Even when we believe we’re thinking “outside the box,” we’re often limited in our capacity to envision new school models that are more personalized, leverage technology effectively, and ultimately improve learning. When designing schools and classrooms, we often don’t realize how heavily our ideas are influenced by the assumptions and mental models we have about learning and education. In this this webinar, Dr. Tim Hudson will explore some of these hidden assumptions and help us imagine the full implications of blended learning that ensures high achievement for all students.
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The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the Horizon?
1. The Evolution of Blended &
Competency-Based Schooling
What Lies Beyond the Horizon?
Tim Hudson, PhD
Vice President of Learning
DreamBox Learning
@DocHudsonMath
2. Poll: What is your biggest challenge with
blended schooling?
- Personalizing learning for every student
- Measuring impact
- Fidelity of implementations
- Getting educators comfortable with blended learning
- Accessing and using actionable data
3. Poll: What is your level of interest in digital
curriculum?
- Just looking at new technologies
- Researching possible software solutions for my school
- Interested in grants and funding options for my school
- Interested in pricing
- Interested in viewing a demo
7. Today’s Goals
Explore our hidden
assumptions and imagine
the full implications of
blended learning that
ensure high achievement
and enjoyment for all
students.
Surface and reflect upon our
own mental models of
education, schooling, and
learning that inform how we
design classrooms,
schools, and use
educational technology.
8. “Next Generation” Education?
“…one would think that by 2025, age-graded
schools and the familiar teaching and learning that
occurs today in K-12 and universities would have
exited the rear door. Not so. Blended instruction,
personalized learning, and flipped classrooms
will reinforce the age-graded school, the 19th
century organizational innovation that is rock-solid
in 2015. That is what I predict for 2025.”
Larry Cuban, 12/2015
Stanford University Professor Emeritus of Education
From “Predictions, Dumb and Otherwise, about Technology in Schools in 2025”
www.larrycuban.wordpress.com
12. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students “Think & Do”
using Their Own
Intuitive Ideas
School Policies &
Structures are Designed
for Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Age-Based Pacing
Calendars
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students “Sit & Get” the
Teacher’s Ideas
Personalized
(Relational)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
14. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students “Think & Do”
using Their Own
Intuitive Ideas
School Policies &
Structures are Designed
for Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Age-Based Pacing
Calendars
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students “Sit & Get” the
Teacher’s Ideas
Personalized
(Relational)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
21. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students “Think & Do”
using Their Own
Intuitive Ideas
School Policies &
Structures are Designed
for Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Age-Based Pacing
Calendars
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students “Sit & Get” the
Teacher’s Ideas
Personalized
(Relational)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
Blende
d
Blende
d
Is there
an app
for this?
Is there
an app
for this?
Is there
an app
for this?
Is there
an app
for this?
22. Why don’t we see
the term ‘blended’
associated with
other professions?
27. PURPOSE
• What are restaurants, farms, hospitals, schools,
etc. “in business” to accomplish?
• Regardless of what “school” looks like, what
must be accomplished for all students?
44. Why “Factory” Model Structures?
“…all the rhetoric around how we will shove off the mantel
of “factory education” for the brand new world of
“personalized learning” misses a point of the utmost
importance:
Factory education was invented as a form of
personalization.”
Mike Caulfield, July 2014
Director of Blended and Networked Learning at Washington State University-Vancouver
“The Original Factory Education Was a Personalized Learning Experiment”
www.hapgood.us
45. Will County, Illinois One-Room Schoolhouse, http://polarbearstale.blogspot.com/
Math
Packet
1
Math
Packet
2
Math
Packet
4
Math
Packet
7
Math
Packet
3
Math
Packet
8
Math
Packet
2
Math
Packet
3
Math
Packet
3
Varied Pace Alone Doesn’t Result
in Learning & Understanding
52. Instruction, Content Delivery
Whole
Class or
Small
Group
Instruction
Independent
Practice
Whole
Class
Assessment
Use Data
Formatively
to Plan
Use Data
Summatively
(Competence)
55. Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Who is doing the thinking?
56. School & Home Work
At School:
Explicit
Instruction &
Problem
Solving
At Home:
Practice
Problems
Whole
Class
Assessment
Maybe you
need to be
shown X
again
Use Data
Summatively
59. Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
If it’s believed that learners are
merely passive receivers of
information and procedures,
then what would logically
follow for the design of
schools and lessons and
edtech?
62. Earth 2199
“I know kung fu.”
The Matrix, 1999, Warner Brothers, Village Roadshow Pictures
63. Did educators try to simply transmit information
from books to passive students en masse in 2000?
‘At School in the Year 2000’ Image Source via Wikimedia Commons
66. School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students “Think & Do”
using Their Own
Intuitive Ideas
School Policies &
Structures are Designed
for Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Age-Based Pacing
Calendars
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students “Sit & Get” the
Teacher’s Ideas
Personalized
(Relational)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
Blende
d
Blende
d
Is there
an app
for this?
Is there
an app
for this?
Is there
an app
for this?
