blended learning design: revised recommendation iredell-statesville schools education elements...

Blended Learn ing Design: Revised Recommendat ion

Iredell-Statesville Schools

Education Elements

Cohort 4

August 8, 2013

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© 2013 Education Elements

C o h o r t 4 : G r a d e / S u b j e c t S c o p e f o r B l e n d e d

Cohort 4 schools have identified the following grades and subjects in which to go blended.

Northview MS

South Iredell HS

Mount Mourne

Lake Norman HS

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C o h o r t 4 : B l e n d e d L e a r n i n g P r i o r i t i e s


Cohort 4 schools have identified the following blended learning priorities.

Blended Learning Priorities

• Blended learning will help:- Increase student engagement in learning measured by CWT data.- Increase use of authentic assessment by both students and teachers.- Teachers differentiate instruction based on specific gaps identified.

• Blended learning will help teachers incorporate more authentic assessment

• Blended learning will help increase student engagement to 75% highly engaged, as measured by classroom walk through

• Blended learning will help 100% of students achieve above average growth in Reading, Math and Science

• Blended learning will help close student learning gaps

• Blended learning will help the school increase performance composite to 90% and help school become an Honor School of Excellence

Northview MS

South Iredell HS

Mount Mourne

Lake Norman HS

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C o h o r t 4 : B e l l S c h e d u l e s


Cohort 4 schools have similar bell schedules with four 85-90 minute blocks.

First Block94 min

Second Block

94 min

Third Block + Lunch121 min

Fourth Block

93 min

First Block90 min

Second Block

80 min

Third Block + Lunch110 min

Fourth Block

85 min

First Period82 min

Second Period83 min

Third Period +

Lunch107 min

Fourth Period83 min

Lake Norman HS Northview MSMount Mourne

First Block85 min

Second Block

85 min

Success Lab30 min

Third Block90 min

Fourth Block

85 min

South Iredell HS

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A g e n d a


Review: Project Roadmap, Scope & PrioritiesCohort Revised DesignDigital Content RecommendationsNext Steps

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O v e r v i e w : H i g h - L e v e l V i s i o n f o r U n i t C y c l e


Introduce Investigate Plan Create Evaluate

Teachers begin by introducing a new topic.

At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format.

Teachers guide students in going deeper into the topic, building conceptual knowledge.

The teacher may spend time reteaching topics while students use digital content to practice and accelerate.

Students have an opportunity to plan their project and/or assessment.

Students may spend this time working in groups to plan out a project, or working in groups to study and review material.

Students have time available to create their projects, used for evaluation in the last phase of the unit.

Teachers serve as coaches as students drive the work.

Teachers provide an opportunity for students to demonstrate mastery.

Format may be an test, and/or may be a presentation, skit or other project-based assessment.

Teacher-Directed Student-Directed

The recommended design for Cohort 4 is loosely based on the IB Design Cycle. Below is an overview of five phases for an instructional unit, which may take place over a few days or a few weeks.

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L i n k i n g t h e B l e n d e d L e a r n i n g D e s i g n a n d P D S A



Plan Do Study/Act

Using the PDSA as a reflection approach for students:• The phases of the blended learning design for Cohort 4 can be mapped onto the

PDSA cycle. Teachers can focus on using the cycle as an opportunity for students to reflect on their learning at an individual level.

Example approach:

L i n k i n g t h e B l e n d e d L e a r n i n g D e s i g n a n d P D S A

Using the PDSA form as a reflection tool for teachers:• The blended learning design for Cohort 4 retains a lot of flexibility in what teachers do

each day. Teachers are given the opportunity to define the pace of their instructional focus and identify the most appropriate blended model.

• The PDSA process could be adapted to allow teachers to reflect on what blended model they will use, and could be used as a coaching tool between school leaders and teachers.

Example approach:


Plan

Do

Study/Act

• Teachers outline the course of their unit and identify what model they will use on a given day, based on the instructional focus

• Teachers conduct their class with model identified previously

• Teachers collect formative data and reflect on the effectiveness of their blended learning model, identifying what changes they would make for next time and reflecting on their growth in blended learning practice


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E x a m p l e U n i t S c h e d u l e s


Monday Tuesday Wednesday Thursday Friday

Introduce Investigate

EvaluateCreate

Plan CreateInvestigate

Example: 3-week Unit

Introduce Investigate

CreatePlan

Example: 2-week Unit

Evaluate

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Tr a n s i t i o n i n g t o t h e M o d e l


Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:

Introduce Evaluate

Introduce Investigate Evaluate

Introduce Investigate Plan Evaluate


Increasing Teacher Capacity

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Introduce Evaluate




The simplest form of the model reflects more traditional teaching. Teachers introduce and teach concepts through direct instruction,

followed by an exam to test mastery.

