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David Goodrich

How one school turned homework on its head with 'flipped' instruction | PBS NewsHour - 1 views

www.pbs.org/...ipped-classroom-look-like.html

stories

shared by David Goodrich on 29 Jan 14 - No Cached
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  • David Goodrich on 29 Jan 14
  • David Goodrich on 30 Jan 14
     
    Jeff mentioned that it would be really nice to do a visit of these schools and dig into the ways they are personalizing/customizing the learning for the purpose of learner engagement and achievement. It sounds like a good idea to me.
  • David Goodrich on 30 Jan 14
  • jjgerlach on 30 Jan 14
     
    Per conversation with Dave and Jamie this morning, I'm skeptical if these "flipped" classes/schools are truly blended in a personal/customized way. If you just flip where homework is done and everybody stays in lock step, it might better serve the kids that they get more 1:1 help in class, but are they truly personalizing the experience for kids with regards to multiple representations and control of time/place/scope of learning? Simply shifting lectures to videos doesn't seem customized to me.
  • jjgerlach on 30 Jan 14
     
    To follow up, I'd like to visit these kinds of situations to witness what the f2f environment "looks" and tap students brains a bit to see how it's working for them.
  • David Goodrich on 03 Feb 14
David Goodrich

Organize Your Classroom Like the Apple Store-Big Learning, Big Fun! | Instructional Des... - 1 views

i-d-innovations.com/?p=344

blog reviews

shared by David Goodrich on 11 Feb 14 - No Cached
  • When you walk into an Apple Store, you are immediately caught up in the energy and excitement.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an interesting idea to me for having a conceptual model help frame the concept of an active learning classroom focused on customized, individualized and personalized instruction. The author takes what many already know about the exciting energy one can palpably sense when remembering an Apple Store experience and then uses it as a way to encourage a live classroom to be restructured to include a theatre, a studio, a play space and a genius bar. There are descriptions for each of these areas that are in line with a typical "Station Rotation Model" of blended learning. This post reflects very positively on the experience of trying this model with adult learners where the instructor reportedly received the best satisfaction ratings they have ever seen for a professional development workshop. Washor, E., Mojkowski, C., & Newsom, L. (2009). At the core of the Apple Store: Images of next generation learning. Phi Delta Kappan, 91(2), 60-63.
  • In 2009, I was introduced to a brilliant article Next Generation Learning Environment that posed the question-can the student instructional experience replicate the Apple Store experience? We put the model to the test with adult learners and they, in turn, tried the strategies in their classrooms. Our resulting feedback showed the highest satisfaction ratings I have ever seen for professional development. Learners appreciated choice and the ability to follow an individual learning path.
  • The environment was organized around four main learning areas: Theatre, studio, play and genius bar.
  • ...16 more annotations...
  • We often used it for a 15 minute introduction or to provide an opportunity for the entire group to dialogue about a topic.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      I do like that the Theater aspect of preserving the value of direct instruction while emphasizing the value is directly proportional to the limited and and intentionally chunked dosage prescribed.
  • Theatre
  • Studio
  • Usually ten or less learners interacting with content for 15-30 minutes.
  • Students can choose studio sessions to attend or the teacher can assign them based on specific student needs.
  • These should be interactive and not full lecture format, often the teacher shares a strategy and the students practice while interacting and sharing their explorations.
  • Genius Bar-This is the time when the student works one-on-one with the teacher or facilitator to learn a specific skill or work on a difficult concept.
  • The teacher may act as the “genius” however other students may assume this role too.
  • Play-This is an area of “designed” exploration. An area with a variety of resources focused on the lesson content is created an students move in and out of the play area as they have time, interest or need.
  • This is self directed, exploratory learning yet it should still be focused on the specific learning objectives for the lesson.  
  • We feared that students who were not directed to one of the other areas would camp out in the play area all of the time. To the contrary, we had to stop and have a brief theatre that gave permission and demonstrated how to “play” with learning.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      It is helpful that the author addresses their initial apprehensions to implementing a play area that will resonate with many common fears regarding students veering off course into domains not related to the intended learning outcomes of the course. They recommend to provide guidance with the learning objectives in these spaces while letting the learners explore options within those parameters which makes good sense. It is also important to note that although they were pleasantly surprised by the amount of enthusiastic findings from this particular station to the point of highlighting them in the theater, these were adult learners they were working with. Personally, I am confident that young students can also reap the benefits of this more autonomous learning posture when wisely shepherded by an expert teacher.
  • here are a few tips… 1-Field Trip- Visit an Apple Store as an observer. Look for the different types of learning and experience them for yourself before you implement them.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      The author concludes the post by leaving the reader with a few tips. They recommend to take a trip to an Apple store to get a renewed lay of the experience there. They also recommend to use the resources and curricula at one's fingertips without feeling like they need to be done away with to fit this model. Instead, the recommendation is to find activities that naturally come alongside the curriculum and that could be used in this type of learning environment. Lastly, they encourage teachers to start small by testing it out with just one unit or even just one lesson, just trying it and then to share what they learn in the process. Sounds like an enticing invitation to me.
  • 2-Use the resources you already have- It is not necessary to throw out your lessons and recreate new. Instead take a fresh look at your lessons and find activities that naturally fit into one of the learning structures. You also might consider making short video lessons that can be used in studios or the play area.
  • 3-Start small- Do not revamp your entire classroom, instead try it for one lesson or unit and do a couple studios and a play area. This way you can learn and improve as you go.
  • The bottom line is- just try it…and let us know how it goes!
  • Nathan January 17, 2013 It would also be great to have the employee to customer ratio of an Apple store. I’ve seen stores with 20 employee (front & back if house) serving maybe 100-150 people. Piquant idea though about organizing physical & mental spaces.
    • David Goodrich
      David Goodrich on 11 Feb 14
       
