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Blended Learning Implementation

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Transcript of Blended Learning Implementation

Goals
Climbing the Mountain
Risks
Fundamental change in teaching and learning
Time to redesign
Changes in policies
Reliance on technology
Training and support
Funding
Build a Base
Consortium
Vision
Motivation
Provide engaging, challenging, flexible individualized learning paths for all students
Students
A way to meet student expectations
Provides for efficiency so more time can be spent 1:1 with students
A good match for the Net Gen’s visual, exploratory, participative learning preferences
Usually more work to design (at least at the beginning), but improved student engagement and achievement
The best of both worlds
Improves Teacher Opportunities
Teachers
Content
Delivery
Understand the basic principles and trends of blended learning
Understand basic elements of a blended program
Understand Blended Learning Models
Learn how IDLA can help
Key Stakeholders
1x Month Frequency
Timeline
Establish Infrastructure
Within 3 years, TFSD will provide high quality and engaging courses in every subject that are standards-based, challenging and flexible through the use of technology and effective student-teacher, student-content, student-student interaction.
Models
Face to Face
Conclusion
A way to start meeting student expectations
Create more engaging lecture instruction
A good match for the Net Gen’s visual, exploratory, participative learning preferences
Growing and Developing Professionally
Flex
Playbook
Conclusion
Can lead to high personalized environments
Biggest leap of faith to implement
Requires huge shift in practice for teachers
Potential for differentiated teacher roles
Overview
Rotation
Los Altos School District
Conclusion
Provides for flexibile schedules
Provides individualized learning paths for ALL students
Provides more 1:1 time for teachers/students
Benefits
Overview
Overview
I don’t think the power of blended learning is bringing better resources into the classroom, because great teachers will out-teach the computer.
I think the power is turning the student loose to go as far and as fast as they can. Or to go slow when they need to, to be able to pause to get really targeted instruction. We all know we need to differentiate, but we don’t have the tools to do good differentiation.
-Brian Greenberg
KIPP LA, Empower Academy
School of One
Most curriculum initiated online
Teachers provide flexible support
Fluid student schedules
Playbook
Playbook
Carpe Diem
Web-enhanced
Content
Delivery
Technology
Operations
Blended Learning
Committee
Content
Delivery
Technology
Operations
IDLA/IEN Course
50-79% curriculum initiated online
Teachers provide 1:1 and group instruction
Rotate on a fixed schedule
80-100% of the curriculum with the f2f teacher
Online learning is for supplement or remediation
Little or no rotation between online and f2f content
45+ Trained Blended Teachers
10-15 Mentor Teachers
40+ Blended Courses
6 Fishbowl classrooms using Rotation Model
TFSD 2012-13 School Year
Playbook
Playbook Key
Playbook
Daily Rotation Model
Weekly Rotation Model
Idaho Blended Programs
Flexible Teacher Model
2nd Period- Math
Flexible Teacher Model
Flexible Teacher Model
Build
Lease
Mix
Types of Resources
Licensed Resources - Resources IDLA licenses that can be available to districts through the blended or consortium schools
Open Education Resources (OER) - Content available free for educators
Learning Objects - Interactivities developed by IDLA and available in a respository for blended or consortium schools
http://learn.idahodigitallearning.org/bbcswebdav/institution/IDLA/MASTER/Blended%20Learning/BLInteractionSamplesTemplates/BLInteractionSamplesTemplates.html
Types of Resources
Licensed Resources - Resources districts purchase that can be available to districts to help build courses
Learning Objects - Interactivities (developed by IDLA) and available in a respository for blended or consortium schools
http://learn.idahodigitallearning.org/bbcswebdav/institution/IDLA/MASTER/Blended%20Learning/BLInteractionSamplesTemplates/BLInteractionSamplesTemplates.html
IDLA
IDLA
Twin Falls SD
Coeur d'alene SD
Jerome SD
Cassia SD
Gooding SD
Results
Twin Falls School District
10th Grade Science ISAT Proficiency Scores

2008 63%
Web Enhanced Classrooms
2009 71.2%
Blended Learning Model (50-79% online)
2010 81.4%
2011 81.4%
This is the coolest thing I have ever done!!! My EOC (End of Course Assessment) is given, graded, I’ve got averages and the number of non-proficient students!!! I have never had an EOC be so painless, Brainhoney Rocks! . . . and the other teachers are jealous.
- Amy Knopp, Twin Falls High, English 10th Grade
Blended Course. A blended course, sometimes called hybrid course, consists of a course having between 51% and 79% of the course content delivered through the use of technology and may include models such as rotation model, flex model, or online lab model.

a. Flex Model. Features an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible and adaptive as-needed basis through in-person tutoring sessions and small group sessions.

b. Online Lab Model. Programs rely on an online platform to deliver the entire course but in a brick-and-mortar lab environment. Paraprofessionals or other staff supervise, but offer little content expertise.

c. Rotation Model. Students rotate on a fixed schedule between learning online in a self-paced environment and sitting in a classroom with a traditional face-to-face teacher
New Courses

Cohort
Digital Citizenship
-
Study skills
How to manage time and be a successful online learner,
Will meet state Digital Citizenship standards

Senior Project course –

This will be a student direct course, and use some project management strategies to guide students through their senior project.
A local f2f mentor and a subject matter mentor may be required
For example, if a student’s project is to learn about being a policeman and includes shadowing a police officer, they would need a police officer mentor

Computer Apps
-
Students can complete using Office '03, '07, or '10

Flex Recovery
High School Health

Flex Recovery course that meets Health Content Standards
Explaining
Demonstrating
Collaborating
Questioning
Assessing
OER
License
Open Education Resources (OER) - Content available free for educators
Teach
Build Your Own
Align Standards
Correct
track
post
grade
Collect
Analytics
Report
Map
Build
Let technology help!
Start
Teach!
Load
Utilize blended learning :
Meet students at their level of need


Provide multiple opportunities and venues



Seek outside tools and resources
Assessment & Inventory
Individualized Interventions
Differentiated Instruction
Teacher
Independent learning
Technology
Open Resources
Purchase Courses
North Valley Charter
Cascade SD
Wallace SD
South Fremont HS
Skyview HS
Melba SD
Blended Course. A blended course, sometimes called hybrid course, consists of a course having between 51% and 79% of the course content delivered through the use of instruction and may include models such as rotation model, flex model, or online lab model.


IDAPA 08
Title 02
Chapter 03

Idaho Code 33-1002A
Operations
Technology
Software/Content
Interoperability
(cc) photo by medhead on Flickr
Cost
Student,
Teacher,
Tech Support
Budget
Infrastructure
Support
Operations
LMS / SIS
a. Flex Model. Features an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible and adaptive as-needed basis through in-person tutoring sessions and small group sessions.

b. Online Lab Model. Programs rely on an online platform to deliver the entire course but in a brick-and-mortar lab environment. Paraprofessionals or other staff supervise, but offer little content expertise.

c. Rotation Model. Students rotate on a fixed schedule between learning online in a self-paced environment and sitting in a classroom with a traditional face-to-face teacher
Support
Level 1: Districts
tech- infrastructure support
mentor teachers- Learning Management System support
Level 2: IDLA
Hosted LMS
Help spot ticketing system for level 2 tickets
LMS
Dashboard
Content
Standards Alignment
Searching/Sharing
Reporting
Full transcript