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Introduce Evaluate




With the introduction of digital content, teachers can allow students to investigate

topics more deeply at their own pace.

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Introduce Evaluate




All phases of the model are added as teachers add in projects and authentic

assessments into their units.

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D e t a i l e d V i e w : I n t r o d u c e P h a s e



Recommended Model:

WHOLE GROUP

Teachers begin by introducing a new topic.

At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format.

• Teacher works with students in a whole group to introduce topic and end-of-unit assessment

• Discussion should include setting expectations for student learning

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D e t a i l e d V i e w : I n v e s t i g a t e P h a s e



Recommended Model:

2-GROUP ROTATION

Teachers guide students in going deeper into the topic, building conceptual knowledge.

The teacher may spend time reteaching topics while students use digital content to practice and accelerate.

In the Independent Digital Content Station:

• Students continue to explore material on their own

• Content can be focused on reteaching (for students with more need) or acceleration

In the Small Group, Direct Instruction Station:

• Teachers focus on mini-lessons to build students’ conceptual knowledge of the topic• Experienced teachers use guiding questions to foster self-questioning and exploration

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D e t a i l e d V i e w : P l a n P h a s e



Recommended Model:

2-GROUP ROTATION

Students have an opportunity to plan their project and/or assessment.

Students may spend this time working in groups to plan out a project, or working in groups to study and review material.

In the Collaborative Station:

• Students work with peers to plan out their project

In the Independent Digital Content Station:

• Students can use online programs to support their planning

• Optional Teacher Pull-outs offer an opportunity for remediation

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D e t a i l e d V i e w : C r e a t e P h a s e



Students have time available to create their projects, used for evaluation in the last phase of the unit.

Teachers serve as coaches as students drive the work.

Recommended Model:

WHOLE GROUP

In the Collaborative Station:

• Students work with peers to create their projects

• Teacher may offer optional Office Hours to provide small-group or 1:1 coaching to students

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D e t a i l e d V i e w : E v a l u a t e P h a s e



Teachers provide an opportunity for students to demonstrate mastery.

Format may be an test, and/or may be a presentation, skit or other project-based assessment.

Recommended Model:

WHOLE GROUP• The exact format will

depend on the final form of assessment

• For example, students may take a test and/or watch presentations of their peers’ projects

• Experienced teachers may allow students to choose the type of assessment they want: skit, presentation, etc.

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S u m m a r y o f M o d e l R e c o m m e n d a t i o n b y P h a s e



WHOLE GROUP- Direct Instruction

WHOLE GROUP- Direct Instruction

WHOLE GROUP- Collaborative Station- [Optional] Teacher office hours

2-GROUP ROTATION- Direct Instruction- Independent Station

2-GROUP ROTATION- Independent Station- Collaborative Station- [Optional] Teacher pullouts

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C o h o r t S u g g e s t i o n s f o r D i f f e r e n t i a t i n g Te a c h e r P D

• Create opportunities to model blended learning practice in PD. Bring in teacher leaders to facilitate PD sessions based on their strengths.

• Identify how staff fall into groups based on readiness and acceptance. Differentiate PD sessions based on teacher groups.

• Incorporate peer observations so that teachers can learn from each other. Potentially include opportunities for co-teaching.


School teams will have an opportunity to continue discussing strategies for teacher support at the Blended Learning Leadership Academy in August

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A P P E N D I X


T h e I B D e s i g n C y c l e



W h a t We H e a r d : B l e n d e d L e a r n i n g P r i o r i t i e s

Mount MourneMiddle

Cohort 4

Lake Norman High

Academic Goals• Increase student

engagement as measured by CWT

• Increase use of authentic assessment by students/teachers

• Differentiate instruction based on specific gaps

Blended Learning Target Scope• Whole school

implementation

South Iredell High

NorthviewMiddle

Academic Goals• Increase Performance

Composite to 90%• Become an Honor

School of Excellence

Blended Learning Target Scope• Focus on Freshman

Academy, followed by Science (Biology)

Academic Goals• Increase use of

authentic assessment• Increase student

engagement to 75% highly engaged (as measured by Classroom Walk Through)

Blended Learning Target Scope• Focus on Humanities

and Language

Academic Goals• 100% of students

achieve above average growth in Reading, Math, Science

• Close student learning gaps by moving classrooms to grade level teams

Blended Learning Target Scope• Whole school

implementation

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blended learning design: revised recommendation iredell-statesville schools education elements...

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