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 KIPP LA
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Del curso dictado por New Teacher Center
Blended Learning: Personalizing Education for Students
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De la lección
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?
Conoce a los instructores
Brian GreenbergCEO
Silicon Schools Fund
Rob Schwartz
Michael Horn
In terms of me explaining my job I say that I
don't, I don't teach as much as I am guiding them to become better people.
And sometimes it's to me the learning is secondary.
Well ,the learning is, of course, primary.
But I come in with knowing these are going to be
transformational leaders of change and they need to know math and
they need to know measurement.
And that's what get's me, that's what gets me at the end of the day.
the real lessons like they need to know to go to college.
They need to go to college to become transformational leaders of change.
And that's what I tell my friends.
>> My role as a blended learning teacher is
a little different in three main ways i would say.
First I'm able to spend a lot of time
doing small group instruction while my students are interacting with
adaptive, adaptive learning programs.
So I'm able to work with small groups of
students and interact and increase my impact in that way.
Second while my students are not with me,
they are still spending a lot of time learning.
They are still learning through visual spacial math programs.
They are still learning through apps that reinforce basic skills like Math Facts.
So they're learning at their own pace,
even when they're not in front of me.
And third, I'm able to maximize my impact by collecting data and
having students interact with technology as
we integrate it into the core curriculum.
So I'm able to have students take quizzes online and I get instant
feedback, about how they've mastered the
standard that day without even grading papers.
I can just see it on a graph online.
or when my students are publishing their papers for
writing, rather than writing it out in black pen, they're able to type
it up, just as they will in high school, in college and in life.
So, I'm able to maximize my impact,
through technology in a lot of different ways.
>> As we shift to looking at Kipp LA, what we see and what jumped out to us,
was that, this, teachers there are really focused around
three things, in their new roles as blended learning teachers.
The first one is driving small group instruction.
The second
one is instilling character and values.
And the third one is that they actually still take the best
of traditional teaching, and weave it into these new blended learning environments.
>> So to that plane of their holy grail, it is small group instruction.
And it's an interesting story of how they came to this focus of blended learning,
in many ways because of budgetary pressures
that forced them to think about new models.
Beyond that though it's also
fascinating how much they've embraced this role of small
group instruction and that for them, they just see the
gains from this amount of time,far out pacing any other
thing they can do as part of their educational model.
>> We believe in small group instruction, because it allows for one
on one conversations for so much language practice and for repeated hits.
[INAUDIBLE]
with a skill.
So that students are able to get to mastery even faster.
>> Clearly, many teachers around the country, are already doing
small group instruction or what we call a workshop model.
But what's different in blended learning is
that, rather than just being rotations through
worksheets or other assignments that may or
may not be connected to an individual's needs.
Because students are working online.
You can really focus and tailor that instruction
to the individual student's needs. >> For my students
[INAUDIBLE].
It's especially essential that they get lots of
practice with the language, around whatever I'm teaching.
So we have a lot of English language learners, so
because they're in a small group, they're able to talk frequently.
Both to me and to partners, and I'm able to follow up with them,
to make sure that they're using that
academic language the way that they need to.
They're also able to get a lot of feedback.
So I'm able to interact with each student throughout the course
of the lesson on an individual basis.
As I go through the lesson and I figure out which students are
mastering the content quickly, which students
need more reinforcement, I'm able to pull.
I usually end up with a group of two to four students in front of me.
Just working with them to address any misconceptions they may have.
So I'm able to have that powerful one on
one impact, even when the classroom ratio is one
to 27.
So at KIPP the teachers explicitly see their role
as building the character and value of their students.
You cannot step foot on this campus without
understanding how it permeates every part of their soul.
And they want to teach things like
grit, determination, values, ganas or desire for learning.
It is the core job of a teacher in their school.
>> We would argue that in
[UNKNOWN]
learning environments, focusing on character and
values is really important, because we're
really giving the power to the students to be their self-directed learners.
>> Character education at
[UNKNOWN]
begins day one of summer school.
During summer school we really focus in on
the character and we do that through values.
