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.
Reconceiving the Role of the Teacher
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Del curso dictado por New Teacher Center
Blended Learning: Personalizing Education for Students
14 calificaciones
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
As we think about re-conceptualizing the role of the teacher for blended learning.
We're thinking about five key shifts in particular.
The first one is from lecturer to facilitator.
>> Next it's the difference from fixed
groupings of students to more dynamic grouping strategies.
The third shift is moving away from being the explainer of all concepts.
And to the intervener with the student at the right time for their needs.
>> And then, from thinking
about the job being teaching content, to thinking about
teaching content, skills, and even mindsets to our students.
>> And the last shift that we're thinking a lot about is
one that happens in several of the models we profile, which is.
From generalist to specialist, the idea that teachers can start specializing on
those skills that they're most passionate about or where their strengths are.
>> So,
to make this new vision for school a reality, we as teachers have to
go after one fundamental assumption of how we think of our job as teachers.
And that's like our core instructional delivery model.
And letting go of the idea that we always have
to teach something in order for students to have learned it.
>> When the kids aren't learning on the computers
during personalized learning time, it's my job to just facilitate.
And it's
not my job to like answer their questions
but it's my job to proctor content assessment.
So, all I'm doing is like, making sure they're on task.
And like being, like facilitating their learning, and that's kind of like
my entire role and it's not like teach them, in that type.
It's for them to learn and like, learn
from their mistakes or learn from their successes.
>> Yeah.
And, so lectures though are still going
to be part of the learning process.
We don't want you to be under the wrong impression.
But if you look at the blended learning schools that we're profiling,
you see that it's actually for two reasons that the lecture remains relevant.
The first one is that in small group settings, the teacher's
still clearly leading a class through a series of concepts and exercises.
And the second reason is, if we're being
honest, in college, students still learn through lecture
and so mastering that as note taking skills
and being able to absorb a lecture is important.
>> But, it's all about being deliberate.
So here's the question for you.
Think about your own kids, your own teaching, what's the ideal
percent of time that we should actually be imparting knowledge through lecture?
10%, 20%, 50%?
Give us your feedback, we'd be curious to hear what you think.
So in education, we have known for a long time the
power of getting students into the right group at the right time.
Now what it usually looks like though is maybe the class is divided into
three groups, and we'll call them the
cardinals, and the blue jays, and the sparrows.
But a kid figures out pretty quickly, I'm the smart kid or
I'm not a smart kid, and that's because the groups are fixed.
Those things are set in stone and the kids don't change.
It doesn't respond to a kid's proficiency level, which we know can
change on a daily or hourly basis.
So the big idea here is what we call dynamic grouping.
The groups exist on a concept by concept level and respond to kids changing.
So they can go from a high to a medium to a low group.
Even within a single week.
>> So this points to one of the big shifts
that a teacher will make as they move into blended learning
which is that you're really going to be using data
to drive this idea of dynamic grouping or these changing groups.
And we would argue that you should be using
this data on at least a weekly basis, maybe even
a daily basis so that you're constantly sorting students
to get them the right thing at the right time.
>> I'll give you a concrete example.
There's a school here in the Bay Area that
uses a, a school created data tool called Exit Ticket.
The teacher stands up to teach a concept, but right away,
gives the students a few choices, questions to see what they know.
Kids do their responder, and the students who get
it right, are peeled away.
That onions get peeled, the first level of kids go.
And they work on something more challenging.
Then the teacher begins to do some instruction, and pretty quickly, pauses
again, offers a few more questions, see what kids do or don't
know, peels the onion further, until they get down to the core
of the students, who really need the most magical intervention we have.
Which is more small group time with that teacher.
>> We re-teach
as soon as possible.
And that's one of the really powerful things about small group
instruction is that I teach the lesson in the small group format.
Then I may discover that two students from this, from Group
1, and two students from Group 2 are missing the same areas.
They're both, they both have the misconception
of lining up the ruler the wrong way,
so I can pull those four students again and reteach them just on that specific
area, and I know what area they're missing because of the
data I'm able to get so quickly from programs like Edmodo.
If you go into a full-blended learning environment it's very easy to imagine that
the amount of data that you have is going to get overwhelming very fast.
Don't get overwhelmed by it.
Pick the one source that's really, really
good for giving you great data that's actionable.
Or pick the two or three metrics that you
think really helps you drive that
grouping and what students need, instruction-wise, next.
It's really all about making the data actionable, and finding a pathway for
you, that gets you the information you need to make your classroom work.
