Blended/Personalized Learning: Afternoon Breakout

● Dr. Matthew Joseph, Director of Digital Learning, Informational Technology, and Innovation, Milford Public Schools, Milford, MA mjoseph@milfordma.com

● Rachel Discko, technology integration specialist, Manchester High School, Manchester, CT rdiscko@mpspride.org

● Arzinia Gill, Principal, DelSesto Middle School arzinia.gill@providenceschools.org● Dr. Anna Nolin Assistant Superintendent for Teaching, Learning and Innovation at the Natick Public Schools

○ annolin@natickps.org @annapnolin● Facilitator: David Ross, CEO, Partnership for 21st Century Learning: david@p21.org

Blended Learning: How to combine the core learning standards with 21st century tools and learning strategies

Pre FY17 F17 FY18

MS Exchange Email Google environment

Local school servers for saving

Drive

No Schools wireless(few hotspots in schools)

3 of 5 schools wireless

Full wireless in district

No technology department leader or voice in district (2 years)

Director who works in collaboration with superintendent and assistant superintendent

● No student devises K-5● 4 Chromebook carts

MS and 1 Chromebook cart High school

● 1:1 Chromebooks G3-5 (1000)

● 11 CB carts MS ● 5 High school

● 1:1 G3-12 (3400)

Change of mindset

Where do we start?Step 1

Step 2

Boring is boring

● Facilitate and Inspire Student Learning and Creativity● Design and Develop Digital Age Learning Experiences and

Assessments● Provide Model Digital Age Work and Learning● Promote and Model Digital Citizenship and Responsibility● Engage in Professional Growth and Leadership

Blue PrintStep 3

Step 4

Step 5: Tie to instruction and learning

Visibility - Kicking off

Visibility - Progress

Visibility - Collaboration #MPSlearns

The event will consist of a welcome breakfast, followed by three 50-minute learning sessions. Each session will have an introductory period and a practice period. We will end with a “Tech Slam” to share the takeaways from the day. Our goal is to provide sessions that offer a variety of experiences and tools geared to all levels of technology learners. Even if you consider yourself technology-phobic, you will walk away more confident than when you first arrived!

Schedule:

8:00 - 8:30 Welcome and light breakfast 9:00 - 9:50 Session 110:00 - 10:50 Session 2 11:00 - 11:50 Session 312:00 - 12:30 Tech Slam

Visibility - Collaboration #MPSlearns

Unit Plans

Continuing To Grow● Policy development spring/summer 2017

○ Device responsible use○ Network responsible use○ Home use expectations○ Annual student device return procedures○ Privacy understanding

● CTL Training as curriculum and digital learning advocates and “champions”● Targeted Goals for FY18

○ promote the learning and growth of all students by providing high-quality and coherent blended digital learning instruction and that establish high expectations, create a safe and effective classroom environment.

○ develop students’ mastery of skills at the appropriate grade and developmental levels to meet the Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework.

○ provide ongoing job-related professional development and opportunities for collaboration for all employees to effectively implement and use technology. Teachers will engage in comprehensive professional development programs that include meaningful 21st century training for instruction, instructional software and emerging technology Using a blend of project, exploratory, and virtual activities.

Blended & Personalized Learning

● Typical classrooms--teacher sole arbiter of knowledge

● Teacher as answer machines and checklists instead of thought provokers, learning facilitators, advocates for independent thought

● Stifles student self-reliance, capacity for critical thought, curiosity, creativity

“Personalized learning is not necessarily technology dependent. While it’s good for

students to have both physical and digital toolboxes of resources to use while learning

and solving problems, there is no magic technology elixir. The task must drive the

operational decisions around method, resources, and outcome. I don’t think that the

questions ‘How can we integrate technology?’ is a good question to ask anymore. A

better question, especially in terms of personalized learning, might be ‘What choices

does the student have to learn and perform?’ or maybe ‘What’s in the student’s

toolbox?’ This demands that technology is a ubiquitous expectation, like the usage of

books or pencils, and is not something we have to plan for--because it’s already

there.”

Michael Fisher

“To what extent are technological platforms and devices being viewed or used as replacement for teaching rather than as powerful enhancements?”

