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Ten Years of Transformation: A Vision of the Future of Learning

October 28, 2013

Susan PatrickPresident & CEOInternational Association for K-12 Online Learning

The Boy Genius of Ulan Bator

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Transforming to Student-Centered Learning

Student-Centered LearningStudents at the Center (JFF)

• Critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm: – Embracing the adolescent’s experience and learning

theory as the starting point of education; – Harnessing the full range of learning experiences at

all times of the day, week, and year; – Expanding and reshaping the role of the educator;

and – Determining progression based upon mastery.

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.

– Mean What You Say: Integrating Personalized, Blended and Competency Education (Patrick, Kennedy, Powell, iNACOL 2013)

Survey on Personalization1. Student agency (student has voice and choice on level of

standards/lesson and some control over how they learn)

2. Differentiated instruction

3. Immediate instructional interventions and supports for each student is on-demand, when needed

4. Flexible pacing

5. Individual student profiles (personalized learning plan)

6. Deeper learning and problem solving to develop meaning

7. Frequent feedback from instructors and peers

8. Standards-based, world-class knowledge and skills

9. Anywhere, any time learning

10. Performance-based assessments — project-based learning, portfolios, etc.

Personalized Learning 4 Attributes(From Scott Benson, BMGF)

• Four essential attributes for a personalized learning model: – Learner Profiles: Captures individual skills, gaps, strengths,

weaknesses, interests & aspirations of each student. – Personal Learning Paths: Each student has learning goals &

objectives. Learning experiences are diverse and matched to the individual needs of students.

– Flexible Learning Environment: Multiple instructional delivery approaches that continuously optimize available resources in support of student learning.

– Individual Mastery: Continually assesses student progress against clearly defined standards & goals. Students advance based on demonstrated mastery.

Horn and Staker’s Blended Learning Definition

“Blended learning is any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and/or pace.

The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience” (Horn & Staker, 2013).

GPS

Time to Destination

Blended Learning: Optimizing

• Blended learning involves an explicit shift of the classroom-level instructional design to optimize student learning and personalize learning. Blended learning implementations should provide greater student control and flexibility in pathways for how a student learns, where and when a student learns and how they demonstrate mastery.

• Simply, blended learning is a delivery mechanism for personalized learning.

Blended Learning• “Blended learning is about the ability to

personalize instruction. The only way to do that is for teachers to use the data constantly to individualize instruction and provide targeted instruction. It isn’t about the tech, it is about the instructional model change. Blended learning is not about whether you are just giving a kid a computer.” – Samantha Sherwood, Assistant Principal, Bronx

Arena High School in New York City

Redesign of Instructional Model• Blended learning should be approached not

merely as a temporal construct, but rather as a fundamental redesign of the instructional model with the following characteristics: – A shift from lecture- to student-centered instruction in which

students become active and interactive learners (this shift should apply to the entire course, including face-to-face contact sessions);

– Increases in interaction between student-instructor, student-student, student-content, and student- outside resources;

– Integrated formative and summative assessment mechanisms for students and instructor.”

Research on Blended Learning• Changing roles of educators• Teacher as conductor, designer, coach,

engineer . . . – Facilitators of learning– Monitors of progress– Graduation coaches

• See Keane , Irvin, de la Varre, & Hannum, 2010; Pettyjohn, Kennedy, & LaFrance, 2012; Cavanaugh, Barbour, & Clark, 2009; de la Varre, Keane, and Irvin, 2011; Irvin, Hannum, Farmer, de la Varre, & Keane, 2009

New Learning Models Continuums

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Competency Education

Competency Education: 5-part Definition

1. Students advance upon demonstrated mastery.2. Competencies include explicit, measurable,

transferable learning objectives that empower students.

3. Assessment is meaningful and a positive learning experience for students.

4. Students receive timely, differentiated support based on their individual learning needs.

5. Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions

23

In a proficiency system, failure or poor performance may be part of student’s learning curve, but it is not an outcome.

----- Proficiency Based Instruction and Assessment, Oregon Education Roundtable

Competency Education Policy

Standards

“As our mental models shift from time-based to competency- based, it is also important to

move away from linear toward flexible pathways for learning.”

– Chris Sturgis, Art & Science of Designing Competencies

New Learning Models Vision

• The ultimate power of blended and online learning lies in their potential to transform the education system and enable higher levels of learning through competency-based approaches.

• OUR VISION OF FUTURE LEARNING MODELS IS CENTERED ON THE NEED FOR INCREASING OPPORTUNITIES, ACCESS AND EQUITY FOR ALL STUDENTS to actively engage in the highest-quality, student-centered, competency education models offering personalized learning for each and every student, so that success is the only option.

Instructional Models: Questions to Ask

• How is your program engineered to personalize learning?

• How do you enable student co-design and goal-setting?

• How do you provide greater transparency?• How does your program transform instructional

design to student-centered?

Wave IV Planning and Launch Grants:

$12 Million for Breakthrough Schools

What is NGLC?

Next Generation Learning Challenges (NGLC) accelerates educational innovation through applied technology to dramatically improve college readiness and completion in the United States.

NGLC Grant Awards

$42 million distributed to 116 grantees representing more than 300 partner institutions

Projected number of students served by scaled-up NGLC projects within five years: 2.5 million

58 new breakthrough secondary and 10 postsecondary schools or

degree programs

19 secondary education projects

focused on innovative technology tools linked to the Common Core

29 postsecondary projects

focused on blended learning, open core courseware, learning analytics

and deeper learning

Wave IV: How Much and How Soon?Cycle Grant Opening Awards Amount Deadline

Cycle 1

Launch Fall 2013 8$450K total

April 22, 2013

Planning Fall 2014 30 $100K April 22, 2013

Cycle 2

Launch Fall 201412 (may be more)

$450K total($150K + up to a possible $300K in 1:1 matching)

Dec 2, 2013

Planning Fall 2015 10 $100K Jan 13, 2014

Regional Fund:Planning

Fall 2015

Up to 6 each: DC and Chicago

$100K Jan 13, 2014

Closed

What is a Breakthrough School?

Student-centered and -owned

meets the diverse learning needs of each student every day and empowers students with skills, information and tools to manage their own learning

Competency-based

students move at their own pace and earn credit when they demonstrate mastery of high standards

Blended

optimizes the use of teacher- and technology- delivered instruction in group and individual work

And… a Breakthrough School is…

Sustainable and Scalable

accomplished on recurring public revenue at current or lower spend levels and can be scaled up to serve many more students.

Breakthrough Schools Focus on Student Outcomes:

1.5 years of growth annually on Common Core State Standards in ELA and Math

Deeper learning outcomes as defined by grantee

90% four-year cohort graduation rate (completion in middle grades)

80% matriculation rate School model is financially

sustainable

Design Principles & Criteria for ReviewDesign Principles for Breakthrough Schools

Student CenteredDesigned to meet the diverse learning needs of each student every day

High ExpectationsCommitted to ensuring that every student will meet clearly defined, rigorous standards

that will prepare them for success in college and career

Self Pacing and Mastery-Based CreditEnables students to move at their own optimal pace and receive credit when they

demonstrate mastery of the material

Blended InstructionOptimizes teacher- and technology-delivered instruction in group and individual work

Student OwnershipEmpowers students with skills, information, and tools they need to manage their own

learning

Financial SustainabilitySustainable on public per-pupil revenue within four years

ScalableDesigned to serve many more students if it demonstrates impact

Criteria for Review

1. Academic Model

2. Boldness & Impact

3. Scalability

4. Capacity

5. Advantages

Get Started Today!

Visit nextgenlearning.org:

Check out Wave IIIa and Wave IV, Cycle 1 grantee profiles and videos of their application decks for inspiration

Access the RFP, FAQs and application

Follow the NGLC Blog to get the latest information leading up to submission deadlines

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Policy: Enablers and Challenges

Challenges

• Human Capital: Teachers & Leaders (TA)– Leadership development: competencies– Re-design pre-service & in-service training to include

blended/online learning– Scaling with implementation fidelity– Develop leadership capacity to lead programs, hire,

evaluate, adapt, innovate new models– Develop teacher capacity to assess mastery and to

use real-time data to personalize learning

We view iNACOL’s role as doing what it takes to ensure that the field

reaches its full potential

Where we are today

Where we seek to be

Where we couldwell arrive

• All students have access to online and blended models

• But many or most of these models are no more effective than traditional classroom instruction

• Some students have access to online and blended models

• The effectiveness of these models in developing college- and career-readiness is largely unknown and likely varies widely

• All students have access to online and blended models

• The models are effective in developing their college- and career-readiness

Quality: A Vision for the Future

Student Knowledge On Entry (Adaptive Assessment to identify level and gaps)

Individual Growth Assessed in Real-Time (multiple measures at multiple points: adaptive, embedded, formative, performance-based, summative/moderating)

Student Knowledge Upon Exit (understand amount of learning knowledge and skills)

Outcomes Quality Assurance: Performance Metrics

Performance metrics• Proficiency Benchmark/Entry• Growth• College and Career Readiness• Fidelity to Student Goals• Graduation Rate• Closing the Achievement Gap

New York Times: The United States, Falling Behind

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@susandpatrick

spatrick@inacol.org

Thank You#iNACOL13