Data-Driven Blended Learning + PBL = Achievement
Participate and share : Interactive lecture
Monday, June 25, 1:30–2:30 pm
Alvaro Brito Michele Dawson Jose Ramirez
Discover the PBL Data-Driven Blended Model to engage students in problem-solving and differentiate learning using adaptive technology and small-group instruction. In this interactive presentation, we'll focus on the systems and structures one urban district developed for blended learning. You'll leave with five steps and resources for implementation.
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Nearpod
QR Code Reader
|Focus:||Digital age teaching & learning|
|Topic:||Instructional design and delivery|
|Subject area:||Language arts, Math|
|ISTE Standards:||For Coaches:
Digital Age Learning Environments
Purpose and objectives PBL- Data Driven Blended Model Conference Objective: This interactive presentation will focus on the systems and structures that a urban district has developed to facilitate the infusion of 21st century learning strategies and technology in the classroom. Participants will learn about PBL- Data Driven Blended Model (PBL-DDBM ) , an innovative learning framework that engages students in real world problem solving and differentiates learning using adaptive technology and small group data-driven instruction based on the RTI model. Participants will be given practical step to successfully implement this model. Presentation Style: Interactive Nearpod Agenda: Structured to learn the 5 steps and tools to implement the PBL- Data Driven Blended Model: Intro to PBL- Data Driven Blended Model Mindshifts need to implement PBL- Data Driven Blended Model Looking at Student Data and Data Rich Programs Developing Flexible Learning Groups Designing Effective Centers and integrating PBL Getting Started! Implementation Model Introduction The model has been highly effective and scalable as it uses technology and the programs schools already purchased. With the center model not all students need to be on technology at the same time so schools can effectively utilize technology by dispersing mobile devices to multiple classrooms. This model has been utilized in all core content areas. Teachers at elementary, middle and high schools all experienced success and provided valuable data and insight into an effective implementation. The model was also adopted schoolwide at Anderson Elementary school which was awarded the 2016 Gold Ribbon for this program. Based on the success of this program, the district developed a training video and professional development model that shows the steps to implementation. Mindshifts Teachers learned the 3 Mindshifts that Guide PBL-DDIM : Leveraging the power of technology to differentiate, individualize, and redesign the learning experience Shift from Data Rich to Information Rich by analyzing data to drive the instruction The role of the teacher as architect of the learning experience Looking at Student Data and Data Rich Programs: Utilizing data rich programs already in schools, teachers were trained on how to read the data and create small flexible student groups based on the data for targeted instruction. We identify district wide data rich programs such as Dreambox, Achieve 3000, Imagine Learning, Khan Academy and how to effectively read data and utilize that data to inform instruction. Capitalizing on teachers prior experiencing using Reader’s Workshop centers, teachers explored how to develop effective centers in a rotation model with technology enhanced centers. Centers types in this model include but not limited to: Collaboration, Hands on Learning, PBL and Independent Work. Developing Flexible Learning Groups : Flexible learning groups help meet the academic, social, and emotional needs of each student in ever changing instructional groups. It allows students to have the opportunity to work with a variety of peers and doesn’t pigeon hole students into struggling or advanced group. These groups can last from a class period to a few weeks and change based on many criteria and are informed by data. Students benefit as they learn to work independently and cooperatively with a variety of personalities. Participants will examine how to develop effective flexible learning groups. Strategies for designing homogenous and heterogenous groups as well as ways to organize and structure these groups will be explored. Designing Effective Centers and integrating PBL Most blended learning models are missing the application of knowledge. Our model integrates skills and knowledge to create real world collaborative projects that build upon the knowledge gained in our learning centers. Center increase opportunities for teachers support student by having small group instructions while engaging students in multiple learning strategies in focused centers. Participants will explore center types and how to create effective centers. We will identify appropriate center activities and strategies to establish accountability. Examples of activities for each type of center will be given. We will also look at management strategies for transitions between rotations as well as establishing a behavior management system. Different rotation models as well as structures for organizing materials will be provided. Finally we will look at the design for PBl stations. Most blended learning models are missing the application of knowledge. Our model integrates skills and knowledge to create real world collaborative projects that build upon the knowledge gained in our learning centers. Implementation The Edtech Department worked with principals to identify schools and teachers who were tech ready and would be early adopters of the model. Criteria was established to ensure that teachers would have needed technology and coaching and that these classrooms would be open for observations. The year 1 goals are listed below: Year 1- Goals Teachers will use data from data rich technology programs to inform instruction and develop flexible learning groups Students solve real world problems through critical thinking, communication, collaboration, and creativity Increase student engagement AND achievement using technology to develop student-centered learning in a blended learning environment that differentiates learning. Teachers will understand the different levels of the SAMR model and design lessons in the transformational stages During PLC time teachers monitor effectiveness of the program and student progress by analyzing data from online learning programs, data from formal and informal assessments, and teacher observations. They designed lessons and activities for the student collaboration PBL projects such as creating interactive videos with Touchcast on research topics and share effective teaching strategies and practices proven to be successful with their students. Success Success is evident as one of our lowest performing schools showed huge gains in the 2016 CAASPP report with over 17% jump in ELA and math. One of the new strategies that contributed to this success was the adoption by some teachers of PBL-DDIM. Teachers and students felt that blended learning was more engaging and teachers regularly held data conferences with students monitor progress and achievement. The PBL-DDIM model was also piloted in high school math classes. Interviews with the principal the teachers and students provided evidence of higher levels of engagement and satisfaction with the program. The teaches developed centers and small group instruction based on data he collected from GoFormative and the Kahn Academy. Students also collaborated on projects and built scaled buildings such as the Eiffel tower using math. Many students expressed that with this model they now “LOVE MATH” and are actually using Khan Academy during their free time. The PBL- Data Driven Blended Instructional Model is a model that is not only successful and sustainable but also easily replicable. Most of our teachers are already doing some blended learning and this model provides the structure, supports and systematic use of data to individualize and meet the needs of every student. The model takes advantage of many tools and practices already available at schools. Success is evident in all schools implementing this programs and is truly reflected in our PBL- Data Driven Blended Instructional Model Implementation Video . This video along with student artifacts, data reports, and increasing test scores demonstrates the potential of this model to impact student achievement.
Presentation Style: Interactive Nearpod, Video example and Discussions . Utilizing Nearpod, particpants will have opportunities to take surveys, submit diagrams and participate in a group discussion.
Agenda: Structured to learn the 5 steps and tools to implement the PBL- Data Driven Blended Model:
Intro to PBL- Data Driven Blended Model 10 minutes
Mindshifts need to implement PBL- Data Driven Blended Model - 10 minutes
Looking at Student Data and Data Rich Programs 10 minutes Developing Flexible Learning Groups 10
Designing Effective Centers and integrating PBL 10
Getting Started and Questions! Implementation Model 10 minutes
Research to Support PBL- Data Driven Blended Model "Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education," from the International Association for K-12 Online Learning, or iNACOL, in 2013. "Blended Learning Report," from the Michael & Susan Dell Foundation, conducted by SRI International and released in 2014. Hanover Research, School Structures That Support 21st Century Learning (Washington, DC, 2011), 6; and Susan Black, “Achievement by Design” (American School Board Journal, October 2007), 39–41 Teaching for Learning: A Philosophical Approach to Classroom Design - Five Basic Principles (Center for the Enhancement of Teaching and Learning)
Hello! I currently serve the role as 21st Century Learning Specialist for Compton Unified School District. I currently provide instruction, training, and resources for teachers in order to integrate 21st Century skills and pedagogy in the classroom. have over five years of teaching experience and have taught High School Social Science courses, Psychology, and Technology. I have a Bachelors in Psychology and minor in Education from UCI, a Masters from USC in Teaching and currently completing a Masters. from Cal State Fullerton in Educational Technology. I am an Apple Teacher, Google Certified Educator and Microsoft MIE Certified. Follow me @AlvaroEdTech!
Michele Dawson has 25 years of experience as a teacher, administrator, and technology director. She earned a Master’s Degree in Leading for Equity, Achievement and Democracy. Michele has served as Educational Technology Supervisor in San Francisco School District where she was charged with developing SFUSD’s Computer Science For All Initiative. Currently is Senior Director, Instructional Technology for Compton Unified where she leads 21st Century Learning, technology integration and organizational management as well as the CUSD Computer Science Initiative. Michele is committed to closing the achievement gap for underserved students through the lens of equity and social justice.
Hi there! I'm a 21stCentury Learning Specialist for Compton Unified School District. I provide instruction, training, and support to teachers to help them integrate 21st Century skills in their Google Certified Educator and Microsoft MIE Certified. I have been teaching for over 16 years in elementary. I have Bachelors in Liberal Studies and a minor Chicano Studies for CSULA, a Masters from Cal State LA in Educational Technology and Leadership. I am Apple Teacher, Google Certified Educator, and Microsoft MIE Certified. Follow me @JosEdtech
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