Blended learning – the powerful combination of real-time and online interaction— is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Attend this web seminar to learn how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics will include: The importance and efficacy of blended learning Evaluating curriculum and blended learning model options The latest and most effective technology used in elementary-level mathematics All registrants will receive the exclusive white paper, "Elementary School Principal’s Guide to Blended Learning" by Dr. Jeff Piontek. Scheduled speakers: Jeff Piontek, PhD Curriculum and Assessment President Educational Consulting Services, LLC Tim Hudson, PhD Director of Curriculum Design DreamBox Learning Who will benefit: Principals and district administrators interested in implementing blended learning in elementary schools. Anyone may attend.

1. A Principal’s Guide to Blended
Learning
Jeff Piontek, PhD
Curriculum and Assessment President
Educational Consulting Services, LLC

2. Blended learning
A formal education program in which a
student learns at least in part through online
delivery of instruction and content, with some
element of student control over
time, place, path and/or pace
and
at least in part in a supervised brick-and-
mortar location away from home (such as
school).
Copyright Innosight Institute, Inc.

3. Definition of blended learning
Any time a student learns in part in a supervised brick-and-
mortar place away from home
At least in part through online delivery, with some element
of student control over time, place, path and/or pace
and
=Blended
learning
Copyright Innosight Institute, Inc.

4. Blended/Hybrid Learning
Self-direction, high engagement,
(Less direct student support needed)
Struggling student, low-engagement,
(More direct student support needed)

6. Providing Opportunities to All Students
Credit Recovery
Aspiring athletes and
performers
Medically Fragile
Home Schoolers
Accelerated
Students
Need to work and/or
support family
Traditional
Public/Private
Special Education and
ELL
Rural Students

7. Customization and Personalization….the
future of learning
Integrated Customizable
• Different paces
• Different priorities
• Different
intelligences
Online learningTraditional factory-style
system

8. Why Flexibility in Learning?
With the increasing
use of a variety of
approaches for
learning in the
information age
Learners' preferences
are changing from
wanting to be taught
mostly in lectures or
direct training
sessions
To wanting
increased
flexibility.

9. Why Flexibility in Learning?
Today, learners want to have more say in
• WHAT they learn
• WHEN they learn
• WHERE they learn, and
• HOW they learn
Can we do what learners want?

10. Next Generation Models of
Online and Blended
Learning
Hybrid/
Blended
Programs Blended
Courses
•Online course and/or
•Online content
•Online instruction
•Digital/adaptive
curriculum or software
•LMS/Technology
•Buffet: F2F &
Online Courses
•Emporium: F2F
place with
blended/hybrid
approaches to
learning

11. How Students Are Using Technology at School

12. Online learning is moving into schools
90% of kids
need a
supervised, safe
place to learn
(cannot be
homeschooled)

13. What Does it Look Like?
Blended Learning exists on a continuum
between 100% face-to-face & 100% online
course materials:
Completely F2F Completely
Online
Blended

14. Components of Blended Learning
• 1. Synchronous (live)
Classroom format
• 2. Synchronous (live)
online format
• 3. Asynchronous (not
live) self-paced
format

15. Tech-rich = blended

16. 6 Models of blended learning
F2F Driver
Rotation
Flex
Online Lab
Online Driver
Self Blend
Supervised brick and
mortar
Some potential
for flexibility
Most potential
for remoteLOCATION
Face-to-face Mix of both Online delivery
TYPE OF
INSTRUCTION
STUDENT
INDEPENDENCE
Low Medium High
EXTRACURRICULARS
AND SOCIALIZING
Traditional
Traditional plus
online options
Varies from
both options to
neither option
Dimensions
Fewer
traditional
elements
More traditional
elements
Copyright Innosight Institute, Inc.

17. Rotation Flex Self-Blend Enriched Virtual
• Station rotation
• Lab rotation
• Flipped Classroom
• Individual rotation
Online platform with
F2F support and
fluid schedules
Students attend
physical school &
take 1 or more
courses online
Students learn
sometimes at a
physical school, other
times remotely
Emerging models of blended learning

18. Station-Rotation Model:
Teacher-led
Instruction
Collaborative
activities & stations
Individualized
Online Instruction T

19. Lab-Rotation Model:
T
Direct Instruction
Literacy/
Social Studies
T
Direct Instruction
Math/Science
T
Direct Instruction
Literacy/
Social Studies
Learning Lab
Reading, Math
P
Teacher (T)
Paraprofessional (P)

20. Individual-Rotation Model:
T
T
T
Learning Lab
Direct Instruction
Group Projects
15:1
Central Learning Lab
T
Intervention
Seminar
5:1
12:1
273 students
6 teachers (T)
T
T

21. Advancing Our Mental Models
of Blended Learning:
Digital Differentiation through
Intelligent Adaptive Software
Tim Hudson, PhD
Director of Curriculum Design
DreamBox Learning

22. Session Outcomes
• Reframe and refocus your thinking about
learning and blended learning
– What outcomes do we want for students?
– How are these goals best achieved?
– How can true differentiation become a reality without
burdening teachers’ time?
• Learn how software can effectively unify:
– Curriculum design
– Learning theory
– Student engagement

23. Differentiation Defined
• Teachers have a responsibility to ensure that all of their
students master important content.
• Teachers have to make specific and continually evolving
plans to connect each learner with key content.
• Differences profoundly impact how students learn and the
nature of scaffolding they will need at various points in the
learning process.
• Teachers should continually ask, “What does this student
need at this moment in order to be able to progress with
this key content, and what do I need to do to make that
happen?”
Leading and Managing a Differentiated Classroom
by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14

24. Which blended model is better?
FLIPPED-CLASSROOM ENRICHED-VIRTUAL
What is happening with the teacher?
What is happening on the computers?
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
Blending is a means to what ends?

25. Plan Schooling Backwards
• “Contemporary school reform
efforts… typically focus too much
on various means:
• structures,
• schedules,
• programs,
• PD,
• curriculum,
• and instructional practices (like
cooperative learning).”
• Or blended learning.
p. 234-235, Wiggins & McTighe, © 2007

26. Plan Schooling Backwards
• Certainly such reforms serve as
the fuel for the school
improvement engine, but they
must not be mistaken as the
destination…[which is]
improved learning.”
p. 234-235, Wiggins & McTighe, © 2007

27. Before Blending
1. What do you want students
to accomplish?
2. How will you know they’ve
achieved it?
3. What technology will you
need for their learning?

28. Plan Backwards
1. Identify desired results
2. Determine acceptable
evidence
3. Plan learning
experiences and
instruction
Understanding by Design, Wiggins & McTighe, ©2005

29. Pop Quiz
• 3,998 + 4,247 =
• 288 + 77 =
• 8 + 7 =
• What is a good strategy?
• What is fluency?
• How is fluency learned?
• Can you get this from a calculator?

30. Compensation

31. Learning Principles
• “An understanding is a learner
realization about the power of an
idea.”
• “Understandings cannot be given;
they have to be engineered so that
learners see for themselves the
power of an idea for making sense of
things.”
• “The goal of all learning is fluent and
flexible transfer – powerful use of
knowledge, in a variety of contexts.”
p. 113, Schooling by Design, Wiggins & McTighe, ©2007

32. dreambox.com/teachertools

33. dreambox.com/teachertools

34. dreambox.com/teachertools
?

35. Assessments throughout the curriculum assess the skills taught in a unit
Unit
Pretest
Lesson1
Lesson3
Lesson4
Lesson2 Lesson5
Students who demonstrate understanding of this concept skip the unit
and move to a new skill assessment
DreamBox Seamlessly Blends Assessment & Instruction

36. Assessments throughout the curriculum assess the skills taught in a unit
Unit
Pretest
Lesson1
Lesson3
Lesson4
Lesson2 Lesson5
Lesson 3
Lesson 4
Lesson 1
Lesson 2 Lesson 5
Students who don’t have these skills work through a unique sequence of
lessons in the unit to learn those concepts
DreamBox Seamlessly Blends Assessment & Instruction

37. DreamBox Summative Assessment
Proficient in 1.NBT.3
Correctly solve
several
problems
quickly without
assistance in
each objective
150-300
problems
presented
overall
31
measurable
learning
objectives

39. Continuous Formative Assessment
• What incorrect answers would we expect on a
problem like 29 + 62?
– 81 Student does not regroup to the tens place
– 81 Student adds columns from left to right
– 811 Student adds each column independently
– 92 Arithmetic error in ones place
– 33 Student believes this is a subtraction problem
• How would you score each error?
• How would you respond to each error?
• What lesson(s) need to come before & after?
• Which of these errors are “naturally occurring?”

40. Intelligent Adaptivity
A
C
B

41. Student Groups by Proficiency

42. DreamBox Differentiates
• DreamBox Teachers continually ask:
“What does this student need at this
moment in order to be able to
progress with this key content, and
what do I need to do to make that
happen?”
Leading and Managing a Differentiated Classroom
by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14

43. Primary Engagement Environment

44. Intermediate Engagement Environment

45. DreamBox Combines Three Essential
Elements to Accelerate Student Learning