Is there
an app
for this?
67. Curse of the Familiar
“If our problems are mere inefficiencies
– if we need students doing
basically exactly what they've been
doing before but faster – then the
gambit of building apps that mirror
typical classroom practices will work
out great.”
Justin Reich on EdWeek
November 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
68. Massive Open Online Course (MOOC)
“Each MOOC varies in content,
requirements, prerequisites and length,”
Tarte said. “Some will contain video
lectures, some might have selected
readings, and some courses provide
quizzes periodically so students can test
their understanding of the material.”
High School to Offer College Courses Online
www.emissourian.com, November 27, 2013
69. Thoughtful vs. Thoughtless Blended Learning
… night school instruction was questionable … I heard over
and over again about students who never watched or read
through any of the instruction material. They simply clicked
through screens until they got to assessments and Googled
to find answers. Even in rooms where teachers did not
allow that practice, instruction from the computer relied on
basic “read this” followed by “now answer these questions”
approach no different than many textbook-style education
methods. Students never had the chance to engage in any
activities, projects, or even class discussions to augment
their learning. It was all basic regurgitation…”
http://prwhite213.wordpress.com/2014/10/08/thoughtless-vs-thoughtful-blended-learning/
-Patrick White
73. Data inform
the Adaptive
Engine
Common “Adaptive” Design
Explicit
Input, Video
Lecture,
Textbook
Reading,
Dependent
Practice,
“Worksheet”
Problems
Digitized
Quiz/Test
Items
Mistakes on
the Quiz or
Test Items
76. Where do we get this notion?
Why does it persist?
77. Transmission via Print
“If, by a miracle of mechanical
ingenuity, a book could be so arranged
that only to him who had done what
was directed on page one would page
two become visible, and so on, much
that now requires personal instruction
could be managed by print.”
Edward Thorndike 1912
78. Transmission via Print
“If, by a miracle of mechanical
ingenuity, a book could be so arranged
that only to him who had done what
was directed on page one would page
two become visible, and so on, much
that now requires personal instruction
could be managed by print.”
Edward Thorndike 1912
80. Curse of the Familiar
“If you think that the problems in
classrooms are not just about kids
doing things a little faster, but doing
different things than is current
practice, then you need to build things
that will be unfamiliar.”
Justin Reich on EdWeek
November 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html
82. Don’t Start by Telling
“Providing students with opportunities to
first grapple with specific information
relevant to a topic has been shown to create
a ‘time for telling’ that enables them to
learn much more from an organizing
lecture.”
How People Learn, p. 58
83. Engineered for Realizations
Engage with
& Make
Sense of a
Situation or
Context
Student’s
Own
Ideas &
Intuition
Specific,
Instant,
Custom
Feedback
Engine
Adapts &
Differentiates
Student
Independently
Transfers
“Offline,” Too
84. The Quality of Digital
Learning Experiences
is just as important
as the Quality of
Classroom Learning
Experiences
91. We value your feedback, compliments,
suggestions, and complaints!
Let us know how we’re doing:
https://www.surveymonkey.com/r/HFB9VX3
Notas del editor
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
DreamBox is being used for blended learning in schools. Learning happens with or without technology. Of course we should use technology. But blending should be the means rather than the ends. Our goal isn’t first to blend, and we shouldn’t make any decisions about blending until the goals and evaluation are defined. We don’t want to think of doing bad things for learning but just with technology. For example, block scheduling without changes in pedagogy hasn’t been effective.
People are getting what they need and when they need it.
Better learning, not regurgitating. What do you think about content X? Explore, make sense
How many people use Personalized Learning & Personalized Schooling interchangeably?
DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements
1) Rigorous K-8 Mathematics – DreamBox uses virtual manipulatives that enable students to build conceptual understanding and procedural fluency. Provided standards-based reporting.
2) Motivating Learning Environments that are age-appropriate and motives learners to persist and progress.
3) Powerful Intelligent Adaptive Learning engine providing millions of personalized, student-driven learning paths—each one—tailored to a student’s unique needs.
We have invested heavily in ensuring you, your fellow administrators, and your teachers have access to data that is meaningful and actionable. This fall, our new educator experience will become available. New dashboards will provide at-a-glace insights into student proficiency and program usage – helping educators determine what action is needed to have an even greater impact on student learning
All dashboards present data intuitively, so you and your teachers can access the information you need, when you need it.
Helps educators know when to stay the course and when to pivot instruction
Allows teachers to facilitate more meaningful conversations.
(Left) Teachers can dive deeper into specific information about how their class is performing against the standards. Here they can see which students have mastered the standard, which have not, and which have not attempted it. This data is based on continuous formative assessment.
A teacher might use this report is in lesson planning - they can look at this report to gain insight into where each student is and then take action by creating learning groups or pulling a student aside for more 1:1 instruction.
(Right)The activity feed allows teachers to see what students are working on. They can click into the demo lessons so they can experience the instruction - just like the student. Many teachers use this to expand their understanding of the math concept and develop new teaching strategies to support student learning.