-Allison Zmuda

“Technology is, of course, critical to any virtual learning experience. But when you make it the starting point, instead of using it as a tool to achieve your

learning objectives, it often misses the mark.” -A. Janelle Scharon

Blended & Personalized Learning

● Tailor instruction to students’ specific academic needs, personal interests, and learning styles, empowering them with ownership over their own work and progress

● Enable student to learn at their own time, pace, place, and approach● Give students and teachers access to real-time feedback and performance data● Empower teachers to concentrate their time and energy on individual student needs● Use technology in rich and innovative ways to support student learning based upon the above elements

○ Not the same as technology-rich instruction○ Goes beyond 1-1 computers and high-tech gadgets

Deliver Instruction through Multiple Forms of Media

EDpuzzle

● Enable self-paced learning with interactive lessons--add your voice and questions along the video

● Import existing videos

● Flipped classroom

Deliver Instruction through Multiple Forms of Media

ClassHook

● Educational video clips from popular TV shows and movies● Choose by subject● Ask discussion questions

Demonstration of Learning

Seesaw

● Student-driven digital portfolios empowers students to independently document what they are learning in school

● Use photos, videos, drawings, text, PDFs, links

● Captures the learning process● Gives students an authentic audience

(peers, parents)● Teachers control who can view what student

content and provide feedback

Demonstration of Learning

Adobe Spark

● Video presentation tool online and on portable devices

● Professional themes included● Gallery of sample projects ● Use Page to create a story using text, images,

and video--presented as a responsive web page● Use Post to create images optimized for social

media (help given with shape, size, design)● Use Video to create a video including images

from your computer or phone, overlay text, add voice and background music)

Demonstration of Learning

Virtual Museum Gallery

● ClassTools○ Design a 3D virtual museum exhibit○ Insert images, video, and text ○ 10 exhibits

● Google Slides ○ Non-linear presentation created by

linking slides○ Students can use a template or create

from scratch

Demonstration of Learning

Making Comics with Bitmojis and Google Slides

● Google Slides comic strip templates available online

● Bitmoji Chrome Extension--students create avatars that look like them

● Students can demonstrate their process instead of the product

Sylvia Duckworth

Demonstration of Learning

Infographics

● Piktochart○ Gallery of icons and images○ Charts and maps○ Ready-to-use graphics○ Templates

● Canva○ Gallery of images○ Photo filters○ Free icons and shapes○ Templates

Assessment of Learning

Self-Assessment

● Movenote○ Record over a

presentation○ Change slides while

speaking○ Explain your thinking or

your process

Assessment of Learning

ClassKick

● Teachers can view real-time student work and provide real-time feedback to students

● Students can provide real-time feedback to each other

● Track student progress and see who needs help

Assessment of Learning

Google Forms

● Formative assessment● Quiz format with teacher answer

key● “Go to section based on answer”

“Integration of technology tools and platforms into the classroom

can satisfy students’ desire to use devices to make sense of

problems and challenges, and educators’ need to improve

student achievement”

-Allison Zmuda

Technology Tools for Personalized Learning

● EDpuzzle● ClassHook● Seesaw● Adobe Spark● ClassTools Virtual Museum● Google Slides Museum template● Bitmoji & Google Slides Comics● Joomag● Piktochart● Canva

● Movenote● ClassKick● Google Forms

For more information, please email: info@nebasecamp.org

DelSesto Middle School- Arzinia Gill, Principal

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A personalized schoolis designed to meet the needs of each & every individual student. Here are thefour key elements of college and career readiness, and empower students to drive their learning and own their success.

Summit Model- Personalized Learning

Self-Directed Learning

Cycle

Self-directed learning attributes

● Strategy-shifting● Challenge seeking● Response to

setbacks● Appropriate help

seeking● Persistence

Elements of Self Directed Learning

For more information contact info@nebasecamp.org

Content Knowledge

Competency-Based Content Progression

Content Knowledge

Competency-Based Content

Progression

Cognitive SkillsProject Time

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Goal Student Role Teacher Role Platform Support

Develop strong cognitive skills through authentic deeper learning projects

• Apply content learning from Focus Areas

• Develop cognitive skills.

• Facilitate authentic, collaborative projects

• Provide coaching and feedback on cognitive skills

• Activities and resources to complete project checkpoints and performance tasks

• Cognitive Skills rubric to support grading

Cognitive Skills Rubric

All projects in all subjects are assessed on cognitive skills.

Textual Analysis (Close Reading)

Theme/ Central Idea

Point of View/Purpose

Development

Structure

Word Choice

Using Sources

Selecting Relevant Sources

Contextualizing Sources

Synthesizing Multiple Sources

Inquiry

Asking Questions

Hypothesizing

Designing Processes and

Procedures

Analysis & Synthesis

Identifying Patterns and Relationships

Comparing/ Contrasting

Modeling

Interpreting Data/Info

Making Connections & Inferences

Critiquing the Reasoning of Others

Justifying / Constructing an Explanation

Composing/ Writing

Argumentative Claim

Informational/ Explanatory Thesis

Narrative

Counterclaims

Selection of Evidence

Explanation of Evidence

Integration of Evidence

Organization (Transitions, Cohesion, Structure)

Introduction and Conclusion

Speaking/ Listening

Discussion / Contribution

Preparation

Norms / Active Listening

Products & Presentations

Style and Language (Tone, Academic

Language, Syntax)

Oral Presentation

Multimedia in Written Production

Multimedia in Oral Presentation

Conventions

Precision

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What can Project Time look like?

