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David Goodrich

chemicalsams: Pedagogy Must Drive Technology - 0 views

chemicalsams.blogspot.com/...ogy-must-drive-technology.html

contacts blog

shared by David Goodrich on 12 Feb 14 - No Cached
  • the pedagogy behind the "traditional" Flipped Class model (homework becomes classwork, classwork becomes homework) is not novel or new, and also show that the Flipped Class is not a pedagogy or methodology in and of itself, it is a tool in the toolbox of educators.
  •  giving students something to do prior to coming to class is not new or novel. For centuries, students read, researched, studied at home and came to class to discuss, question and explore.
  • 1. Ron Houtman @ronhoutman: Teacher of Teachers in Michigan.  Ron has been utilizing screencasting technology since around 2000.  As far as I know, he was one of the first educators to leverage screencasts as an instructional tool.  As you can see from the conversation above, he began screencasting to help his students who missed class stay caught up.  Ron didn't screencast to use a novel new technology, he did so to meet an educational need of his students.
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  • 2. April Gudenrath @agudteach: Teacher of Literature and English in Colorado Springs, CO.  April found that giving her students meaningful feedback on papers was difficult with only a pen and paper.  She began to screencast her grading sessions so students could hear her voice and follow her thought process as she annotated the student paper.  April didn't begin screencasting to "go paperless," she did so to meet an educational need of her students.
  • 3. Greg Green @flippedschool: Principal in Michigan.  Greg is known for using the Flipped Classroom model of pre-recording lessons to free up time in class in his entire high school.  He found that too many students were disengaged and failing, and that most students did not have the support network at home necessary to complete assignments at home.  So, he decided to bridge this gap by making all work done in class where an expert was available to assist the students.  In order to avoid creating a digital divide by delivering instruction at home he has made sure that all students have adequate technological access to the institutional screencasts.  Greg didn't screencast to try to create a high-tech high school, he did so to meet the educational needs of his students.
  • 4. Brian Bennett @bennettscience: Science Teacher in Indiana.  Brian taught in South Korea and recently moved back to the US and teaches in Indiana.  He was using a Flipped Classroom model in Korea with great success, but noticed that his students in the US were not as successful under the same model.  So, Brian changed the role of the screencasts in his class.  Instead of using them to front-load instruction, he used them as remediation and re-teaching tools with greater success.  I regularly read his blog and follow his thoughts on Twitter and have noticed that Brian continually tries new ideas, reflects on his practices, and strives to daily meet the needs of his students.  Brian did not create screencasts for his students and blindly continue to use them when they weren't effective instructional tools.  He recognized the limitations of the screencasts in his new educational setting and modified his practice accordingly to meet the educational needs of his students.
  • 5. Kevin Byers @kevinbyers: From his Twitter profile: "I used to teach science, technology, AVID, and then math. Now I am working to bring anywhere, anytime learning to our district." Kevin works in a school district in the Denver, CO area in which the entire district has adopted a Standards Based Grading system in which students learn at a level that is appropriate for that individual.  All classes are heterogeneous with students at different levels, and each student is likely at a different level in each subject.  This district has decided that screencasts will be an effective tool to deliver asynchronous instruction to their students.  Kevin helps oversee and coordinate the screencasting project.  Kevin and his district did not decide to use screencasts as a novel way to deliver content, he/they saw a need and leveraged the appropriate technology to meet the needs of students.
David Goodrich

MVU Part Of New Research Source For K-12 Online, Blended Learning « CBS Detroit - 0 views

detroit.cbslocal.com/...r-k-12-online-blended-learning

news

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
     
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David Goodrich

How DO my students learn from video? - Math with McCarthy - 0 views

www.mathwithmccarthy.com/...students-learn-from-video.html

blog stories

shared by David Goodrich on 12 Feb 14 - No Cached
  • David Goodrich on 12 Feb 14
     
    I appreciate how Missy McCarthy has gone through the process of flipping her Math classroom and reflecting on the things she has learned. Missy teaches math at Okemos High School in Okemos, Michigan. In this post, in particular, she recounts how she took one class period to observe her students while they watched her screencasted instructional video to learn about their viewing habits of the content she has been creating. Her findings were interesting as they relate to the common concern of the flipped classroom regarding if the students are actually watching the videos or not, their note taking habits, if they are doing the practice problems or diving right into the required homework, and the ability for students to transfer what they are learning in the videos to problems that were not in the exact form as the examples provided. This, in turn, is now guiding how Missy is structuring her content, providing required note taking guides to evaluate if conceptual understanding improves, and even guide some of the questions she poses and instruction she delivers in the classroom together so that she can help students through the process of transferring the knowledge to new contexts.
David Goodrich

