Journeys in Blended Learning: Key Landmarks for Your School's Progress

Journeys in Blended Learning

Key Landmarks for Your School’s Progress

Dr. Tim HudsonSenior Director of Curriculum Design

DreamBox Learning

Neal ManegoldProduct Manager

DreamBox Learning

Blended Journey Milestones

School & District Milestones

• Learning or Schooling?

• Is Blended always Competency-Based?

• Curriculum Integration?

Classroom Milestones• Traditional or Iterative?

• Is Gamification the same as Engagement?

• How to Ensure Access for All?

Why blend?

Why don’t we see the term ‘blended’ associated with

other professions?

BLENDEDCOOKING

BLENDEDFARMING

BLENDEDMEDICINE

PURPOSE• What are restaurants, farms,

hospitals, schools, etc. “in business” to accomplish?

• In terms of learning, what must be accomplished for all children?

Planning Backwards

LearningPedagogy with

Students

SchoolingStructures

fromAdults

Planning Backwards

SchoolsCurriculum

Plan Schooling Backwards

“Contemporary school reform efforts…

typically focus too much on various

means: structures, schedules,

programs, PD, curriculum, and

instructional practices (like cooperative

learning)”

[or blended learning]

[or flipped classrooms]

[or iPads, hardware, etc]

[or “gamification”]

p. 234-235, Wiggins & McTighe, © 2007

Plan Schooling Backwards

“Certainly such reforms serve as the fuel for the school improvement engine, but they must not be mistaken asthe destination…[which is] improved learning.”

p. 234-235, Wiggins & McTighe, © 2007

Which blended model is better?

FLIPPED-CLASSROOM ENRICHED-VIRTUAL

Blending is a means to what ends?

What is happening with the teacher?

What is happening on the computers?

H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

Blended Learning


Blended Learning


online delivery ofcontent & instruction anytime, anywhere

delivery of content & instruction at school

Time, Place, Path, Pace


Time, Place, Path, Pace


Path: Learning is no longer restricted to the pedagogy used by the teacher. Interactive and adaptive software allows students to learn

[in a method that is customized to their needs].

BUT… Learning IS restricted – and limited by – the pedagogy used by the online teacher, in the online instruction, or in designs of the learning software.

Personalized Schooling

Personalized Learning

Industrial Schooling

Industrial Learning

Personalized (Relational)

Impersonal (Industrial)


Students

SchoolingStructures

fromAdults

School Policies & Structures are Designed for

Students as Unique Individuals.

Strategic & Varied Schedule, Location,

Path, Pace

Empowering Learning

Experiences, Critical Thinking, Creativity,

Exploration.

Students “Think & Do” using Their Own

Intuitive Ideas


Efficiency, Economy & Scale.

Fixed Schedule, Location, Path, Pace

Traditional Lesson Paradigm of Mass

Instruction

Teach, Practice, Test

Students “Sit & Get” the Teacher’s Ideas




Students

SchoolingStructures

fromAdults


Students as Unique Individuals.

Strategic & Varied Schedule, Location,

Path, Pace

Empowering Learning

Experiences, Critical Thinking, Creativity,

Exploration.

Students “Think & Do” using Their Own

Intuitive Ideas


Efficiency, Economy & Scale.

Fixed Schedule, Location, Path, Pace

Traditional Lesson Paradigm of Mass

Instruction

Teach, Practice, Test

Students “Sit & Get” the Teacher’s Ideas

Blende

dBlende

d

Is there

an app

for this?

Is there

an app

for this?

Is there

an app

for this?

Is there

an app

for this?




Students

SchoolingStructures

fromAdults

Is “blended” synonymous with

“competency-based?”

Competency Education

• Advance upon demonstrated mastery

• Transferable learning objectives that empower students

• Positive, meaningful assessment

• Timely, differentiated support

• Application and creation of knowledge,developing important skills &dispositions

Acquire Knowledge and Skills

• Information, Facts

• Procedures

Make Meaning

• Concepts, Ideas

• Contexts, Situations

Transfer

• Independent Use

• Unfamiliar Situations

© Authentic Education

Types of Learning OutcomesA-M-T

Fullan: Alive in the Swamp

Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk

“Technology–enabled innovations have a different

problem, mainly pedagogy and outcomes. Many of

the innovations, particularly those that provide online

content and learning materials, use basic pedagogy –

most often in the form of introducing concepts

by video instruction and following up with a series of

progression exercises and tests. Other digital

innovations are simply tools that allow teachers

to do the same age-old practices but in a digital

format.” (p. 25)

“You can learnANYTHING online.”

usually means

“You can accessANY INFORMATION

online.”

How will technology integrate

seamlessly with the district

curriculum?

Curse of the Familiar

“If our problems are mere inefficiencies – if we need students doing

basically exactly what they've been doing before but faster – then the gambit of building apps that mirror

typical classroom practices will work out great.”

Justin Reich on EdWeek

November 20, 2013

http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html


“You, hungry entrepreneur…are going to take some familiar feature of

classroom experience – the textbook, the flashcard, the lecture, the

worksheet, the sticker, the behavior chart – and you will digitize that

feature.”

-Justin Reich on EdWeekNovember 20, 2013


Grade 2 Curriculum Overview


“If you think that the problems in classrooms are not just about kids

doing things a little faster, but doing different things than is current

practice, then you need to build things that will be unfamiliar.”

Justin Reich on EdWeek

November 20, 2013


Traditional vs. Iterative Classroom

Iterative Learning Experience

At the start of a vacation trip,

the odometer of the

Jackson’s car read 23,584.

When they returned from their

trip, the odometer reading

was 25,976. The Jackson’s

car averages 23 miles per

gallon of gasoline. How

many gallons of gas did they

use for this trip?

Problem Solving Teams

Test, Hypothesize, Iterate

Gamification vs. Engagement

Gamification vs. Engagement

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

Engagement Through Realization

Purchasing vs. Access

• Bandwidth

• Data Privacy

• Acceptable Use Policy

• Home Technology

• Equity of Access

• Connection To Goals

Thank you

DreamBox Learning K-8 Math

Intelligent Adaptive Learning™ Engine• Millions of personalized learning paths

• Tailored to a student’s unique needs

Motivating Learning Environments• Student Directed, Empowering

• Leverages Gaming Protocols

Rigorous Mathematics Curriculum• Reporting Aligned to CCSS, Texas TEKS,

Virginia SOL, Canada WNCP, & Canada Ontario Curriculum Reports

• Standards for Mathematical Practice

Seeing is believing! dreambox.com/request-a-demo

DreamBox Lessons & Virtual Manipulatives

Intelligently adapt & individualize to:

• Students’ own intuitive strategies

• Kinds of mistakes

• Efficiency of strategy

• Scaffolding needed

• Response time

Progress Monitoring Reporting

Strong Support for Differentiation

FREE Interactive Whiteboard Lessons

DreamBox supports small group and whole class instructional

resources.

www.dreambox.com/teachertools

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