1:1 Instruction Implementation Update - Fall 2016 David Lapetino - - PowerPoint PPT Presentation

1:1 Instruction Implementation Update - Fall 2016 David Lapetino - Director of Instructional Innovation

Benefits of Digital Learning • Develop “21st Century Skills” needed for success in post -secondary, post- educational environment • Foster development of: Reflective, collaborative, creative individuals • Process, acquire new information • Critical thinking • • Students must be taught these skills deliberately Digital learning environments are an effective means to foster these skills

Benefit: Effective Pedagogy • Pedagogy: teaching method and/or practice • A 1:1 learning environment alone does not create better outcomes • Deliberate efforts must be made to connect technology and instructional strategies Chromebooks are an effective tool to achieve these goals • Foster increased use of formative assessment within classroom • • Provides ongoing feedback throughout the learning process • Informs subsequent lessons • Effective for both teacher and student

Benefit: Student Engagement • Skilled educators have strategies to engage reluctant, introverted learners • Modern instructional technology tools facilitate this • Interact with all students simultaneously Collect information about each student’s level of understanding • • Differentiation of lessons can be personalized, private • Target lessons for perceived and identified gaps in understanding • Good assessment leads to collection of “actionable” data

Benefits: “Visible Learning” • “Visible Learning” research by John Hattie promotes educational strategies that have “visible” benefits to both teachers and students • Work has become cornerstone of professional practice in District 86 Addresses key questions: • • “How do teachers know what their students know?” • “How do students know when they’ve been successful in learning?” “What next?” (Informs future steps for both teachers and students) • Instructional technology facilitates both collection of data as well as • communication of results

Additional Benefits of Instructional Technology: • Increase Collaboration • Foster creativity • Demonstrate learning through creation Promote reflection and revision to solve problems •

Technology Integration on a Continuum: SAMR Model Substitution Helps determine functional • S Technology acts as a direct substitute, with no functional impact of technology on a change Enhancement lesson Augmentation • Improved? A Technology acts as a direct substitute, with functional • Tech for the sake of tech? improvement • No implied value in “R” vs “S” M Modification • Relative merits to each, Transformation depending upon instructional Technology allows for significant task redesign goal Redefinition • Instructional Coaches help R Technology allows for the creation of new tasks, previously facilitate these decisions inconceivable

Examples of SAMR: Writing a paper Substitution : Substitution S • Submit paper electronically Technology acts as a direct substitute, with no functional change Enhancement instead of via paper . Augmentation A Technology acts as a direct substitute, with functional improvement M Modification Transformation Technology allows for significant task redesign Redefinition R Technology allows for the creation of new tasks, previously inconceivable

Examples of SAMR: Writing a paper Augmentation : Substitution S • Use digital tools to write, submit Technology acts as a direct substitute, with no functional change Enhancement paper • Easily track sources, create Augmentation works cited page. A Technology acts as a direct substitute, with functional Teacher provides feedback • improvement during writing process by M Modification commenting, facilitating editing. Transformation Technology allows for significant task redesign Redefinition R Technology allows for the creation of new tasks, previously inconceivable

Examples of SAMR: Writing a paper Modification : Substitution S ▪ Document shared with Technology acts as a direct substitute, with no functional change Enhancement classmates ▪ Students learn how to Augmentation provide/incorporate helpful A Technology acts as a direct substitute, with functional feedback into the writing improvement process. M Modification Transformation Technology allows for significant task redesign Redefinition R Technology allows for the creation of new tasks, previously inconceivable

Examples of SAMR: Writing a paper Redefinition : Substitution S ▪ Goal : Communicate ideas Technology acts as a direct substitute, with no functional change Enhancement ▪ Redefine: ▪ students convey analytic Augmentation thought using digital A Technology acts as a direct substitute, with functional multimedia tools. improvement M Modification Transformation Technology allows for significant task redesign Redefinition R Technology allows for the creation of new tasks, previously inconceivable

