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Blended/Personalized Learning: Afternoon Breakout
● Dr. Matthew Joseph, Director of Digital Learning, Informational Technology, and Innovation, Milford Public Schools, Milford, MA [email protected]
● Rachel Discko, technology integration specialist, Manchester High School, Manchester, CT [email protected]
● Arzinia Gill, Principal, DelSesto Middle School [email protected]● Dr. Anna Nolin Assistant Superintendent for Teaching, Learning and Innovation at the Natick Public Schools
○ [email protected] @annapnolin● Facilitator: David Ross, CEO, Partnership for 21st Century Learning: [email protected]
Blended Learning: How to combine the core learning standards with 21st century tools and learning strategies
Pre FY17 F17 FY18
MS Exchange Email Google environment
Local school servers for saving
Drive
No Schools wireless(few hotspots in schools)
3 of 5 schools wireless
Full wireless in district
No technology department leader or voice in district (2 years)
Director who works in collaboration with superintendent and assistant superintendent
● No student devises K-5● 4 Chromebook carts
MS and 1 Chromebook cart High school
● 1:1 Chromebooks G3-5 (1000)
● 11 CB carts MS ● 5 High school
● 1:1 G3-12 (3400)
Change of mindset
Where do we start?Step 1
Step 2
Boring is boring
● Facilitate and Inspire Student Learning and Creativity● Design and Develop Digital Age Learning Experiences and
Assessments● Provide Model Digital Age Work and Learning● Promote and Model Digital Citizenship and Responsibility● Engage in Professional Growth and Leadership
Blue PrintStep 3
Step 4
Step 5: Tie to instruction and learning
Visibility - Kicking off
Visibility - Progress
Visibility - Collaboration #MPSlearns
The event will consist of a welcome breakfast, followed by three 50-minute learning sessions. Each session will have an introductory period and a practice period. We will end with a “Tech Slam” to share the takeaways from the day. Our goal is to provide sessions that offer a variety of experiences and tools geared to all levels of technology learners. Even if you consider yourself technology-phobic, you will walk away more confident than when you first arrived!
Schedule:
8:00 - 8:30 Welcome and light breakfast 9:00 - 9:50 Session 110:00 - 10:50 Session 2 11:00 - 11:50 Session 312:00 - 12:30 Tech Slam
Visibility - Collaboration #MPSlearns
Unit Plans
Continuing To Grow● Policy development spring/summer 2017
○ Device responsible use○ Network responsible use○ Home use expectations○ Annual student device return procedures○ Privacy understanding
● CTL Training as curriculum and digital learning advocates and “champions”● Targeted Goals for FY18
○ promote the learning and growth of all students by providing high-quality and coherent blended digital learning instruction and that establish high expectations, create a safe and effective classroom environment.
○ develop students’ mastery of skills at the appropriate grade and developmental levels to meet the Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework.
○ provide ongoing job-related professional development and opportunities for collaboration for all employees to effectively implement and use technology. Teachers will engage in comprehensive professional development programs that include meaningful 21st century training for instruction, instructional software and emerging technology Using a blend of project, exploratory, and virtual activities.
Blended & Personalized Learning
● Typical classrooms--teacher sole arbiter of knowledge
● Teacher as answer machines and checklists instead of thought provokers, learning facilitators, advocates for independent thought
● Stifles student self-reliance, capacity for critical thought, curiosity, creativity
“Personalized learning is not necessarily technology dependent. While it’s good for
students to have both physical and digital toolboxes of resources to use while learning
and solving problems, there is no magic technology elixir. The task must drive the
operational decisions around method, resources, and outcome. I don’t think that the
questions ‘How can we integrate technology?’ is a good question to ask anymore. A
better question, especially in terms of personalized learning, might be ‘What choices
does the student have to learn and perform?’ or maybe ‘What’s in the student’s
toolbox?’ This demands that technology is a ubiquitous expectation, like the usage of
books or pencils, and is not something we have to plan for--because it’s already
there.”
Michael Fisher
“To what extent are technological platforms and devices being viewed or used as replacement for teaching rather than as powerful enhancements?”
