Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

How 2020 Changed the Way I Teach — For the Better!

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Listen and learn : Lecture

Ian VanderSchee  
In March 2020, all teachers were faced with new challenges associated with online teaching and assessment. I viewed these challenges as an opportunity to re-evaluate everything I had done since I began teaching. Find pandemic-mandated yet innovative strategies that focus on learning, assessment and environment.

Audience: Principals/head teachers, Teachers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Google Suite for Education
YouTube
Topic: Instructional design & delivery
Grade level: 6-12
Subject area: Math
ISTE Standards: For Educators:
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
Facilitator
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Learner
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Proposal summary

Purpose & objective

Attendees will discover new teaching and learning strategies that focus on student growth and ownership of their learning. These strategies arose from the creation of the label "at-home learner." They include new ways to deliver instruction, give feedback on student growth and success, and develop a safe and positive learning environment. My preference for these is the use of Google Suite for Education and YouTube, although we will discuss other tools that are available. For instruction, we will discuss the Flipped Asynchronous Classroom model, and the First Five Days model. For feedback and student growth, we will discuss Standards-Based Grading. For creative assessment, we will discuss using Google Slides and Google Sheets. We will discuss how to incorporate laptops and iPads together to make "at-home" instruction feel like "in-class" instruction. We will discuss how students feel about these changes, and how it has reduced the stress of grades by refocusing on knowing their own strengths and weaknesses.

Outline

Flipped Asynchronous Classroom: How is content delivered? How are students held accountable for internalizing the content? What benefits make the Flipped model better than the teacher lecture model?
First Five Days: Why do we do this? How does it benefit students? Can we really afford to delay curriculum by five whole days?
Standards-Based Grading: What is it, and how is it more effective? How can this be used in schools with mandated deadlines?
Creative Assessment: How does it assess knowledge and skills more effectively? How can I make it challenging for students, but relatively simple to grade?
Putting it All Together: How do I easily incorporate all of these strategies so that all students, at-home and in-class, are receiving equitable instruction and feedback?

Supporting research

Schimmer, Hillman, Stalets, "Standards-Based Learning in Action"
Marzano, "Formative Assessment & Standards-Based Grading"
"Implementing the First 5 Days" https://novemberlearning.com/2012/12/10/implementing-the-first-5-days-an-interview-with-ian-vanderschee/
Bergmann, "Flip Your Classroom: Reaching Every Student in Every Class Every Day"

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Presenters

Photo
Ian VanderSchee, Coppell High School

Ian VanderSchee has served as a Mathematics teacher for 22 years, the last 15 in Coppell Independent School District, where he currently teaches AP Calculus and IB Mathematics. He is an advocate for Flipped Asynchronous Learning, Standards-Based Learning, and the First Five Days model, and has presented on all three of these topics at various educational conferences. Ian believes that learner success can be achieved in many ways through a variety of assessment strategies, but should be centered on each student's ownership of his or her learning.

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