Review: 2015-2016 School Year Modeled 1:1 instructional environment with limited Chromebook rollout School Teachers in Departments # of # of Students Pilot Chromebooks Impacted Central 7 English, Social Studies 180 625 South 4 Science, Social 120 285 Studies, World Languages 11 4 300 910

2015-2016 Pilot Focus: • Evaluate several Chromebook models in classroom setting Selected Lenovo Yoga 11e Chromebook due to touchscreen, rugged • construction Study potential impact of 1:1 learning environment on • student learning • Feedback focused on three key indicators: Student engagement and interest • • Collaboration and creation • Revision and comprehension

Review: 2015-2016 School Year - Feedback • Results summarized in detail in previous reports • Overall teacher and student experiences were positive • Teachers reiterated time commitment to fully implement change into curriculum Echoed in numerous studies • • Most “failed” implementations occur due to: • Poor infrastructure Ineffective support • • Insufficient time

Departmental Use of Chromebooks • Art (HS) • PE/Drivers Ed/Health (HC, HS) • Business/EdTech (HC)* • Science (HC, HS) • English (HC, HS) • Social Studies (HC, HS) Family and Consumer Sciences (HC) Special Education (HC, HS) • • Mathematics (HC, HS) World Languages (HC, HS) • • *Space-solve led to Chromebook use

Partial 1:1 Implementation - 2016-2017 Professional Development • Professional Development was designed with pedagogy in mind: • Phase 1: May 2016 50 “Chromebook Teachers” attended • Achieve proficiency in Google Apps for Educational Tools “Basic Skills” identified • Lessons created that allowed demonstration of proficiency in these • skills via submission of evidence via Google Classroom: • Two options : • Demonstrate proficiency independently • Attend on-site training facilitated by Instructional Innovation Coaches • Effectively modeled 1:1 instruction for participants

Partial 1:1 Implementation - 2016-2017 Professional Development Phase 2 : June 2016 • Key theme : Application of 1:1 Instructional Tools • Four main topics: • Assessment Literacy strategies • • Digital workflow • Communication and collaboration • Trainings emphasized discussion and collaboration with team members • Facilitated by Instructional Innovation Coaches

Partial 1:1 Implementation - 2016-2017 Professional Development Phase 3 : August 2016 Institute Day “working lunch” session • Theme : “1:1 Survival Guide” Monitoring student • Chromebook activity Facilitated by device- • monitoring software provider (Hapara)

Partial 1:1 Implementation - 2016-2017 Year 2 of three-year 1:1 initiative implementation plan • Expanded rollout of Chromebooks: approx. 1,800 • Participants selected through application process Chromebooks used to support administration of computerized testing: • MAP, Illinois Science Assessment, ScholarCentric Resiliency Survey

2016-2017 School Year - Students Chromebook Usage DISTRICT-WIDE Hinsdale Central Hinsdale South % of Students % of Students % of Students Chromebook Total Chromebook Total Chromebook Total Grade Level Using Grade Level Using Grade Level Using Users Enrollment Users Enrollment Users Enrollment Chromebooks Chromebooks Chromebooks 645 1017 63.4 411 669 61.4 234 348 67.2 Freshman Freshman Freshman 1029 1114 92.4 692 736 94.0 337 378 89.2 Sophomore Sophomore Sophomore 540 1123 48.1 244 726 33.6 296 397 74.6 Junior Junior Junior Senior 550 1086 50.6 Senior 240 693 34.6 Senior 310 393 78.9 TOTAL 2764 4340 63.7 TOTAL 1587 2824 56.2 TOTAL 1177 1516 77.6

Partial 1:1 Implementation - 2016-2017 Teacher Feedback • Teacher use far exceeded expectations • Weekly check-ins with pilot teachers: • Many lessons already far beyond “S” in SAMR Collecting meaningful classroom data • Transform mundane tasks into engaging lessons •

Small-group Questioning with Google Docs - Nicole Blanco Gallen

Quote: Kimberly Williams, Hinsdale Central English “Kids pay so much more attention and engage more than just going over it on paper. They are interacting with it and leading the discussion rather than just reading it or having it read to them.”