Plenty of buzz exists about blended learning and its transformational potential. But what does blended learning really mean? In this course we will explore the different models of blended learning and dive into key issues that impact students, teachers, and schools. Specifically, we will look at these issues through the lens of three high-performing schools that each use a different type of blended learning. A few of the key topics will include: - The role of the student and how to support students in the transition from traditional to blended learning - Implications for teachers in their day-to-day work and overall role - Impact on the way schools are designed including staffing models, use of time, hardware/software selection, and the use of data - Implementation challenges, potential solutions, and the remaining open questions We will live by the attributes of blended learning in this course, encouraging students to take quizzes at the beginning of the module to assess their understanding and skip material they already know. Overall, we will take a hand-on approach and the course will culminate in participants prototyping their own blended learning model. If you are interested in learning more about how to best leverage technology in education and rethink the way we run schools, join this MOOC and encourage your colleagues to do the same. Become a part of this growing movement and learn first-hand how blended learning can help provide students a more personalized learning experience.
Role of the Teacher at Navigator Schools
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来自 新教师中心 的课程
Blended Learning: Personalizing Education for Students
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从本节课中
Rethinking the Role of the Teacher
Discover how the role of the teacher is changing in blended learning environments. What parts of the job stay the same and what is different? How does an organization support teachers in making the transition to blended learning?
与讲师见面
Brian GreenbergCEO
Silicon Schools Fund
Rob Schwartz
Michael Horn
As we shift to navigator schools, we want to focus
on four of the elements that drive their teaching model.
>> The first big idea is the embracing of
daily assessment that leads to dynamic grouping of students.
>> The second is this notion of
facilitating a codified curriculum that they jointly created.
Next is the idea of specialization, that at the
elementary school level teachers either do math and science or
ELA and Humanities.
>> The last one is that they're really
champions of this notion of whole brain teaching.
>> So on that first big idea
of this daily assessment leading to dynamic grouping,
you have to understand that the teachers see
their role as instruct, assess, and then regroup.
And this happens on a daily basis.
The students get a set of quiz questions and
if they know it, they're allowed to go off and
work online.
If they don't, the teacher goes deep into small group role and that's their job.
Make sure everybody at the end of every day knows the assessment.
>> I think that the blended learning gives me the opportunity
to be able to pull small groups because the computer programs we
use in class is a really great way of letting the kids
work at their own pace, and then while they are doing that
I can pull the kids who are struggling on the
actual standards and the common core that we're moving towards.
I can pull them at that time and really focus in
on each of those kids' needs right then and there and
we do it on a daily basis on the actual standard
I'm doing that day, so no one is going to fall behind.
>> As soon as I give a, prove disprove question, I
immediately have my data from my responders and from my mobi
about who got that day's lesson, who didn't.
The ones that didn't and still need that
guided practice, are going to stay behind with me.
The ones that got it, they're going to go on, they're going to go
into a computer program, which is also at an individual level for them.
If after I've seen from my data, the immediate data
from my responders, that a kid doesn't get it yet.
I get the luxury of keeping them in class with
me while my paraprofessional takes the rest of the students.
During that time it's just more guided practice, or maybe we
need to come up with a new strategy for that student.
sometimes it's three students, sometimes it's four students.
The max would ever be six, but sometimes I just get to work with one student.
and that's where I really get to figure out where things are
going wrong in their thought process, and how I can correct that.
>> So at Navigator, rather than having every single teacher
constantly designing lessons plans for the next day in class, what
they do is that they have a master teacher coordinate
a process of designing lessons in six week cycles with the
rest of the teachers on the team.
>> And the beauty of this is once they know
what their goals are, their objectives for this unit, they then
create these PowerPoint slides that are essentially open ended questions
and visuals that get at the big idea they're going after.
So, if they're trying to teach kids currency they build a slide with ten
pennies, ten nickels, ten dimes, ten quarters
and then a bunch of sentence frames.
So the teacher on the fly can be circling different things.
