Digital Toolkit for Coaching & Supporting Teachers in Blended Learning

Purpose & objective

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 heterogeneous 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. Centers 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.

Professional Development
The Educational Services Division collaborated to provide every teacher in the district with an initial two hour introduction to Student Driven Blended Learning professional development over the past two years. Also all teachers have been provided with an additional four hours of professional development on how to develop rigorous tasks for stations, how to look at student data and time to create station activities. Also the district has partnered with the Buck Institute to provide professional development to all teachers in the district. As of this date ⅔ of teachers have received this training.

Goals guiding professional development
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

Accountability
The Educational Services Division created Accountability Teams to monitor implementation. The teams developed three walkthrough phases and created a non-evaluative walkthrough protocol to gather data to inform implementation as well as inform follow up professional development needs. Also the data is shared with school leaders during monthly data chats with the superintendent.

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 design 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 the district gained an average of 5% gains in ELA on the 2017 CAASPP reports. Also the reclassification rate for EL students went from 13.87 to 17.84 during this period. One of the new strategies that contributed to this success was the adoption by all K-8 teachers of the 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+DDBL model was also piloted in high school and middle classes over the last two years and has been scaled to all secondary educators in the 2018-19 school year. Interviews with the principal the teachers and students provided evidence of higher levels of engagement and satisfaction with the program. The teachers develop centers and small group instruction based on data they collect from GoFormative, online learnings platforms 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- Student 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- Student 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. (video link https://goo.gl/US1f7F)

Supporting research

Research to Support PBL- Student 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).