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Schools around the country are starting to blend online learning into their instructional design as a means of personalizing students’ learning experiences. But with the myriad options for structuring the combination of online and face-to-face learning, teachers and administrators are faced with tough decisions on how to best implement technology for their students. In this webinar, our guests will explore the different blended-learning models that schools are using to support math instruction. They’ll discuss national trends emerging around blended-learning math programs, as well as take an up-close look at the challenges and successes one school has experienced with the blended math model.
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THE FUTURE OF PERSONALIZED LEARNING IN
ELEMENTARY SCHOOLS
RESULTS FROM THE SPEAK UP 2012 NATIONAL RESEARCH PROJECT AND PROJECT TOMORROW
Sponsored by DreamBox Learning
Julie EvansJulie EvansCEO, Project TomorrowChief Researcher,
Speak Up National Research Project
www.tomorrow.org/speakup
Neal Manegold
Neal ManegoldCurriculum Producer
DreamBox Learning
Presenters:
@NealManegold
Speak Up Findings: our discussion
How are elementary students personalizing learning already, both in school and out of school?
What are their parents’ aspirations? How well are today’s elementary schools
meeting the student & parent aspirations? What is the teacher & principal point of view
on personalized learning with new tech tools? What does personalized learning really
mean?
“Personalized learning means to me that I am teaching a child
where they are and what they need in order to be successful. It means
that I am not just teaching the curriculum, but teaching a child.”
Elementary Teacher (NC)Response to Speak Up 2012 Question
Annual national research project Online surveys + focus groups Open for all K-12 schools and schools of education Institutions receive free report with their own data
Collect ideas ↔ Stimulate conversations K-12 Students, Teachers, Parents, Administrators Pre-Service Teachers in Schools of Education
Inform policies & programs Analysis and reporting of findings and trends Consulting services to help transform teaching and
learning
Speak Up National Research Project
+ 3 million surveys since 2003
Learning & Teaching with Technology 21st Century Skills: Digital Citizenship & Global
Awareness Math and Science Instruction Students’ Career Interests in STEM Professional Development / Teacher Preparation Internet Safety Administrators’ Challenges Emerging Technologies both in & out of the Classroom
Mobile Devices, Online Learning, Digital Content, E-textbooks
Educational Games, Social Media tools and applications Flipped Classroom, Print to Digital, Online Assessments
Designing the 21st Century School
Speak Up survey question themes
K-12 Students 364,233 Teachers & Librarians 56,346 Parents (in English & Spanish) 39,713 School/District Administrators 6,011
About the participating schools & districtso 8,020 schools and 2,431 districtso 30% urban / 43% rural / 27% suburbano All 50 states + DC
Honor Roll of States with highest participation:
TX, CA, OH, IN, AL, NC, WI, AZ, FL, PA
National Speak Up 2012 Participation: 466,303
Digital Conversion
K-12 Digital Learner
Digital Conversion
K-12 Digital Learner
Personalized Learning
Personalized Learning
A shift in what we do, but also in our
attitudes and values
Views of K-12 Students, Parents,
Teachers & Administrator
s
Speak Up 2012
National Findings
Personalized Learning
(c) Project Tomorrow 2013
How do you use technology and the Internet at home?
Students in grades 3-5:Play online and video games 60%Doing Internet research on things that interest me 47%Watch TV shows online 42%Participate in virtual worlds 30%Text message family and friends 29%Share photos 27%Update a personal online profile 22%Create videos to post online 19%
What personal access do you have to these mobile devices?
(c) Project Tomorrow 2013
Every day 17%A few days a week 54%
Thru a mobile device? 19%
How often do you access the Internet from home to help you with your schoolwork?
Students in grades 3-5:
71%
(c) Project Tomorrow 2013
How do you use technology at school for learning?
Play educational games 61%Do Internet research for assignments 58%Take tests online 42%Complete writing assignments 39%Create presentations 34%Check grades 32%Watch online videos 20%Use online textbooks 14%Email or text my teacher 13%
Students in grades 3-5:
(c) Project Tomorrow 2013
How important is the use of technology to your child/student’s future?
Elementary Schools
Middle Schools
High Schools
Parents Principals Parents
Principals Parents Principals
Extremely Important
54% 51% 57%
50% 58%
49%
Important 34% 42% 32
%42% 32
%43%
Somewhat Important
10% 6% 9% 7% 9% 8%
Not Important
2% 1% 2% 1% 2% 1%(c) Project Tomorrow 2013
What concerns do you have about technology use at your child’s school?
Parents of elementary students:
Not enough computers for every child to use41%
Technology use is too dependent upon individual teachers 31%
Students don’t have access to technology20%
(c) Project Tomorrow 2013
Cell phone without Internet
access
Smartphone Tablet computer
Parents – 2008 90% 32% 5%
Parents – 2012 35% 73% 49%
Increased interest in digital learning? Growth in mobile device access by parents
(c) Project Tomorrow 2013
Elementary School Parents
Middle School Parents
High School Parents
Communicating via text messages
86% 86% 86%
Maintaining a social networking site
62% 55% 52%
Watching online videos 40% 36% 34%
Streaming online TV shows
37% 34% 32%
Playing online or mobile app games
30% 28% 25%
Using Twitter 14% 13% 13%
Use of social media by parents, also.
(c) Project Tomorrow 2013
Digital preferences for school to home communications
(c) Project Tomorrow 2013
What’s waking up our administrators in the middle of the night?
(c) Project Tomorrow 2013
“Children learn best when they are engaged with the content, can
manipulate it so that their learning is flexible, and when learning is social- in
that they share and exchange ideas about their learning within real world
applications. Technology can bring into the classroom the real world and help
learning become alive and real in time.”
School Principal (NY)Response to Speak Up 2012 Question
What are the benefits of using digital content within instruction?
Elementary school principals say:
Increases student engagement and motivation 69%
Personalizes learning 51%
Improves quality of instructional materials 44%
Increases relevancy of instructional materials 43%
Improves teacher productivity 44%
(c) Project Tomorrow 2013
But, why the particular interest in intelligent adaptive software?
Elementary school principals say:
Providing “just right” instruction 67%
Differentiating instruction within large classes 66%
Enabling self-directed learning 65%
Supporting teachers with real time reporting 54%
Increasing the effectiveness of using technology 46%
(c) Project Tomorrow 2013
Looking to the future
What experiences/skills do you think pre-service teachers should have within their teacher prep programs? Elementary principals say:
How to differentiate instruction using technology
65%
How to source and use digital content tools
58%
How to implement intelligent adaptive software
55%
How to leverage educational games within
instruction 41%
(c) Project Tomorrow 2013
Teachers’ use of digital content
Type of Digital Content Elementary Teachers
Videos found online 48%
Games 44%
Real time data 24%
Online curriculum 21%
Online textbooks 19%
Animations 19%
Self-created videos 6%
Intelligent adaptive software
5%
(c) Project Tomorrow 2013
Teachers’ use of digital content
Type of Digital Content
Elementary Teachers
Videos found online 48%
Games 44%Real time data 24%
Online curriculum 21%
Online textbooks 19%
Animations 19%
Self-created videos 6%
Intelligent adaptive software
5%
Growth of 69% since 2008
(c) Project Tomorrow 2013
Teachers’ use of intelligent adaptive software
Amongst teachers who are using intelligent adaptive software, what are their goals? Collect meaningful assessment data 71%
Create a learning centric classroom 70%
Facilitate student collaborations 69%
Help student visualize difficult concepts 69%
Practice or reinforce skills 68%
Introduction of new concepts 66%
Address different learning styles 64%
Increase student engagement 63% (c) Project Tomorrow
2013
Imagine you are designing the ultimate
school for today’s students,
what digital tools and resources would
have the greatest impact on learning?
Do we have a shared vision?
Creating more personalized learning environments
(c) Project Tomorrow 2013
Targeted and thematic reportsOnline learning trendsMobile learning & social mediaPrint to digital migrationSocial learning Intelligent adaptive softwareNew digital parent series
Presentations, podcasts and webinars
Research reports: digital content, mobile learning, 21st century skill development, professional development
For more Speak Up data and reports
(c) Project Tomorrow 2013
“If I was a teacher, I would make learning fun with smartphones, tablets, and
websites by letting everyone bring their own to school. In my class, we would have textbooks on tablets so there would be no cutting down trees. Kids in my class would
have everything on their smartphones, tablets, and they could download apps for science, math and reading. It would be a
lot of fun if there were smartphones, tablets, and websites at school. The kids
in my class would really love it.” Fifth Grade Boy (PA)
Response to Speak Up 2012 Question
Thank you. Let’s continue this conversation.
