Floating, Flexing, and Filling Tetris Gaps: LESSONS FROM K-12 - - PowerPoint PPT Presentation

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Floating, Flexing, and Filling Tetris Gaps: LESSONS FROM K-12 - - PowerPoint PPT Presentation

Jun 17, 2023 270 likes •1.13k views

Floating, Flexing, and Filling Tetris Gaps: LESSONS FROM K-12 BLENDED LEARNING CATHOLIC SCHOOLS Fr. Nate Wills, CSC, PhD Institute for Educational Initiatives University of Notre Dame nwills1@nd.edu What is Blended Learning? Blended Learning

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SLIDE 1 LESSONS FROM K-12 BLENDED LEARNING CATHOLIC SCHOOLS
  • Fr. Nate Wills, CSC, PhD
Institute for Educational Initiatives University of Notre Dame nwills1@nd.edu Floating, Flexing, and Filling Tetris Gaps:
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What is Blended Learning?

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SLIDE 3 is a formal education program in which a student learns:

Blended Learning

(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and- mortar location away from home; (3) 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/key-concepts/blended-learning-2/
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Why is Blended Learning important or interesting?

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Differentiation Dilemma:

  • 1. Every child is created in the
image and likeness of God
  • 2. Kids learn better with
personalized instruction

WE BELIEVE WE KNOW

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SLIDE 6 Conventional 1-30 Mastery Learning 1-30 Tutorial 1-1

The 2 Sigma Problem

(Bloom, 1984)
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SLIDE 7 Summative Achievement Scores Conventional 1-30 Mastery Learning 1-30 Tutorial 1-1

The 2 Sigma Problem

(Bloom, 1984)
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SLIDE 8 Summative Achievement Scores Conventional 1-30 Mastery Learning 1-30 Tutorial 1-1

The 2 Sigma Problem

(Bloom, 1984) 20% 90%
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4 5 6

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4 x 11

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4 x 11

X ✔ ? ✔ X ? ? ? ? ?

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4 5 8 6 4 5 4 2 5 6

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SLIDE 16 Summative Achievement Scores

The 2 Sigma Problem

(Bloom, 1984) 20% 90% “Simply, blended learning is a delivery mechanism for personalized learning…It is possible to do personalized learning without technology — but it is very difficult to scale personalized learning for each student in a classroom and school without effective and meaningful applications of technology to enable the differentiation and flexibility in pacing required” (p. 14).
  • Patrick, Kennedy, and Powell (2013)
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“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware

  • ften get used in limited ways to

simply maintain rather than transform prevailing instructional practices.”

  • Larry Cuban
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“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware

  • ften get used in limited ways to

simply maintain rather than transform prevailing instructional practices.”

  • Larry Cuban
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“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware

  • ften get used in limited ways to

simply maintain rather than transform prevailing instructional practices.”

  • Larry Cuban
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“In the end, both supporters and critics of school technology (including researchers) have claimed that powerful software and hardware

  • ften get used in limited ways to

simply maintain rather than transform prevailing instructional practices.”

  • Larry Cuban
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It seems that teachers use technology as a preparatory tool for their lessons, but not as a tool for their students to engage more deeply in the subject matter at hand.

  • Gibbs, Dosen, Guerrero, 2008
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“The Catholic school sets out to be a school for the human person and of human persons.”

  • The Catholic School on the Threshold of the Third Millennium
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SLIDE 32 Brick-and-Mortar Catholic Schools Cyberschooling Resources Community Social and emotional growth Witness to faith Experience and expertise Support Personalized / differentiated Adaptive Challenging Dynamic / interactive Data rich diagnostic tools Efficient
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SLIDE 33 Brick-and-Mortar Catholic Schools Cyberschooling Blended Learning
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What does Blended Learning look like?

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Divine Providence Academy Grand Rapids, MI

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SLIDE 42 Quiz Practice Problems Practice Problems Video Test Learning Trajectory Teacher
 Conferral Peer
 Conferral Teacher
 Conferral Peer
 Conferral
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Blended Learning Model: “Flex”

6th Grader 7th Grader 8th Grader Teacher 6-8th Math 1-1 Devices Independent Work Teacher tutoring as needed 90-min math block (1 correction: “Kevin, please get to work”)
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Mission Dolores Academy San Francisco, CA

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Blended Learning Model: “Station Rotation”

Most popular model
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Research Findings

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From Floaters…

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… to Swimmers

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“

[With Blended Learning] There’s no way you can “float along.” I have seen so many kids who are “floaters.” They just want to float along. Now, I feel like everybody is so much more engaged. I see kids who are at the same spot. And I ask them, “what are you doing?” and they say, I’m doing my math. I say, “no you’re not.” They can’t do that because the program doesn’t go. And that’s why some kids don’t like our school. I honestly believe we’ve had a few kids leave because they were floaters and their parents were happy with them being floaters because they were
  • happy. Some people say they want rigor and they don’t really
want rigor. Judy 3-5 all subjects, 6-8 writing”