And we have four school values, courage, ganas, honor and reflexion.
courage means to take risks, ganas means never giving up, honor is to respect
oneself and their community and reflexion to
our youngest kids means making the right choice.
And when you don't make the right choice, which
happens to all of us, is really turning it around.
you know, we really focus in on the values and on this
character development, to make sure that
our students are growing social and emotionally.
You know, for us, the academics is what's going to get are
kids to college, but it's not going to get them to and through.
We really believe that it's going to be the character, their character that's
going to get them through college.
>> Educating the, the mind is just as important as educating the heart.
And when I think of our student's,
I see them as transformational leaders of change.
And I want them to go to college and
I want them to come back and serve their community.
And part of that has to do with
having empathy for your fellow, for your fellow man.
And it starts
in kinder, it starts in first, it starts in second.
So we actually have developed in second grade a.
Social emotional learning program about about
empathy, about relationships, about relationships with people.
I developed it actually and the way that, to bring it back to the concrete we
do it through books, we do it through role plays, we do it through writ, writing
exercises.
its something that definitely is at the forefront
of of what we, we want them to be.
and we also teach character through our values courage,
[UNKNOWN]
honour and refraction and then we anchor all of our actions through our values.
so our friends don't break the rules there our friend is not
showing honour toom is my eyenet when they are talking on the rug.
it's not that they're breaking a rule.
So it's definitely ingrained in our language
going beyond that, we do see a need
[COUGH]
to teach students more about qualities like empathy and
responsibility things that will take them so far in life.
>> So technology allows for small group instruction, because in
my classroom during math for example we have a rotational model.
Where the one group of students is on the carpet learning the lesson with me,
one group of the students is on Chromebooks
and one group of students is on iPads.
And then they rotate through those three stations throughout the math block.
So all three groups of students see me, see Chromebooks, see iPads.
So during that time, I am able to work
with a very small group of students that's leveled.
So I'm able to push some of my students,
who need pushing, beyond the bounds of the lesson.
I'm able to give reinforcement or reteaching to my students
during the course of the lesson, if they need it.
Because I have a group of,
a small group of students, between seven and 11 students in front of
me on the carpet, while the rest of the class is doing technology.
That time that they spent on technology is incredibly intentional,
because for example, they may be working on ST Math.
Which is a program where they are
learning Math concepts through visual and spatial strategies.
And, so I'm able to sink up the curriculum of ST math to match what we are teaching
in contact.
So, that maybe pretty thing, something that we are going into next week.
It maybe reteaching something, that's something we need reinforcement on,
or it maybe directly related to the lesson of today.
So, today we are teaching measurement, on ST Math, they may have done
measurement last week, or they may
be doing measurement currently to reinforce it.
So, I'm able both have my hands in, what's going on with the students right in front
of me and also know exactly what's happening
with the students who are not with me.
>> It's interesting to see that KIPP still
does do a lot of direct instruction and
we raised this point as a reminder that, this is not a all or nothing proposition.
You don't have to have a religious conversion to blended learning.
If you're going to still do direct instruction, go for
it, but just like KIPP do it with purpose and fidelity.
So when you watch
a KIPP classroom, when you see these KIPP LA schools.
Their direct instruction, the moves they use
are tight and purposeful, and it's that attention
to detail that keeps the kids on the edges of their seats in the learning process.
>> By the end of the lesson today, you will
be able to measure objects in feet or in inches.
That is your first job. Your second job is to
look at an object and tell, should I measure this in feet?
Or should I measure it in inches?
So you will know you're successful when you can answer those two questions.
Ready to rock? >> Ready to roll.
>> Hold up your pencil.
Would you measure it in inches or feet? Think to yourself.
Whisper to your pencil.
I would measure you in. >>
[INAUDIBLE]
[CROSSTALK]
>> The other essential thing that you have to
know before you measure, is what the halfway point is.
Say halfway point.
>> Halfway point.
>> The halfway point is a smack dab in the middle between two numbers.
Mark, why would you measure a book in inches?
>> Because a book is too small.
>> because a book is small
[INAUDIBLE].
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