-Allison Zmuda
“Technology is, of course, critical to any virtual learning experience. But when you make it the starting point, instead of using it as a tool to achieve your
learning objectives, it often misses the mark.” -A. Janelle Scharon
Blended & Personalized Learning
● Tailor instruction to students’ specific academic needs, personal interests, and learning styles, empowering them with ownership over their own work and progress
● Enable student to learn at their own time, pace, place, and approach● Give students and teachers access to real-time feedback and performance data● Empower teachers to concentrate their time and energy on individual student needs● Use technology in rich and innovative ways to support student learning based upon the above elements
○ Not the same as technology-rich instruction○ Goes beyond 1-1 computers and high-tech gadgets
Deliver Instruction through Multiple Forms of Media
EDpuzzle
● Enable self-paced learning with interactive lessons--add your voice and questions along the video
● Import existing videos
● Flipped classroom
Deliver Instruction through Multiple Forms of Media
ClassHook
● Educational video clips from popular TV shows and movies● Choose by subject● Ask discussion questions
Demonstration of Learning
Seesaw
● Student-driven digital portfolios empowers students to independently document what they are learning in school
● Use photos, videos, drawings, text, PDFs, links
● Captures the learning process● Gives students an authentic audience
(peers, parents)● Teachers control who can view what student
content and provide feedback
Demonstration of Learning
Adobe Spark
● Video presentation tool online and on portable devices
● Professional themes included● Gallery of sample projects ● Use Page to create a story using text, images,
and video--presented as a responsive web page● Use Post to create images optimized for social
media (help given with shape, size, design)● Use Video to create a video including images
from your computer or phone, overlay text, add voice and background music)
Demonstration of Learning
Virtual Museum Gallery
● ClassTools○ Design a 3D virtual museum exhibit○ Insert images, video, and text ○ 10 exhibits
● Google Slides ○ Non-linear presentation created by
linking slides○ Students can use a template or create
from scratch
Demonstration of Learning
Making Comics with Bitmojis and Google Slides
● Google Slides comic strip templates available online
● Bitmoji Chrome Extension--students create avatars that look like them
● Students can demonstrate their process instead of the product
Sylvia Duckworth
Demonstration of Learning
Infographics
● Piktochart○ Gallery of icons and images○ Charts and maps○ Ready-to-use graphics○ Templates
● Canva○ Gallery of images○ Photo filters○ Free icons and shapes○ Templates
Assessment of Learning
Self-Assessment
● Movenote○ Record over a
presentation○ Change slides while
speaking○ Explain your thinking or
your process
Assessment of Learning
ClassKick
● Teachers can view real-time student work and provide real-time feedback to students
● Students can provide real-time feedback to each other
● Track student progress and see who needs help
Assessment of Learning
Google Forms
● Formative assessment● Quiz format with teacher answer
key● “Go to section based on answer”
“Integration of technology tools and platforms into the classroom
can satisfy students’ desire to use devices to make sense of
problems and challenges, and educators’ need to improve
student achievement”
-Allison Zmuda
Technology Tools for Personalized Learning
● EDpuzzle● ClassHook● Seesaw● Adobe Spark● ClassTools Virtual Museum● Google Slides Museum template● Bitmoji & Google Slides Comics● Joomag● Piktochart● Canva
● Movenote● ClassKick● Google Forms
For more information, please email: [email protected]
DelSesto Middle School- Arzinia Gill, Principal
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A personalized schoolis designed to meet the needs of each & every individual student. Here are thefour key elements of college and career readiness, and empower students to drive their learning and own their success.
Summit Model- Personalized Learning
Self-Directed Learning
Cycle
Self-directed learning attributes
● Strategy-shifting● Challenge seeking● Response to
setbacks● Appropriate help
seeking● Persistence
Elements of Self Directed Learning
For more information contact [email protected]
Content Knowledge
Competency-Based Content Progression
Content Knowledge
Competency-Based Content
Progression
Cognitive SkillsProject Time
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Goal Student Role Teacher Role Platform Support
Develop strong cognitive skills through authentic deeper learning projects
• Apply content learning from Focus Areas
• Develop cognitive skills.
• Facilitate authentic, collaborative projects
• Provide coaching and feedback on cognitive skills
• Activities and resources to complete project checkpoints and performance tasks
• Cognitive Skills rubric to support grading
Cognitive Skills Rubric
All projects in all subjects are assessed on cognitive skills.
Textual Analysis (Close Reading)
Theme/ Central Idea
Point of View/Purpose
Development
Structure
Word Choice
Using Sources
Selecting Relevant Sources
Contextualizing Sources
Synthesizing Multiple Sources
Inquiry
Asking Questions
Hypothesizing
Designing Processes and
Procedures
Analysis & Synthesis
Identifying Patterns and Relationships
Comparing/ Contrasting
Modeling
Interpreting Data/Info
Making Connections & Inferences
Critiquing the Reasoning of Others
Justifying / Constructing an Explanation
Composing/ Writing
Argumentative Claim
Informational/ Explanatory Thesis
Narrative
Counterclaims
Selection of Evidence
Explanation of Evidence
Integration of Evidence
Organization (Transitions, Cohesion, Structure)
Introduction and Conclusion
Speaking/ Listening
Discussion / Contribution
Preparation
Norms / Active Listening
Products & Presentations
Style and Language (Tone, Academic
Language, Syntax)
Oral Presentation
Multimedia in Written Production
Multimedia in Oral Presentation
Conventions
Precision
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What can Project Time look like?
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Sample Project Time Activities
- Group work (e.g.,research, experiments, building, debate)
- Individual Work Time
- Check-Ins with Teacher on progress and feedback
- “Whole Class Interruptions” (e.g., mini-lecture, introducing new concept, building shared understanding)
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Cohort 3: (Sending Districts/New Schools)Southbridge, MA
New Bedford, MA (4+)Holyoke, MAAndover, MA
East Providence, RI (+)South Kingstown, RINorth Providence, RI
Providence, RI (4+)Woonsocket,RI
*Expanding for cohort 3
NE Basecamp Cohorts 1, 2, and 3!
Cohort 1:● Blackstone Valley Prep (High School)-Cumberland, RI*● Pawtucket Learning Academy (MS/HS)-Pawtucket, RI● Pleasantview Elementary School-Providence, RI
Cohort 2:● Woonsocket Middle School-Woonsocket, RI *● PTECH program at NACTC (High School)-Newport, RI*● PTECH program at Westerly High School- Westerly, RI *● Walsh Middle School-Framingham, MA* ● Skip Nowell Leadership Academy (High School)-
Providence and Central Falls, RI● Highlander Charter School (Upper School)-Warren, RI*● West Broadway Middle School-Providence, RI *● DelSesto Middle School-Providence, RI *● E-Cubed Academy (High School)-Providence, RI *● PTECH program at PCTA (High School)-Providence, RI *● UCAP (Middle School)-Providence, RI ● Holyoke Middle School-Holyoke, MA *
2016-2017 Explorer Classrooms:New Bedford, MA
● Whaling City High School*East Providence, RI
● Martin Middle School*
http://mayoralacademies.org/nebasecamp/46
● Outreach and Cohort Partner Application Support
● School Leader and Teacher Leader Professional Development
● Explorer Program● Year-One Centralized Support ● Communities of Practice for school
leaders● Specialized PD sessions by content area● Regional Convenings
For more information, email: [email protected]
Next Learning Tour: June 7, 2017, Info night June 15, 2017
DEFINING PERSONALIZED LEARNING
is tailoring learning for each student’s strengths, needs and interests; including enabling student voice and choice in what, how, when and where they learn; to provide flexibility and supports to ensure mastery of the highest standards possible.
http://www.inacol.org/news/what-is-personalized-learning/
PERSONALIZED LEARNING Content and
Online Digital Learning
Technologies
Flexible Learning Spaces
Highly Skilled and Reflective Teachers and
Leaders
Data & Assessments
to Inform Instruction
Student Reflection
and Ownership of Learning
Natick’s MultifacetedApproach to
Personalized Learning
Blended Learning Powers Personalized Learning!
Blended Learning is a formal education program in which a student learns:
● at least in part through online learning, with some element of student control over time, place, path, and/or pace;
● at least in part in a supervised brick-and-mortar location away from home;
● and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
http://www.christenseninstitute.org/blended-learning-definitions-and-models/
We BLEND in order to Personalize
.
NATICK’S SECRET SAUCE ...
The plate…The delicious, nutritious, well-balanced meal we expect all teachers to serve to our students--the NPS experience.
….is FULL!
http://bit.ly/personalize-relate
In Digital Districts, Teachers Matter More⬜ Technology and Blended
Learning (BL) help to take the busy work away from students and teachers
⬜ Technology and BL extend the relational capabilities of teachers
⬜ Technology and BL allow teachers to curate resources for individual students.
❑ Technology and Blended Learning enhance human connectionsCombat rising anxiety and depression among school-aged students by ensuring personal connections to adults at school.
From Collective Genius: The Art & Practice of Leading Innovation, Hill, Brandeau, Truelove, Lineback, 2014
• PLC elements most often present where motivational framing was present
• PLCs present more often with resonance, less often with constraints
• PLCs engaged in research, risk-taking, support, and choice allow for more resonance within initiative
Study Findings (Nolin et al., 2014):
Technology PLC + Motivational Framing = Increased Resonance + Acceptance
Framing Innovation: Do PLCs Influence Acceptance of Large-Scale Technology Initiatives?
PLCs and Collaborators Buffer the Hard Work of Technology Implementation/Innovations
PLC (Dufour et al., 2010) Collaborative Constructs
●Shared Mission, Vision, Values
●Collective Inquiry
●Collaborative Teams
●Action/Orientation and Experimentation
●Results Orientation
●Shared TimeStudy of 1:1 in MA: Framing Innovation: Do PLCs Influence Acceptance of Large-Scale Technology Initiatives? (Nolin et. al, 2014)
Acceptance in Tech Use
PLCs/Collaboration Allow Us to do the Hard Work of Innovation!
Flow
Achieving Flow/Engagement in Your Workplace (for Students and Teachers)
• Autonomy, Mastery Purpose (Drive/Flow)
• Clear set of goals and progress markers
• Clear and immediate feedback
• Balance between perceived challenge and perceived skills
• Confidence to do the task• Connection to the people in
the workplace
Developing Teacher Leadership, Specialization & Personalized Learning Options
Moderated Conversation