Simple technique that helps your students to remember more | The Edynco blog - 0 views

blog.edynco.com/...your-students-to-remember-more

personalized learning blog dave

shared by David Goodrich on 11 Feb 14 - No Cached
  • The educator’s role has changed – that’s the fact. Students don’t need educators to produce/present new information – they can find them everywhere. And they are good in browsing, searching and collecting different information sources. The problem is that they don’t know how to connect them in a meaningful way.
  • The challenge I’ve faced was how to incorporate everything I read about cognitive overload in today’s fast changing digital environment.
  • Bite – sized information in a relation with curation
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  • Use everything you already have, filter out irrelevant information, include your own thoughts and connect everything in a new and coherent whole that is digestible and meaningful.
  • 5 benefits of this technique: Students take control of learning pace and maintain interest. This kind of a structure facilitates reusability and easier updating. Presenting from general to specific helps students to use, store and recall information much easier. In spite of different learning resource types, Learning Map gives students a consistent graphic outlook. Supports changing of reading behaviour – 4.4 seconds for every 100 words, non-linear reading.
jjgerlach

Education Week - 0 views

mobile.edweek.org/c.jsp

stories

shared by jjgerlach on 06 Feb 14 - No Cached
  • Ms. Brierley's Algebra 1 classroom, and many others that use the program, functions squarely within the commonly used "station rotation" blended learning model, which is seen more often in the elementary and middle grades.
  • After a brief pencil-and-paper warm-up, her second-period class divides into two groups of about a dozen students each. One group of students turns to a problem from a textbook, with clusters of students working together at desks, while members of the other group migrate to the laptop cart in the classroom's corner, take a device back to their desk, log in to their Cognitive Tutor software accounts, and tackle problems tailored to each student's learning progress. After 35 minutes or so, the groups switch tasks."It does free [teachers] up to be more of a troubleshooter than anything," said Ms. Brierley, an 18-year teaching veteran who has spent the last third of her career working with Cognitive Tutor. "It gives [students] an opportunity to be independent and work through things and sometimes work things out in their head without us telling them what they should be doing."But Cognitive Tutor has some notable nuances for a station-rotation model. Among them, both the print text and the software come from the same provider. So while some students may reach concepts in print first, and others first encounter them online, the terminology and theory behind teaching concepts remains constant.Both branches of the curriculum also stress the manipulation of numbers and variables. The text features perforated tearaway pages so students scribble in or alongside charts and equations rather than on separate scrap paper. (This also means a district implementing the curriculum has the added expense of purchasing new textbooks every year.) The software requires students to set their own bounds for graphs and tables and type key information from paragraph-length word problems into charts before answering a series of questions all based on the same scenario.
David Goodrich

A new antidote for snow days: 'e-learning days' - 0 views

www.usatoday.com/...5190259

blog

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Roman Stotland10:16 AM+1 2 1 1 Reply I think this is great that schools have the option to do this, and thinking about it, we do the same when we (MVU) have a "snow day". It is definitely beneficial for the 12th graders in the article that all have district assigned laptops, the only things that might hold something like this back is students with households that might not have the latest technology or internet, which does still exist. What would be the solution for them?
David Goodrich

Grand Rapids schools hopes to improve online learning model | Michigan Radio - 0 views

michiganradio.org/...-improve-online-learning-model

news

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
     
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David Goodrich

Thinking about scale up and growth. When is the right time? | Blend My Learning - 2 views

www.blendmylearning.com/...-growth-when-is-the-right-time

stories blog dave finished

shared by David Goodrich on 29 Jan 14 - No Cached
  • So, naturally, at this time of year I find myself deeply involved in the challenge of figuring out what programs to expand? Where should these programs be expanded to? How do we finance this growth? What other organizational goals and objectives will support blended learning program expansions? What professional development is needed to expand these programs successfully?
  • There were some major changes to the accountability measures that will be implemented – California is piloting Smarter Balanced Assessments of Common Core State Standards – and, consequently, we needed to revamp our internal benchmark measures as well as our curriculum.
  • The technology has enabled teachers to monitor student’s proficiency of discreet skills and provide personalized and targeted assignments so that fluency is not a barrier to developing conceptual understanding.
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  • Not having the technology on day 1, has long lasting ramifications.
  • However, if the technology is not ready and relatively glitch free by opening day, it is not exactly confidence inspiring. And this loss of personal capital can leave a lasting impression. At the very least, it is vital that the technology staff and decision makers have a physical presence and make sure that the teachers feel 150% supported when the technology finally arrives.
  • We decided, for example, that each teacher would have a class set of Chromebooks. The teachers preferred this method of organization to some of the other proposals – e.g. each student having their own to use throughout the day – and so far this has been a huge success. Each teacher has developed a system within his or her classroom that works with the rest of his or her routines, and there has been very little breakage and zero theft.
  • This pilot also provided our tech department with some important data about our wireless infrastructure and what our schools would need in order to function in a 1 – to – 1 fashion moving forward. This is huge. I have heard of schools rolling out new 1 –to – 1 programs without this information causing the system to totally crashed, and then staff and teachers are disheartened and so on. We hope that through incremental expansion and close monitoring we can avoid this pitfall.
  • people need to learn things through experiencing the change, through making their own mistakes, and through adapting.
  • it is important to have some one, or a team, to manage the chaos, someone to say “we have been here before and this is what we said we would do should we find ourselves here again.”
  • It is important to have strong leaders in favor of this growth. Whether this be principals, superintendents or even teacher leaders, these decisions cannot be made only in an office. These decisions must be made by hearing all of the voices, hearing people’s fears and their excitement, and with an honest recognition that what worked well in on classroom or at one school, may work well at another and most certainly will end up looking at least a little bit different.
  • David Goodrich on 30 Jan 14
     
