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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.
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.
  • ...4 more annotations...
  • 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

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
jjgerlach

One cost of personalization | We are teaching tomorrow - 0 views

cohort21.com/...one-cost-of-personalization

stories

shared by jjgerlach on 10 Feb 14 - No Cached
  • I want to share some of my current day woes about this foray into personalization.
  • when students had the chance to work at their own pace, this actually translated to students working slower than I had hoped for.
  • I was rudely awakened to the fact that “at your own pace” might mean that students’ timelines and my own timeline are not necessarily in sync. I had designed the experience around students perhaps working more quickly (and thus the advanced and optional stages), but why would a student challenge themselves towards the “advanced and optional” stages if they had the chance to work slower and do less?
  • ...6 more annotations...
  • should more challenging tasks be “worth more” in terms of marking and grades?
  • If you take a peek at the Mind Blowing Matrix of Connections, you will see that the content on the grid is more challenging as the numbers increase (in other words, it is easier to connect a level 1 than it is to connect a level 7). There is no incentive for a student to try and connect a level 7 artifact to The Book Thief. Should I have created a gradient with this grid, so that if you looked at artifacts from the 1-3 range, the most you could score is a 2/4, if you went to artifacts from the 4-6 range you could at most score a 3/4, and if you challenged yourself to connect artifacts from the 7-9 range, you could achieve a 4/4?
  • I’m not overly worried about my students not challenging themselves to their appropriate “zone of proximal development”, but rather I’m hoping to consider some of these mini-pitfalls and use my realizations to help me build better, more mind-blowing personalized experiences for my students in the future.
  • What about gamifying the experience and providing more options? For instance providing digital trophies for different levels of achievement.
  • At certain ages and stages, the term “at their own pace” is quite relative. Setting up deadlines, and guiding students to work towards and ultimately meet these deadlines is key.
  • Contract learning: personalized learning can integrate the use of contracts in a really positive and motivating way. I’ve employed these with great success in the high school panel with students that are exceeding the pace, where we set up a contract so that they can take safe academic risks with their learning. What I mean by this is, instead of having a student write an essay that they are going to get a Level 4+ on (because they have the skill, talent and motivation to do so), I create a contract with a minimum mark that makes it safe to take a risk and try something different.
jjgerlach

Hybrid Courses: About Hybrid - 0 views

www4.uwm.edu/...index.cfm

stories

shared by jjgerlach on 07 Feb 14 - Cached
  • Although many definitions of hybrid and blended learning exist, there is a convergence upon the three key points identified above: (1) Web-based learning activities are introduced to complement face-to-face work; (2) "seat time" is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
  • While Web enhanced courses may have a course Website or some instructional activities online, these supplement but do not replace face-to-face coursework. Students continue to meet in the classroom for the standard number of scheduled hours for that course.
  • An online or distance education course is conducted entirely and exclusively via the course management system assessable from the Internet. The online format is the primary method to deliver the course materials. Communication and interaction occur online between faculty and students. All assessment of student work is conducted online.
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  • As a general rule of thumb, courses in which fewer than 20% of the learning activities occur online are more likely to be labeled Web enhanced than hybrid.
  • he instructor of a hybrid course typically determines what instructional activities should be online or face-to-face depending on the learning goals, course objectives, content, and available resources. Similarly, the timetable for face-to-face versus online work can be organized in quite different ways that may reflect not only pedagogical criteria but also the particular circumstances of the instructor and students.
  • Here are a few examples of hybrid courses that illustrate different structures for the deployment of face-to-face and online learning activities: the instructor lectures and facilitates class discussion in the face-to-face classes, students complete online assignments based on these classroom activities, then these online assignments are posted to asynchronous discussion forums for online discussion; an instructor places lectures online using voiceover PowerPoint or streaming media for students to review, then subsequently in class students use these preliminary online materials to engage in face-to-face small group activities and discussions; students prepare small group projects online, post them to discussion forums for debate and revision, then present them in the face-to-face class for final discussion and assessment.
David Goodrich