And have essentially endless options to have students understand the
concept, and then they all teach off these PowerPoint slides.
And the next year, they refine them and make them a little bit better.
>> our model of having a curriculum that's on our PowerPoints benefits
me as a teacher because, first of all, it saves me time.
also, it is visual for the kids, so it keeps them engaged, and
also it allows me to do as many as examples as I need.
Maybe it's one,
maybe it's two, maybe it's five.
>> Navigator also made a very specific decision, which was to allow its teachers
to specialize so that students would see multiple teachers in the course of a day.
Be that in the learning lab when they would work with one set of
teachers, or some teachers specialize in humanities,
whereas others specialize in science and math.
And the big idea here was that to give teachers an opportunity to really
hone your craft or what you're good at and not be responsible for everything.
Now, we acknowledge that not every school is going to make this decision.
But the point is that it was a concerted decision
to drive this specialization to improve student learning for their model.
>> I really like being a single subject, here
working just on math because when in, when I was
at a traditional school you had to focus on
everything and you had to focus on the interventions for
reading, you had to focus on the interventions for this
and tracking this and really trying to find out, like, everything.
And you couldn't find, you know everything would fall through the cracks,
because you had so much going on, and here I'm solely math.
You, you know the ins and outs of your curriculum.
You learn those standards inside and out, what manipulatives you
need for the students, how to gauge their, you know,
performance, what really gets them motivated.
And it's so neat to see that just a single subject can
just excel so much more by being one single teacher in that grade.
>> Having the kids rotate to other teachers
I think it is a good practice for them
because it helps them learn to have different relationships
and foster different relationships with different types of adults.
but at the same time it still gives me plenty of time to build a rapport with
all of my students, and for me it also gives me practice in the morning.
If it didn't go so well I get to change it
up and in the afternoon I get to make it better.
>> The last thing you have to know about navigator school is when
you walk on that campus, you are flooded with song and energy and movement.
And, they have this approach which they call whole brain teaching.
And I would essentially sum it up as a call and response quarrel type
approach that gets students very active in their learning.
So if you want to learn more about this which I highly recommend.
We'll put a link in the resources section so you can do a little background, but the
best way to explain this to you is to just show it to you, so watch these f-,
clips, look at how active students are in
their learning, look at how much language production they
have and think about that, for an English language
learner, or someone who's struggling to acquire language skills.
And then, frankly, just enjoy how cute these kids are in action.
>> I was like s s comma fan boys s s period s s
comma fan boys s s period s s comma fan boys s s period.
Compound sentences are easy to learn.
Watch me do, then take your turn.
Two simple sentences put together just right, no run-ons or
fragments, make my sentence tight. >> They're responding corely.
They're speaking in partners. They're singing chants.
They're cheering each other on.
And it is, when you go into the
whole brain teaching classroom, it's unlike anything you've ever
seen, especially the first time you see it,
and you just say to yourself, this is incredible.
And it's actually quite replicable.
Although it creates a, what could be considered a boistrous classroom,
it really increases the amount of learning.
I mean they, you, the research that
went into these different techniques, they tried to
tap into all of the different brain areas, and stimulate them during the school day.
>> A metaphor.
>> A metaphor. >> Also compares two things.
>> Also compares two things. >> But does not use like or as.
>> But does not use like or as.
>> My sister plays the violin. >> My sister plays the violin.
>> But I play the flute. >> But I play the flute.
>> It's a compare and contrast. >> It's a compare and contrast.
>> So we want to use a fanboy but. >> So we want to use a fanboy but.
>> Tell your partner what kind of sentence is this.
>>
[CROSSTALK]
[INAUDIBLE]
>> Her directions were as clear as mine.
>> Her directions were as clear as mine.
>> So we have no idea what to do.
>> So we have no idea what to do. >> So wipe your whiteboards
in five, four, three, two, one, and zero.
Put your whiteboards away, grab out your binders when you're
due now in ten, nine, eight.