    Blog Post Draft: Asking Questions about Blended Learning? - Google Drive http://goo.gl/NRCyH2
David Goodrich

A blended learning environment at Miami Elementary in Michigan - SchoolTube - 0 views

www.schooltube.com/...i%20Elementary%20in%20Michigan

news

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
     
    "A look at the use of AWE's Student Learning Center computers in an elementary school classroom at Miami Elementary, part of Chippewa Valley Schools in Michigan, that is for students with cognitive disabilities. The video shows how AWE's products provide an ideal blended learning solution in classrooms. "
David Goodrich

The Trailer for "Look! I'm Learning" - A Story of Digital Learning Success - 2 views

www.lookimlearning.org/trailer

stories dave work in progress

shared by David Goodrich on 30 Jan 14 - No Cached
  • Look, I'm Learning is a feature-length, documentary film about a new revolution led by kids. To promote the value of technology in education, noted documentary director and producer Allyson Rockwell is partnering with school teachers and education leaders in Michigan to produce a film that tells the inspirational story of a Ludington, Michigan technology pilot program and its impact on the students and community.
    • David Goodrich
      David Goodrich on 30 Jan 14
       
      Blog Post Draft: Reflection on the "Look I'm Learning" Documentary Trailer - Google Drive http://goo.gl/hEeNE9
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 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

Let the Cat (and All of Your Students' Papers) Out of the Bag | Blend My Learning - 4 views

www.blendmylearning.com/...students-papers-out-of-the-bag

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • no matter how well intentioned I was about grading and returning papers with thoughtful feedback, my molehill of papers grew exponentially into a mountain.
  • So there I stood, at the proverbial crossroads asking the question that has plagued our profession: How to balance the desire to create rigorous and engaging lessons, give timely feedback, and personalize learning so every student grows academically and move towards mastery?
  • My answer came when I implemented a blended learning model in my classroom.
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  • With the new classroom model I am able to target my instruction to specific students in small groups, give more substantive feedback, and provide students with authentic opportunities to collaborate and problem solve on more meaningful assignments that truly assess their learning.
  • Niecy, a struggling and often disengaged 7th grader who was frequently disruptive because she would rather be the “bad” kid instead of the “dumb” kid, went from guessing answers on exit quizzes and assignments to earning perfect scores!  When I asked her what changed she boldly replied, “I could do it different kinda ways, not just one way. And I got to take my time and do it until I got it.  It was kinda fun too.”
  • Students in my classes are more excited about learning.  They are mastering content and Common Core standards.
  • Blended learning gives proven results. 
David Goodrich

Not Just Flipped | edtechdigest.com - 3 views

edtechdigest.wordpress.com/...not-just-flipped

blog

shared by David Goodrich on 29 Jan 14 - No Cached
  • I implemented a basic version of Flipped Learning during the Spring, one in which I created instructional videos and uploaded them to my Flipped History Videos YouTube Channel.
  • Now, I have more opportunities to listen to what the students want and need, and I can provide it for them.
  • Despite some advantages to this approach, many students continued to fall behind while others were learning the content on a superficial level.
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  • Flipped Mastery (Flipped Learning combined with mastery learning), an approach that requires students to move through content at their own pace and demonstrate an understanding of the content or skill before moving on. I provided the materials, tools and support, while the students set goals and managed their own time.
  • The individualization and ability to work at their own pace gave students responsibility and ownership of their learning, which was not previously afforded in a traditional educational setting.
  • To augment the new learning model, I utilized a learning platform that encouraged collaboration and communication inside and outside of the classroom.
  • I connected with the team at EDUonGo after reading about their learning platform on the Flipped Learning Ning and was interested in incorporating it in my classroom
  • The incorporation of interactive videos, apps and embedded Google docs enhanced collaboration and increased students’ ownership of their learning.
  • 83 percent of students reported that their learning was more active and experiential, and 76 percent stated that they had more autonomy in how they demonstrated their learning of key skills and concepts (Click Here for the Complete Study).
  • it’s not just about a video at home and homework at school.
  • David Goodrich on 29 Jan 14
     
    - I liked what this teacher says about his approach to flipped teaching. I thought it was going to be same ol' same ol' but he offered up some good insights as to why just doing the video thing wasn't going to work. Not necessarily blog worthy, but thought I'd pass it along. - Jeff - I like how this discusses the trial and error of his approach. That it is something that he worked at for awhile and continues to evolve. -dave I love that he even has qualitative data in a case study to share. Let's get this guy to Michigan!
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.
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  • 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.
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