Julie Evans
Project Tomorrow [email protected]
949-609-4660 x15 Twitter: JulieEvans_PT
Copyright Project Tomorrow 2013 This work is the intellectual property of the author. Permission is granted for this material
to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by
permission of the author. To disseminate otherwise or to republish requires written permission from the author.
One View of Personalization
• Content Delivery: Making recommendations for lessons, videos, readings, or assignments to do next (often “crowd-sourced” & using “big data”)
• Assessment: Giving a student slightly harder or easier problems next
Another View of Personalization
Personalized Learning?
Will County, Illinois One-Room Schoolhouse, http://polarbearstale.blogspot.com/
Personalized Learning?
Learning to Drive a Manual Transmission
Future of Personalization
“In the Moment” Track, Analyze & Respond to Everything
Answers Strategies Specific Mistakes Interactions, Investigations
Lessons Built Specifically to be Adaptive Responding Similar to How a Professional
Educator would in a 1-1 situation
Plan Backwards
“Contemporary school reform efforts… typically focus too much on typically focus too much on various meansvarious means: structures, schedules, programs, PD, curriculum, and instructional practices (like cooperative learning).” [or personalized learning].
Certainly such reforms serve as the fuel for the school improvement fuel for the school improvement engineengine, but they must not be mistaken as the destination…[which the destination…[which is] is] improved learningimproved learning.” p. 234-235, Wiggins & McTighe, © 2007
Goal: Improved Learning
Personalization o A strategy to achieve learning goals for
all studentso Honor each student’s ideaso Enable sense-makingo Support transfer of learningo Levels of achievable challengeo Curriculum matterso Pedagogy matterso Enhanced by technology
Learning is Not Linear
© Rovio
Learning is Not Linear
Learning Theory
“The notion that learning comes about by the accretion of little bits is outmoded learning theory. Current models of learning based on cognitive psychology contend that learners gain understanding when they construct their own knowledge and develop their own cognitive maps of the interconnections among facts and concepts.” (pp. 5–6)
Shepard, L. A. (1989, April). Why we need better assessments. Educational Leadership, 46(7) quoted in Schooling by Design, Wiggins & McTighe, © 2007 p. 46
Personalization shouldn’t be linear.
Typical “adaptive” programsDreamBox Learning: Intelligent Adaptive Learning Engine
Personalization Requires Differentiation
Teachers have a responsibility to ensure that all of their students master important content.
Teachers have to make specific and continually evolving plans to connect each learner with key content.
Differences profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process.
Teachers should continually ask, “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?”
Leading and Managing a Differentiated Classroomby C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
Formative, Personalized Feedback
What incorrect answers would we expect on 29 + 62 = ?
19 Student adds all four digits 33 Student believes this is a subtraction problem 81 Student does not regroup to the tens place 92 Arithmetic error in ones place 811 Student adds each column independently 2962 Student combines digits
Teachers don’t treat 81 and 2962 the same.Software shouldn’t either.
Learning Principles
“An understanding is a learner realization about the power of an idea.”
“Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.”
p. 113, Schooling by Design, Wiggins & McTighe, ©2007
Engineered for exploration
Engineered for realizations
Engineered for understanding
Curriculum & Pedagogy Matter
Single Linear Sequence Learning Objectives
Narrow, Behavioral Isolated Knowledge Low-Level Skills
“Giving” Understandings
Students as Listeners Weak Progressions Lacking Connections
Millions of Pathways Learning Objectives
Big Ideas, Sense-Making Conceptual Frameworks Strategic Skills
Authentic Conceptions Students as Doers Consistent Progressions Coherent Connections
Prescription Personalization
What Are Students Doing?
Acquire Knowledge Watching & Listening Practicing (problems like the examples they
just saw) Make Meaning
Manipulating, Exploring Testing Ideas
Transfer Independently Strategizing amidst Complexity Solving Open Ended Problems with no
Scaffolding
Support educators with real-time data to help personalize instruction
Support educators with real-time data to help personalize instruction
Adapt continuously to individualize the learning path for each unique mind
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