a process for students to work on un-mastered goals as needed.

Request for Support

• Focus: Student driven content mastery approach• Where I need help: Feedback on my plan/approach and observing student behaviors• Timing: Plan will be ready by mid-November, would like to be observed week of Nov. 19th.


A c t i v i t y To d a y – B L R u b r i c

14

• Five Domains• Structured just like the regular teacher

revaluation instrument• You will be asked to rate your proficiency

on each area• We will focus on Domain I today, so here’s

a quick look at the others


Domain I I

• Strand A: Develop routines • Strand B: Efficiently address technolgy issues• Strand C: Support student’s ability to really work while

receiving digital instruction


Domain I I I

• Strand A: Blend digital & non-digital content• Strand B: Incorporate all learning domains & modalities

across digital & non-digital content• Strand C: Use digital content to differentiate• Strand D: use small group!


Domain IV

• Strand A: Assess using teacher made and third-party assessments to measure student proficiency

• Strand B: Use on-line tools to collect and analyze data• Strand C: Use data from many sources to identify

student needs


Domain V

• Strand A: Select technology solutions to enable greater instructional differentiation and personalization

• Strand B: Acquire technical knowledge and skills to successfully adopt education technology solutions

• Strand C: Continuously reflect on and evaluate the effectiveness of current technology solutions


D o m a i n 1 A c t i v i t y :

• In groups of two, • One person match the “descriptions” of Beginner,

Intermediate, Proficient, and Advanced with their “level”• The other person match the “Examples” with the proper

description

Beginner Intermediate Proficient Advanced

Description

Example

• Take Five minutes; then check against the key.• Make note of any expectations met or surprises


S h a r e :

• Strand A Groups: Summarize Expectations met? Surprises?

• Strand B Group: SummarizeExpectations met? Surprises?

• Strand C Group: SummarizeExpectations met? Surprises?


N e x t S t e p s

21

• Evaluation: Please complete the survey on this training – it is due by Friday, Sept. 13

• Complete your self-assessment by 9/30• Further Trainings: ERPD Days Oct. & Dec.• Note Innovation Showcase; Good way for some

teachers to demonstrate BL Techniques and be recognized as teacher leaders.

• I will be available most days at any time to help you. I can come to your class, help you at lunch, or work with you in my office. I will help you by appointment or by casual request. Thursdays are the day I may routinely be away from campus.


blended learning rubric

Documents

minthe bl rubric

minthe rubric

bl practice

blended learning teacher

bl instruction

learning targeti

effective blended learnin

core competencies