We're going to spend a little more time in the next
section with navigator schools and hearing how they built their whole
schedule around this idea of dynamic grouping to get the right
students in front of the right teacher at the right time.
If teachers are doing a lot less of the
explaining up front because of the software, that frees them
up to spend a lot more time intervening with
students one-on-one at the right time for each individual student.
It's really exciting to see schools thinking not
just about the content that they need to teach,
but also about the skills and the way the
students apply knowledge, as well as even the mindsets
they want their students to have.
And the hope is that some of these
blended learning techniques can actually free up times for
teachers so they can actually spend more of
their time on these mindsets and skills for students.
And it actually aligns perfectly with the common core coming as well.
That's going to ask students to do
more cognitively demanding work on their assessments.
Now the teachers and staff at the schools we've been showing
you think a lot about this role and how they get students
to develop the content they need, the mindsets to be
good learners, and the skills that they need to succeed.
>> I come from a family of teachers, so I
talk about teaching a lot and schools a lot with people.
and so I think there's two things about this system that have excited me the most
and that I like talking about the most. the first is the way that we've,
you know, really clearly identified those three big categories of things we want
kids to learn, the content knowledge,
the cognitive skills, and the non-cognitive skills.
And, and, I mean any teacher could tell you like, yeah, absolutely
like those things are important, I teach all those things in my class.
But I love the fact that we have distinctly identified those and we've,
you know, explicitly set aside time within the day for kids to work
on those things.
So they know exactly what they're working on.
One isn't getting lost in the
other, because we're getting really clear feedback
on either the content knowledge, or
the cognitive skills or the non-cognitive skills.
and each of them gets that one on one time for a check in, so
they know exactly what they're doing well at and what they need to be working on.
>> Under the optimize model it's been really interesting lesson planning.
It hasn't, it has not at all been the same,
because it's not like I'm going to teach this content today.
It's like I'm going to teach this skill today.
And it's like, what information am I going to use to teach this skill?
That maybe doesn't have anything to do with math.
>> Thinking about how my role is kind of the same and how it's different.
I think in terms of the differences, one big
difference obviously is I'm not talking to kids right now
as much about you know, specific content as I used to.
And I'm not
constantly worrying every single day, is like, is this
one activity I did helping them learn the content.
you know, I'm creating playlists, so like, I'm definitely
doing a lot of work to help kids learn content.
But, a lot of the the onus of that is put onto the
kids. >> We see a trend in a lot of schools,
not all schools, but a lot of schools doing blended learning, of teachers
shifting from being generalists of all elements of teaching.
Toward actually specializing on their strengths, and the things that really
excite them about getting into this profession in the first place.
Now, many of you may remember the documentary, Waiting For Superman.
And the big problem, Brian, that I had with that movie was actually its title.
The implication of it was that the only way to
save our schools was to have a superhuman teacher inside
of every single classroom.
That was doing lots and lots of different jobs that no
human being could do within the constraints of a 45 minute period.
>> When you think, instead what if teachers
could go after what they were best at.
The person who just loves to lesson plan, we'll
use their great lessons, all across the grade level,
and save every teacher from having to recreate the
same lesson plan over and over and over again.
The teacher who is that actor and loves the rapt attention of students,
can do more lecture, maybe have more students at a
time and free up other teachers to do different tasks.
The teacher who's that data wonk, who just
loves assessment, let them go create that statistically
reliable and valid assessment, but then use it
across the school or even across a district.
Play at a teacher's strengths and let them specialize
to the extent that they're comfortable, or what's possible.
>> Yeah, once you decide that.
Every teacher doesn't have to have the same job.
Once you decide every teacher doesn't have to pretend to be the master of a
hundred thousand different things, which as humans we
know is not possible it, it's really exciting.
And what we see with a lot of teachers is some teachers really thrive in
classroom culture and classroom management, and other teachers
really thrive in getting kids to love writing.
Other teachers really thrive in
leading kids through a song about mathematics and you
know really teaching them different ways about thinking about math.
And, one of the fun parts is, let teachers play to their strengths.
>> Another great part about our school is
that while I'm their English Language Arts teacher.
They go to another teacher for their Math.
So I'm only having to focus on English
Language Arts standards which allows me to go
deeper into them, understand them more myself so
that I can present it better to my class.
>> So
that wraps up the five big shifts that
Bryan and I see happening as teachers move into
these blended learning environments and we hope this
list has been provocative and spurred your thinking some.
Next, we're actually going to dive into
how our protagonist schools, are implementing a
lot of these shifts, as the teachers
make the journey toward high quality blended learning.
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