      This was an insightful comment, but it may have failed to recognize the power of cultivating self-directed learners who can be viewed as both teacher and learner interchangeably. In fact, I seem to even recall this happening in an Apple store where I was able to help out a customer and even a few Apple employees. I have also been helped by other costumers in the Apple Store.
jjgerlach

TEDxEastsidePrep - Dr. Tae - Can Skateboarding Save Our Schools? - YouTube - 0 views

www.youtube.com/watch

jeff work in progress stories customized learning personalized learning

shared by jjgerlach on 03 Feb 14 - No Cached
  • jjgerlach on 03 Feb 14
jjgerlach

ASICS Noosa TRI 8 Women Review by zappos.com - YouTube - 1 views

www.youtube.com/watch

reviews

shared by jjgerlach on 23 Jan 14 - No Cached
  • jjgerlach on 23 Jan 14
     
    Per conversation with Peter & Brandon, I wanted to share an example of Zappos style review. The thought is that we could repurpose this review style for us to review tools that could promote differentiated, customized and/or personalized learning. Here is my interpretation of the "zappos" video review structure: 1) Host/Reviewer Intro 2) Presentation of the product (both visual and name) 3) Quick visual "show off" of the product's attributes 4) Briefly go into detail on essential core features 5) Briefly mention envisioned/practiced uses & users 6) End with re-stating the name of the product These should be brief, quickly digestible, and instantly applicable to classroom practice. Comments welcome for agreement, disagreement, and additions.
  • David Goodrich on 26 Jan 14
     
    Nicey nice. Love this. I think this style would also be snappy and applicable to a focus on a given pedagogical practice that is product/tool agnostic.
David Goodrich

Blending Alone: How to Blend in a Non-Blended Environment - Getting Smart by Guest Auth... - 1 views

gettingsmart.com/...-blend-non-blended-environment

blendedlearning myblend blog

shared by David Goodrich on 23 Jan 14 - No Cached
  • Instead of a course syllabus or description, I’ve found it more useful to give students a “roadmap for success”.
  • jjgerlach on 23 Jan 14
     
    I appreciate the focus on preparing students, parents, and teachers for the "shift" that happens when customizing and personalizing instruction. This article focuses on the ground-work that needs to be laid to transition parent and student mentality from a traditional to blended environment.
  • David Goodrich on 26 Jan 14
     
