Supporting Teachers in Blended Learning Supporting Teachers in Blended Learning Environments Pat...

download Supporting Teachers in Blended Learning Supporting Teachers in Blended Learning Environments Pat Errico,

of 23

  • date post

    17-Jun-2020
  • Category

    Documents

  • view

    1
  • download

    0

Embed Size (px)

Transcript of Supporting Teachers in Blended Learning Supporting Teachers in Blended Learning Environments Pat...

  • Supporting Teachers in Blended Learning

    Environments Pat Errico, Asbury Park Instructional Technology Specialist

    Heather Hay, Imagine Learning NJ APM

  • 1. Defining blended

    learning

    2. Creating the foundation

    3. Differentiating PD

    4. Integrating the data

    Today’s Topics

  • - Clayton Christensen Institute for Disruptive Innovation, Blended Learning Model Definitions

  • Benefits of Blended Learning

    Greater student access to high quality content

    Embedded 21st century skills

    Access to real-time student data

    Access to flexible groupings and more opportunities for individualized instruction

    Increased equity through instructional scaffolding

    High levels of student engagement

    Restructuring of face-to-face time for higher order thinking

    Additional opportunities for teacher collaboration

    Personalized learning for all students

    Increase teacher efficacy

    Increased student confidence

    - National Center on Time & Learning, Supporting Student Success through Time and Technology

  • “…efforts are in vain if they are aimed at providing an even better way for students to do something that they were never trying to do in the first place.” -Michael B. Horn and Heather Staker Blended: Using Disruptive Innovation to Improve Schools

  • Creating a Strong Foundation

  • “Very few people or companies can clearly articulate WHY they do WHAT they do. By WHY I mean your purpose, cause or belief - WHY does your company exist? WHY do you get out of bed every morning? And WHY should anyone care?” -Simon Sinek, Start with Why: How Great Leaders Inspire Everyone to Take Action

  • • Why does your district/ school/ classroom exist?

    • Ideally, what would you like to

    offer that isn’t offered now? • Why is blended learning a good

    solution for your school?

  • Given the competing demands on teachers, effective implementation requires that teachers understand how leveraging technology will support their current efforts and better the needs of their students. -National Center on Time & Learning, Supporting Student Success through Time and Technology (p 49)

  • Mindset and Pedagogical Shifts • Whole-group to small-group • Teacher ownership to student ownership of learning • Equal instruction in basics vs. increase in higher order thinking • Consistently adapting teaching practice based on data

    - Education Elements and iNACOL, Understanding and Supporting Blended Learning Teaching Practices (pp 7,8)

    - Supporting Student Success through Time and Technology, National Center on Time & Learning

  • Aides

    Parents

    Technology Department

    Teacher Leaders/ Tech

    Advocates

    School Administrators

  • Planning for Thoughtful Training

    and Professional Development

  • Self-Assessment for Professional Development

  • Topics Resulting from Rubric-Based Reflection

    Project-based learning

    Creating/ changing flexible groups

    Skill-strand strategies

    Classroom management for small groups

    Building purposeful, quality stations

    Sharing blended learning with parents

    Guiding student goal setting

    Empowering students with technology skills/ knowledge

    RtI

    Developing quality HOT questions and conversations

    Encouraging student reflection

  • Integrating the Data

  • “…Teachers are more likely to think about differentiating instruction when provided with individual student-level data broken down by concept.” -US Dept. of Education, Teachers’ Ability to Use Data to Inform Instruction: Challenges and Supports, 2011.

  • Possibilities for Planning

    • Professional Learning Communities (PLCs)

    • Ongoing coaching (master teachers and instructional specialists)

    • Ongoing training sessions (after school, lunch and learn, early dismissal)

    • Common planning data deconstruction

  • Proactively Supporting Progress • Measurement Tools

    • Specific walk-through & observation criteria • Adapted lesson plan evaluation criteria

    Kerr and colleagues (2006) found that district leaders communicate sincerity about the constructive intent of walk-throughs in several ways. One way is to focus walk-throughs on areas where teachers and site leaders have ample professional development opportunities and support to implement changes. … Leaders can also communicate good intentions by using high-quality data-collection instruments and training walk-through observers in their use.” - Jane L. David, What Research Says About…/ Classroom Walk-Throughs

  • Proactively Supporting Progress

    • Master classroom observations

    • Voluntary coaching

    • Professional collaboration

    • Ongoing coaching (master teachers and instructional specialists) with increased observation

    • Feedback opportunities

  • Collecting Feedback

  • What Support Looks Like