44

Sample Project Time Activities

- Group work (e.g.,research, experiments, building, debate)

- Individual Work Time

- Check-Ins with Teacher on progress and feedback

- “Whole Class Interruptions” (e.g., mini-lecture, introducing new concept, building shared understanding)

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Cohort 3: (Sending Districts/New Schools)Southbridge, MA

New Bedford, MA (4+)Holyoke, MAAndover, MA

East Providence, RI (+)South Kingstown, RINorth Providence, RI

Providence, RI (4+)Woonsocket,RI

*Expanding for cohort 3

NE Basecamp Cohorts 1, 2, and 3!

Cohort 1:● Blackstone Valley Prep (High School)-Cumberland, RI*● Pawtucket Learning Academy (MS/HS)-Pawtucket, RI● Pleasantview Elementary School-Providence, RI

Cohort 2:● Woonsocket Middle School-Woonsocket, RI *● PTECH program at NACTC (High School)-Newport, RI*● PTECH program at Westerly High School- Westerly, RI *● Walsh Middle School-Framingham, MA* ● Skip Nowell Leadership Academy (High School)-

Providence and Central Falls, RI● Highlander Charter School (Upper School)-Warren, RI*● West Broadway Middle School-Providence, RI *● DelSesto Middle School-Providence, RI *● E-Cubed Academy (High School)-Providence, RI *● PTECH program at PCTA (High School)-Providence, RI *● UCAP (Middle School)-Providence, RI ● Holyoke Middle School-Holyoke, MA *

2016-2017 Explorer Classrooms:New Bedford, MA

● Whaling City High School*East Providence, RI

● Martin Middle School*

http://mayoralacademies.org/nebasecamp/46

● Outreach and Cohort Partner Application Support

● School Leader and Teacher Leader Professional Development

● Explorer Program● Year-One Centralized Support ● Communities of Practice for school

leaders● Specialized PD sessions by content area● Regional Convenings

For more information, email: info@nebasecamp.org

Next Learning Tour: June 7, 2017, Info night June 15, 2017

DEFINING 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.

http://www.inacol.org/news/what-is-personalized-learning/

PERSONALIZED LEARNING Content and

Online Digital Learning

Technologies

Flexible Learning Spaces

Highly Skilled and Reflective Teachers and

Leaders

Data & Assessments

to Inform Instruction

Student Reflection

and Ownership of Learning

Natick’s MultifacetedApproach to

Personalized Learning

Blended Learning Powers Personalized Learning!

Blended Learning is a formal education program in which a student learns:

● at least in part through online learning, with some element of student control over time, place, path, and/or pace;

● at least in part in a supervised brick-and-mortar location away from home;

● and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

http://www.christenseninstitute.org/blended-learning-definitions-and-models/

We BLEND in order to Personalize

.

NATICK’S SECRET SAUCE ...

The plate…The delicious, nutritious, well-balanced meal we expect all teachers to serve to our students--the NPS experience.

….is FULL!

http://bit.ly/personalize-relate

In Digital Districts, Teachers Matter More⬜ Technology and Blended

Learning (BL) help to take the busy work away from students and teachers

⬜ Technology and BL extend the relational capabilities of teachers

⬜ Technology and BL allow teachers to curate resources for individual students.

❑ Technology and Blended Learning enhance human connectionsCombat rising anxiety and depression among school-aged students by ensuring personal connections to adults at school.

From Collective Genius: The Art & Practice of Leading Innovation, Hill, Brandeau, Truelove, Lineback, 2014

• PLC elements most often present where motivational framing was present

• PLCs present more often with resonance, less often with constraints

• PLCs engaged in research, risk-taking, support, and choice allow for more resonance within initiative

Study Findings (Nolin et al., 2014):

Technology PLC + Motivational Framing = Increased Resonance + Acceptance

Framing Innovation: Do PLCs Influence Acceptance of Large-Scale Technology Initiatives?

PLCs and Collaborators Buffer the Hard Work of Technology Implementation/Innovations

PLC (Dufour et al., 2010) Collaborative Constructs

●Shared Mission, Vision, Values

●Collective Inquiry

●Collaborative Teams

●Action/Orientation and Experimentation

●Results Orientation

●Shared TimeStudy of 1:1 in MA: Framing Innovation: Do PLCs Influence Acceptance of Large-Scale Technology Initiatives? (Nolin et. al, 2014)

Acceptance in Tech Use

PLCs/Collaboration Allow Us to do the Hard Work of Innovation!

Flow

Achieving Flow/Engagement in Your Workplace (for Students and Teachers)

• Autonomy, Mastery Purpose (Drive/Flow)

• Clear set of goals and progress markers

• Clear and immediate feedback

• Balance between perceived challenge and perceived skills

• Confidence to do the task• Connection to the people in

the workplace

Developing Teacher Leadership, Specialization & Personalized Learning Options

Moderated Conversation