From Floaters… … to Swimmers

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From “Tetris Gaps”…

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…to Grade-Level Achievement

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“

Jack was a 6th grader, ‘learning disabled’ was his label and [there were] some definite skill gaps there … the blended model allowed for us to kind of go back and address some of those skills that he had missed and target some of his struggles in math: like he just totally missed basic understanding of place value and because math builds on itself, no wonder he was constantly struggling as math got more and more conceptual because he just didn’t have the basic understanding of what a base ten system was… When it came up for his three-year reevaluation and we did all the standardized testing on him, he had worked up to grade level and no longer qualified. And that was the first time in my career that I had ever sat in a middle school IEP where a child was exited out of special education services. Typically at that point if they’re in, they’re a lifer. Deborah, Principal”

From “Tetris Gaps”… …to Grade-Level Achievement

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From a Habit of Failure…

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…to a Growth Mindset

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“

Before this [Blended Learning] approach, I felt like some kids got in the habit of failing. Failing became a habit and a learned behavior. [imitating a student] ‘Yep, that’s me, I’m a failure. I fail at math, I fail everything. I fail every quiz, I’m just a failure. I stink at math. I’m just no good at it.’ …[Blended Learning works well], especially at the low end where, even if they’re behind, you’re still showing them, ‘well, you were at 3rd grade and now you’re at 4th grade. You’re still a year behind, maybe, but you grew a whole year.’ So they’re still getting a feeling of success. Judy 3-5 all subjects, 6-8 writing”

From a Habit of Failure… …to a Growth Mindset

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Non-Cognitive Indicators of Success Tough (2012)

Grit • Self-Control • Zest • Social Intelligence Gratitude • Optimism • Curiosity

Results Beyond Test Scores

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Inclusion & Differentiation

Results Beyond Test Scores

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But Fr. Nate, I like numbers!

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  • St. Paul School, Seattle
http://ace.nd.edu/news/new-blended-learning-model-sees-impressive-gains-in-first-year

NWEA MAP Score 2013-2014

Reading Math

One Year of Growth
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  • St. Paul School, Seattle
http://ace.nd.edu/news/new-blended-learning-model-sees-impressive-gains-in-first-year

NWEA MAP Score 2013-2014

Reading Math

One Year of Growth

122% 147%

8th Grade Math

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SLIDE 64
  • St. Paul School, Seattle
http://ace.nd.edu/news/new-blended-learning-model-sees-impressive-gains-in-first-year

NWEA MAP Score 2013-2014

Reading

One Year of Growth

122% 233%

8th Grade Math

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SLIDE 65 % of students at or above grade level 25 50 75 100 Fall 2013 Spring 2014 65 55 60 38 National Average Math Reading
  • St. Paul School, Seattle
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6th Grader Cancer in 2nd grade At beginning of year, 4 grade levels behind In one year, increased 4 grade levels in math 2 grade levels in reading

  • St. Paul School, Seattle

“Jayden”

“This school has been the answer to prayers.”
  • Jayden’s mom
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How does a school “go blended?”

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SLIDE 68 Support Continuous 
 Improvement Systems Infrastructure

Conditions for Success

Electrical Internet Software 3:1 Devices Technical Support Leadership team Cross-Pollination PLCs Instructional coaching Data informed instruction Outside Funding Partnerships Project management Change management Leadership coaching High Qual PD Evaluation Stretch Goals Tweaking Model Supporting Strugglers Seeking Best Practices Sharing results
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SLIDE 69 Support Continuous 
 Improvement Systems Infrastructure

