The "Beginning a Blended Learning Math Model" webinar slide deck

Beginning a Blended Learning Math Model

Presented by: Zack Blois

Ice-breaker Poll Question

What is your biggest blended learning challenge? a)  Finding the time to review resources and tools for online learning b)  Lack of electronic/digital devices for students c)  Too many different resources (online and offline) to learn and use within

given class time

d)  Other (please list in Questions section)

Introduction

You’re here today to see what a blended learning model might look like within your math classroom.

But, each classroom is unique…

…and each student is also unique. That’s a challenging dynamic, blended model or not.

Break it down into 3 steps

Take a three-pronged approach to developing your model and instruction strategy: A.  Establish goals for your students and your instruction

B.  Choose your model’s makeup

C.  Evaluate progress and achievement

A) Establishing Goals

Why are you here today? What are the specific goals of integrating online learning tools in your curriculum?

Increasing Student Engagement

Improving Digital Lit

eracy

Online Assessment Practice

Leveraging current technology

Fostering 21st Century Skills

More one-on-one instruction time

Optimizing instruction resourc

es Improving tiered instruction efforts

Bridging goals to student needs

Regardless of what your main goals are, they should all point toward meeting student learning needs: Ask yourself, “How Do these goals help my instruction enhance the following bullets?” •  Math Achievement

•  Student Engagement

•  Overall Progress

Poll Question #2

What is your classroom or schools student-to-device ratio?

A.  20 : 1 or greater

B.  In the range of 10 : 1 to 19 : 1

C.  In the range of 2 : 1 to 9 : 1

D.  1 : 1

B) Developing Your Model

Next, it’s time to take an assessment of available resources (human, online, and offline):

•  Number of digital devices (laptops, tablets, computers…)

•  Current texts and offline materials

•  Software licenses, content, and trials

•  Teacher-developed curriuclum and lesson plans

•  School initiatives and available budget

Turning resources into instruction

Your resources partly define your blended learning model, but it’s not the whole picture.

Don’t forget your goals from Step 1 and your own personal instruction style and preferences.

Let’s look at a few examples!

1) Station Rotation

Station C: Group work on computers or tablets

Station B: Offline Group work (with or without teacher)

Station A: Teacher-led Group Instruction

2) Lab Rotation

Teacher-led Classroom Instruction

Rotation

Classroom with Computers/Tablets

3) The Flipped Classroom

At-Home Learning Student self-drives learning via online

resources assigned and provided by educator

In-class Learning Educator reinforces skills learned online with group and one-on-one instruction

activities

&  

4) The Flex Model

C) Evaluate progress and achievement

Don’t adopt a blended learning model for the sake of just adding tech to the classroom/curriculum.

Blended learning is a constant effort

Important questions to consider: - Did you accomplish the goals you initially outlined? - Were all of your students’ needs met? - Did you get the most of your resources and devices? - Did you choose the most productive Blended Learning Model for your classroom? - What variables will you change for your next lesson or unit?

Quick Recap

Take a three-pronged approach to developing your model and instruction strategy: A.  Establish goals for your students and your instruction

B.  Choose your model’s makeup

C.  Evaluate progress and achievement

Questions or Comments?

Contact info:

www.wowzers.com Zack Blois Email: zach@wowzers.com Phone: 312-273-1340

Final Poll Question

Would you like us to contact you with more information about Wowzers online math content and blended learning resources? A.  Yes

B.  No