    Solid post. I Digg it. Would love to solicit guest posts very much like this with Michigan faculty. I think his words about giving "a) some examples of research that supports blended learning and b) have some concrete samples of the different types of work that students will produce and c) demonstrate what assessment will look like. If you cover these three components, then my experience is that parents are thrilled about the change." could also ring true for MyBlend PD.
  • David Goodrich on 17 Feb 14
     
    "Instead of a course syllabus or description, I've found it more useful to give students a "roadmap for success".  Here is an example from my middle school Geography class.  The idea is that all learning options are clearly laid out and routes for success are made clear.  It is well worth spending a class or two clarifying what the journey will look like in a blended learning environment and I've found that this reframes the experience for students in a way that they understand.  It also lays the groundwork for the one-on-one conversations you will have with students moving forward.  You will want to delineate the different segments of the class, discuss possible timeframes for moving through the challenges and what the options are for demonstrating mastery at each stage.  In this particular roadmap, some items are bold because they will be done by all students.  Other components are framed by a dotted line meaning that only some students will be eligible for those challenges based on their progress at specific stages.  You will want to make the roadmap as clear as possible so students are able to understand the journey to the point where they develop a sense of agency around their work. "
jjgerlach

'Flexible' Classrooms: Blended Learning 2.0? - Education Week - 4 views

www.edweek.org/...19el-rotation-side.h33.html

stories

shared by jjgerlach on 23 Jan 14 - No Cached
  • jjgerlach on 23 Jan 14
     
    There is no specific technology tools discussed in this article beyond "computers", but I think it is a good example of the writing style that our blogs could take on in that it gives a snapshot of what this classroom "looks" like. In our blogs we can go into specifics about how "flexibility" and customization can be brought to the F2F environment via teacher's workbench interventions.
David Goodrich

My View: Flipped classrooms give every student a chance to succeed - Schools of Thought... - 2 views

schoolsofthought.blogs.cnn.com/...ry-student-a-chance-to-succeed

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • Greg Green is the principal at Clintondale High School in Clinton Township, Michigan.
    • David Goodrich
      David Goodrich on 07 Feb 14
       
      There has been so much coverage of Greg Green that I think we should do some sort of post here that talks about the coverage and the questions that still exist as it relates to how they are customizing and personalizing learning for their students in the classroom.
  • I’m in charge of doing my best to make sure that Clintondale students get the best education possible when they walk through our doors.
  • Almost 75% of our students receive free or reduced-price lunch because of today’s economic climate
  • ...2 more annotations...
  • Every year, our failure rates have been through the roof.
  • In English, the failure rate went from 52% to 19%; in math, 44% to 13%; in science, 41% to 19%; and in social studies, 28% to 9%. In September of 2011, the entire school began using the flipped instruction model, and already the impact is significant. During the first semester of the year, the overall failure rate at the school dropped to 10%. We’ve also seen notable improvement on statewide test scores, proving that students’ understanding of the material is better under this model.
jjgerlach

Grade Extinction: a case for disassociating learning achievement with numbers/letters |... - 1 views

starrsackstein.com/...chievement-with-numbersletters

stories customized work in progress jeff

shared by jjgerlach on 29 Jan 14 - No Cached
  • Justice is an ideal that creates conflict within me when it comes to setting deadlines and accepting late work – a mixed bag of values contradicting each other. Student A works hard, meets deadlines and standards – deserves, wait no, strike that, earns an A. (An arbitrary letter I assign that means something different, and probably does, everywhere else.) Student B, completely capable, doesn’t like to play the game turns in an extraordinary paper, two weeks late, doesn’t follow all of the directions, but clearly gets the concept and exhibits tremendous chops in the skills department. What does this child “deserve”?
  • jjgerlach on 29 Jan 14
  • David Goodrich on 30 Jan 14
     
    Gave you some comments on this just now. Good stuff, bro. Keep it up.
David Goodrich

iNACOL Quality Standards Video #3: Differentiation on Vimeo - 1 views

vimeo.com/51871876

personalized learning customized learning blog

shared by David Goodrich on 12 Feb 14 - No Cached
  • David Goodrich on 12 Feb 14
     
    "The third in an eight-part series highlighting the International Association for K-12 Online Learning's standards for quality courses and teaching as put into practice by educators in online and blended learning learning environments. The focus of this module is: Differentiation (Learn more at inacol.org.) "
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