This document provides an overview of best practices in blended professional learning. It begins by clarifying what blended learning is and examining sample blended professional learning models. It then discusses ensuring intentionality in blended professional learning by beginning with clear goals and assessing outcomes. Several key aspects of effective professional development are highlighted, including making it long-term, collaborative, and focused on student learning. The document also provides examples of technology integration and project-based learning professional development plans that utilize blended learning models and structures. Throughout, it emphasizes the benefits of blended learning in allowing for flexibility while still providing face-to-face interaction and alignment with school goals.
4. By the end of this session you will:
Clarify Blended Learning
Examine Sample Blended Learning
professional learning implementations
Uncover best practices in blended
professional learning
Gain strategies for planning blended
professional learning
5. “From online lessons to streaming video of
master teachers in the classroom, technology
can be a powerful tool to help teachers explore
and share best practices to implement the
Common Core. Yet technology is best positioned
to support, not drive, effective Common Core
implementation.”
- Vicki Phillips
6. Benefits of Online, Face-to-Face Professional
Development Similar, Study Finds
• Access the article at
www.tinyurl.com/edweek1
• Read the article individually
• Write down affirmations and questions you
have
• Be prepared to debrief
7. Benefits of Online, Face-to-Face Professional
Development Similar, Study Finds
14. “True Professional Development is deliberate
process, guided by a clear vision of purposes and
planned goals. These goals form the criteria by
which content and materials are selected,
processes and procedures developed, and
assessments evaluations prepared”
- Guskey
15. Steps to Ensure Intentionality
• Begin with a clear statement of purposes and
goals.
• Ensure that the goals are worthwhile.
• Determined how the goals will be assessed
- Guskey
16. Research shows that professional development
is most effective and can impact student
classroom achievement when it is long-term,
collaborative, school-based, focused on the
learning of all students, and linked to the
curricula that teachers have to teach (Cohen &
Hill, 2001; Garet, Porter, Desimone, Birman, &
Yoon, 2001; Hiebert, Gallimore, & Stigler, 2002;
Wenglinsky, 2000).
Blended teacher professional development: A synthesis of three program evaluations
Ron Owston , Herb Wideman, Janet Murphy, Denys Lupshenyuk⁎
17. “Blended learning lends itself well to
incorporating these design principles.
For example, blended learning programs can be
designed to extend to a full school year or even
longer because teachers do not need to be
removed from classrooms for extended periods
in order to participate. Face-to-face sessions can
coincide with district professional development
days or teachers can be replaced with
substitutes for several days throughout the
school year to attend face-to-face sessions.”
Blended teacher professional development: A synthesis of three program evaluations
Ron Owston , Herb Wideman, Janet Murphy, Denys Lupshenyuk⁎
18. Blended teacher professional development:
a synthesis of three program evaluations
• Access the article at
www.tinyurl.com/blended1
• Select of the following areas to read as a team
of 3.
–3.1, 3.2, or 3.3
• Identify what worked, and why you think it
worked.
24. Major Models of Professional Dev.
• Training
• Observation/ Assessment
• Involvement in development/ improvement
process
• Study Groups
• Inquiry/ Action research
• Individually guided activities
• Mentoring
- Guskey
25. THINK SH SHARE
How might some models of Professional
Development be blended?
26. Strategies for Time
• Add Days to Calendar
• Add Hours to Day/ Contract
• Add Staff for Release Time
• Alter Schedule/ Shared
Planning
• Flexible Staff FTE
• Compensate Out of Contract
Time
• Flip the Staff Meeting
27.
28.
29. Tech Integration Sample Plan
Developed Purpose Statements
•How can technology enhance and support what
students need to know and be able to do?
(standards, learning goals, and curriculum)
•How can technology help students and teachers
identify what students have learned? (formative
assessment)
•How can teachers leverage technology to meet
student learning needs? (instructional strategies)
30. Tech Integration Sample Plan
Selected Deliverables
Unit Plans
Formative Assessments
Reflections
31. Tech Integration Sample Plan
Selected Model(s)
-Training
-Mentoring/ Teacher Leader
-Individual Guided Activities
-Inquiry/ Action Research
33. Tech Integration Sample Plan
Selected Structures for Learning
Virtual Coaching/ Team Meetings
In Person Kick Off and Training
Follow Up Visits aligned to Teacher Needs
Virtual Classroom Visits
34.
35. PBL Sample Plan
Developed Purpose Statements
Teachers will design and implemented effective
Project Based Learning units that have students
create meaningful work, engage in authentic
challenges and scenarios in a student centered
environment.
36. PBL Sample Plan
Selected Deliverables
Multiple PBL Projects, 2-3
Aligned Standards Based Rubrics
Reflections
Backwards Design Instructional Plan
37. PBL Sample Plan
Selected Model(s)
-Training
-Involvement in development/ improvement
process
-Individual Guided Activities
-Inquiry/ Action Research
38. PBL Sample Plan
Identified Appropriate Online Content
Expert Created Webinars Based on Needs to
Teachers
Existing PBL Videos and Webinars
PBLU Courses
Virtual Discussion Boards/ Readings
39. PBL Sample Plan
Selected Structures for Learning
-Grade Level Teams
-Critical Friends Protocol (virtual/ in person)
-Post Project Review Protocol (virtual/ in person)
-Individual Virtual Coaching
-In Person Days for Kick off and Planning
-Follow Up In Person Visits
43. PLN vs. PLC
• Unaccountable to
established school/
district goals
• Complete Autonomy
• Ongoing
• Collaborative
• “Just in Time”
• May be aligned to best
practices
• May be focused
• Accountable to
establish school/ district
goals
• Limited Autonomy
• Ongoing
• Collaborative
• May be “Just In Time”
• Aligned to best
practices
• Focused
Sometimes in this workshop, when it’s your turn to do an activity or discuss something, you’ll see a slide like this.
We’ll be using the “Think-Pair-Share” format, which means:
think to yourself for a moment, then talk with a partner, then share out to the whole group.
Sometimes you’ll see two pears… (NEXT SLIDE)