Conditions for Success

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SLIDE 70 *Definition adapted from Michael Horn of the Christensen Institute. The Blended Learning Scorecard is adopted from Robert Kaplan’s Balanced Scorecard. capacity building
  • What is the overall proficiency of teachers with
technology tools?
  • Can leadership conduct the necessary evaluation
and provide coaching?
  • What are the ongoing structures of support
for teachers?
  • How is professional development differentiated to
support various teacher proficiency levels? technology utilization
  • Have the tools and content been selected to meet
the specific instructional needs and purpose?
  • What are the frequency and percentage of teachers
utilizing technology effectively?
  • Are teachers aware of various technology tools and
purpose of usage?
  • How are modalities of instruction and engagement
increased through technology? data management & usage
  • What is the timeframe of the data review and
adjustment cycle?
  • What are the actions teachers take in adjusting
instruction?
  • What percentage of teachers are implementing
the data review cycle with fidelity?
  • How are teachers using data to personalize
instruction at the student level? student ownership
  • Are students accessing and reviewing their own
progress data?
  • How are students accessing tools and resources in
and out of the classroom?
  • How are teachers creating opportunities for
independent learning?
  • To what degree are students able to direct their
learning path, pace and content? KEY QUESTIONS
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SLIDE 71 BLENDED LEARNING SCORECARD Blended Learning represents a fundamental shift in the classroom and involves leveraging technology to afford each student a more personalized learning experience, meaning increased control over the time, place, path and/or pace of her/his learning.* The Redbird Blended Learning Scorecard is designed to help educators understand the key inputs driving the efficacy and efficiency of the Blended Learning initiative and assess the quality
  • f implementation.
*Definition adapted from Michael Horn of the Christensen Institute. The Blended Learning Scorecard is adopted from Robert Kaplan’s Balanced Scorecard. capacity building
  • What is the overall proficiency of teachers with
technology tools?
  • Can leadership conduct the necessary evaluation
and provide coaching?
  • What are the ongoing structures of support
for teachers?
  • How is professional development differentiated to
support various teacher proficiency levels? technology utilization
  • Have the tools and content been selected to meet
the specific instructional needs and purpose?
  • What are the frequency and percentage of teachers
utilizing technology effectively?
  • Are teachers aware of various technology tools and
purpose of usage?
  • How are modalities of instruction and engagement
increased through technology? data management & usage
  • What is the timeframe of the data review and
adjustment cycle?
  • What are the actions teachers take in adjusting
instruction?
  • What percentage of teachers are implementing
the data review cycle with fidelity?
  • How are teachers using data to personalize
instruction at the student level? student ownership
  • Are students accessing and reviewing their own
progress data?
  • How are students accessing tools and resources in
and out of the classroom?
  • How are teachers creating opportunities for
independent learning?
  • To what degree are students able to direct their
learning path, pace and content? KEY QUESTIONS Teachers and instructional leadership are equipped with the skills to implement and sustain highly effective Blended Learning environments. CAPACITY BUILDING Teachers utilize technology to meaningfully enhance and redefine instruction. TECHNOLOGY UTILIZATION Data is used as an instructional tool to inform, adjust and personalize instruction
  • n a frequent basis.
DATA MANAGEMENT & USAGE Students become agents of their
  • wn learning process with greater access
to tools, resources and progress data. STUDENT OWNERSHIP COHESION OF VISION: TOOLS, DESIGN, ROLLOUT The Blended Learning design model should be informed by the instructional needs and
  • vision. Digital curriculum, devices, tools,
classroom design, and pace of the rollout should be carefully planned and selected to meet unique needs. Student achievement increases as a result of increased engagement, personalization and more efficient use of data. School or district meets budget through careful planning, high fidelity implementation, and the proper allocation of resources for the right tools, content and other resources. EFFICIENCY: RETURN ON INVESTMENT EFFICACY: ACHIEVEMENT RESULTS P E R S O N A L I Z A T I O N P E R S O N A L I Z A T I O N P E R S O N A L I Z A T I O N P E R S O N A L I Z A T I O N P E R S O N A L I Z A T I O N Learning is tailored to meet the unique needs of each student and students help drive the learning process.
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The difference 
 between good blended learning 
 and lame blended learning (IMHO):

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SLIDE 74 Student/tool interaction Static (non-responsive to student) Dynamic (adaptive to student) How teachers are using blended learning content Supplement Instruction (1) Skill repetition and general enrichment (2) Enrichment and exploration Complement Instruction (3) Reinforcement and practice (4) Optimized skill practice Transform Instruction (5) Interest pursuit (6) True differentiation and discovery Instructional Outcomes of Blended Learning Across Tools and Instructional Types
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What makes the difference?

Tight data feedback loops
  • Individual goal setting
  • PLCs
  • Data reflection
Adaptive and strong software
  • Algorithm driven
  • Interest aware
  • Great data reporting
  • Teachers as expert coaches, not
keepers of the knowledge Letting go and innovating
  • Teacher roles
  • Grade level distinctions
  • Constants (homework, places)
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How can I learn more?

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Read

Blended By Michael B. Horn and Heather Staker
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Read

Driven by Data By Paul Bambrick-Santoyo
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Watch Videos

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Stay Informed

EdSurge.com

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Visit the schools

Intrinsic MS/HS KIPP: Ascend
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Get to Know the Providers

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Get to Know the Providers

edsurge.com/product-reviews
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SLIDE 84 LESSONS FROM K-12 BLENDED LEARNING CATHOLIC SCHOOLS
  • Fr. Nate Wills, CSC, PhD
Institute for Educational Initiatives University of Notre Dame nwills1@nd.edu Floating, Flexing, and Filling Tetris Gaps: