This document outlines Dr. Cynthia White's plan to implement a blended learning model at Cleveland Elementary School to turn the failing school around. It provides context about the school's decline from achieving to failing between 1983 and 2012. It then discusses the school's strengths, such as math test scores, and challenges, including outdated technology and gaining teacher and parent buy-in for the new blended model. The instructional model premises focus on sequenced coaching in pedagogy and being data-driven. Lessons learned from piloting the model included providing home-school technology liaisons and ongoing professional development. Initial outcomes included a 15 point gain on the state's academic performance index and increased parent buy-in.
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Engaging Math Learners and Improving Achievement Through Blended Learning
1. Blended Learning Model
Focusing on a Personalized Learning
Model
to Turn Around a Failing School
Dr. Cynthia White, Principal Cleveland Elementary School
2. Context
From an achieving school to a failing school:
what happened between 1983 and 2012
•
•
•
•
•
•
Underperforming
High Poverty
75% English Learner
Neglected
Technology circa 1993
Morale
3. Strengths
•
•
•
•
•
Math scores on state exams
Context for Learning model – Bill Jacobs
Teachers willing to change
Wireless internet infrastructure installed
Upper grades using Read 180 so teachers
familiar with adaptive learning
• I knew about the Dreambox model
4. Challenges
• Technology infrastructure
• Hardware
• Teacher buy-in moving from traditional
model to blended model using individual –
personal data to drive instruction
• School Site Council buy-in
• The message to the parent community on
why it’s important
5. Instructional Model Premises
1. Sequenced and targeted coaching in
pedagogy
✦
✦
✦
✦
Where/how technology fits in
I do, we do, you do model of instruction
Pacing for rigor
Relevance
6. Instructional Model Premises
2. Data Driven RTI through
Professional development &
Coaching
Knowing and understanding how data from
adaptive technology works, which means
ongoing discussions on how we use the
data to inform and act on change in
instruction.
7. Lessons Learned
•
•
•
•
•
•
Pilot
Home – School Technology Liaison
Instructional Model Coach & RTI Coach
Go to teachers – stipend
Partnerships (after school programs)
Ongoing professional development
8. Outcomes
• 15 Point Gain (5 point target) on
California - Academic Performance Index
• Data driven conferences
• Math (Dreambox is most preferred activity)
• Parent buy-in
18. Personalized
(Relational)
Schoolin
g
Structures
from
Adults
School Policies &
Structures are
Designed for
Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering
Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students ―Think &
Do‖ using Their Own
Intuitive Ideas
Learning
Pedagogy with
Students
School Policies &
Structures are
Designed for
Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students ―Sit & Get‖
the Teacher’s Ideas
Impersonal
(Industrial)
19. Is there
an app
for this?
Blende
Schoolin
d
g
Structures
from
Adults
Is there
an app
for this?
Personalized
(Relational)
School Policies &
Structures are
Designed for
Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering
Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students ―Think &
Do‖ using Their Own
Intuitive Ideas
Is there
an app
for this?
Blende
Learning
d
Pedagogy with
Students
School Policies &
Structures are
Designed for
Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students ―Sit & Get‖
the Teacher’s Ideas
Impersonal
(Industrial)
Is there
an app
for this?
27. Common Teaching Cycle
Whole
Class or
Small
Group
Instruction
Use Data
Summatively
Independent
Practice
Use Data
Formatively
to Plan
Whole
Class
Assessment
32. School & Home Work
At School:
Here’s how
to do
X
Use Data
Summatively
At Home:
Practice
X
Maybe you
need to be
shown X
again
Whole
Class
Assessment
33. Meaningful Flip?
At Home:
Watch a video
about how to do
X
At School:
Practice
X
Maybe You
Need to
Watch the
Video Again
Use Data
Summatively
Whole
Class
Assessment
35. Methods & Principles
―As to methods, there may be a
million and then some, but
principles are few. The man who
grasps principles can successfully
select his own methods. The man
who tries methods, ignoring
principles, is sure to have trouble.‖
– Ralph Waldo Emerson
37. Dewey, 1916
Democracy & Education
Chapter 12: Thinking in Education
―…thinking is the method of an
educative experience. The essentials of
method are therefore identical with the
essentials of reflection.‖
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
38. Dewey, 1916
―First that the pupil have a genuine situation of
experience—that there be a continuous activity in which
he is interested for its own sake.‖
Field trip + Lunch = Interest
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
39. Dewey, 1916
―Secondly, that a genuine problem develop within this
situation as a stimulus to thought.‖
Is the sandwich distribution fair?
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
40. Dewey, 1916
―Third, that he possess the information and make the
observations needed to deal with it.‖
Time for sense-making, modeling,
manipulatives, & conversation
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
41. Dewey, 1916
―Fourth, that suggested solutions occur to him which he
shall be responsible for developing in an orderly way.‖
How do we know when something
“occurs” to a student?
5th grader in intervention: “So it
looks like a half of a fifth is a tenth.
That‟s easy!”
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
42. Dewey, 1916
―Fifth, that he have opportunity and occasion to test his
ideas by application, to make their meaning clear and to
discover for himself their validity.‖
Convince yourself through inquiry,
exploration, feedback
Democracy and Education: an Introduction to the Philosophy of Education, J. Dewey, 1916
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People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.Better learning, not regurgitating. What do you think about content X? Explore, make senseHow many people use Personalized Learning & Personalized Schooling interchangeably?
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