Work Group on Student-Centered

Learning in High School August 20, 2013

2:00-3:30pm

Introductions and Background

• Welcome• Work Group Introductions• Background:

– Nellie Mae Education Foundation New Approaches in Urban Districts Grant

– $450,000 / 18 months to research , plan and pilot blended learning models at the high school level

– Part of a cross-district community of practice with other Connecticut communities: Danbury, Meriden, New Haven, Manchester, Norwalk; Chelsea and Revere in Massachusetts; and Providence in Rhode Island

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Planning Goals

Goals: 1.To increase district and community knowledge of student-centered blended learning2.To determine ways to use blended learning to increase student achievement and differentiate learning3.To engage in action research to pilot and evaluate blended learning approaches in two schools: Pathways Academy of Technology and Design and Bulkeley Teacher Prep and Humanities Academy4.To share best practices from the blended learning research for consideration throughout district

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Project Scope and Planning Activities  I     Establish Current State: Where we are today  •What is Blended Learning and current district blended learning practices•Strengths, weaknesses, opportunities and threats of blended learning II    Conduct an Innovation Landscape: Explore promising practices •Literature and case study review of key models and web-based and dynamic computer-based instruction •Visit best practice blended learning models

III   Determine Desired State: Develop a Shared Vision for Blended Learning •Vision statement for blended learning for Hartford Public Schools•Theory of Action and Logic Model: Moving from Current to Desired State•Implications on research, practice and policy for HPS

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Project Scope and Planning Activities  IV  Engage the Community for Input and Expand Knowledge •BOE, community and stakeholder sessions •Reports and information sharing throughout project

V    Pilot implementation plans in Bulkeley and Pathways•Action research plan to implement and document the experiences from multiple perspectives

VI   Project Report •Based on research and results of action research, develop recommendations for consideration in advancing blended learning in the district

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Planning Teams and Key Participants

• Superintendent’s Work Group on Student-Centered Learning in High School

• Bulkeley/Pathways Professional Learning Community (PLC)

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Lightning Round….

In one sentence or less…jot down:•Something that you know about blended learning OR•Question you have about blended learning OR•Something you like or dislike about blended learning

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What is…Student Centered Learning? Student Centered Learning: •Emphasizes that education is not “one-size fits all.” •Students develop their academic and career interests and produce authentic, professional work to demonstrate their learning. •Teachers act as coaches, advisors, and facilitators, providing students with the opportunity to take charge of their own learning.

(Moeller & Reitzes, 2011)

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What is…Blended Learning?

Blended Learning – a formal education program in which a student learns in part through online learning, with some element of student control over time, place, path, and/or pace; in part in a supervised brick-and-mortar location away from home.

(Clayton Christensen Institute, 2012)

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What is happening nationally?

• 56% of District Administrators report implementing some kind of blended learning in their districts

• Of the remaining 44% of districts not currently implementing some form of blended learning, almost all are in some stage of planning

• 75% of District Leaders and 78% of School Leaders report interest in implementing a blended learning model

• Costs, teacher capacity, student access, and hardware were the most commonly cited obstacles

(The Parthenon Group, 2013)

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The Basics of Blended Learning

11educationelements. (2011, September 24). The Basics of Blended Learning [Video file]. Retrieved from http://www.youtube.com/watch?v=3xMqJmMcME0

Blended Learning Models

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Rotation

• Within a course or subject, students rotate on a fixed schedule (or as directed by the teacher) between different learning modalities, at least one of which is online learning.

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Rotation

• Example: The KIPP LA Empower Academy

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Flex

• Instruction is delivered primarily via the Internet, with students moving on an individually customized sequence; scheduling is fluid among learning modalities, and the teacher of record is on site.

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Flex

• Example: San Francisco Flex Academy

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Self-Blend

• Students choose to take one or more courses entirely online to supplement their traditional courses.

• Example: Quakertown Community School District

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Enriched model

• Students divide their time between attending a brick-and-mortar campus and learning remotely using online delivery of content and instruction.

• Example:Albuquerque eCADEMY

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Hybrid Models

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Summary Thoughts

• What are the most compelling opportunities that blended learning can provide for our students?

• What are the challenges, risks, concerns with blended learning?

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Next Step: Landscape Scan

• School survey: work group feedback on topics, key questions, areas of inquiry

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Going forward

• Project Activities• Meeting Schedule:

– October 22, 2013: 2:00-3:30pm– December 3, 2013: 2:00-3:30pm – April 29, 2014: 5:30-7:00pm: Work Group with

Community – September 23, 2014: 2:00-3:30pm

• Website: http://blendedlearningct.wordpress.com/

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