Are You Ready to Flip? - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...are-you-ready-to-flip-691.php

blog contacts

shared by David Goodrich on 13 Feb 14 - No Cached
  • begin creating (or collecting) quality learning resources.  These collections will look different depending on the teacher and class.  It is important that these be accessible outside the classroom and be available whatever-whenever-wherever (WWW), so students can have ownership of the pace of their learning, and review as needed. 
  • Resources created by those outside the classroom may also be used but should be reviewed carefully to assure they meet the learning objectives.
  • Many teachers struggle with the "extra" class time that is created by removing direct instruction from the classroom, and do not know exactly what to do with their students.  These in-class "activities" (for lack of a better term) must: 1)  help support the student understanding of the stated learning objectives, 2)  be designed to help students process what they have learned and place the learning into the context of the world in which they live, 3)  be engaging to the students, yet flexible enough to allow students the ability to process and produce in a way that is meaningful to them.  Possible in-class work could include:student created contentindependent problem solvinginquiry-based activitiesProject Based Learning
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  • not all material is suitable to be taught through a video lesson.
  • We should never use a tool (in this case a video) just for the sake of using the tool; we should use the tool because it is the right tool for a particular job.
  • If you have some of the following goals or priorities for your class, then flipping might be a good option:Interactive questioningContent and idea explorationStudent content creationStudent voice and choiceEffective differentiation in instructional strategiesCollaboration with other professionals with the same goals
  • Dan Spencer is currently the educational technology consultant for the Jackson County (MI) Intermediate School District.  Before that he taught at Michigan Center High School (MI) and American Fork Junior High (UT).  He has actively used the Flipped-Mastery model along with iPod Touches for the past three years in his chemistry classes.
  • Deb Wolf is a science teacher and instructional coach in Sioux Falls, SD.  She has been teaching for 23 years.  She first flipped her class in 2008 in both chemistry and AP chemistry.  This past year Deb coordinated a federal grant, "Teaching Smarter in the 21st Century" the focus of which was to train 40 middle school and high school math and science teachers in the flipped-mastery model and 21st century skills and tools.
  • Aaron Sams is the co-creator of the flipped class model and the co-author of the book on the flipped class.  He has been an educator for 12 years. He currently teaches science at Woodland Park High School in Woodland Park, Colorado. He was awarded the 2009 Presidential Award for Excellence for Math and Science Teaching. Aaron recently served as co-chair of the Colorado State Science Standards Revision Committee.
  • David Goodrich on 13 Feb 14
     
    "Begin with the end in mind.  "
David Goodrich

Office of Instructional Consulting: IU School of Education - 0 views

www.indiana.edu/...de_series.html

2012 at 02:46pm ie...yuck) http:__t.co_sw twitter@jgh @brainysmurf bonkopen bonkland ifttt pocket Office of Consulting: IU School elearning education e-learning distance teaching instructional instruction

shared by David Goodrich on 13 Feb 14 - No Cached
  • David Goodrich on 13 Feb 14
     
    via PocketOffice of Instructional Consulting: IU School of Education April 28, 2012 at 03:41AM @jgh @brainysmurf FYI these Bonk 10-min videos run fine on iPad (site says Firefox, IE...yuck) http://t.co/SW5ViZnm #bonkopen #bonkland via PocketOffice of Instructional Consulting: IU School of Education May 16, 2012 at 05:47PM
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

The biggest lesson from the flipped classroom may not be about math - Casting Out Nines... - 1 views

chronicle.com/...lassroom-may-not-be-about-math

stories work in progress jeff

shared by jjgerlach on 29 Jan 14 - No Cached
  • The brain is an excellent tool for processing information but a terrible one for storing information.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      I wonder what Willingham would say about this comment?
  • As a result, the #1 negative comment about the class so far from student is having to “remember several different websites” for their work – which in fact is not the case, as there’s one website that puts all the resources and assignments within three clicks of each other. But in their minds, it’s not one project but half a dozen disconnected tasks. So one of the things that the calculus course has been about this semester is how to manage complex information – not only in mathematics but in life.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      This screams digital literacy to me. Reading across multiple domains as a cohesive whole is not an innate ability. Even at the college level this is not something that is built into everyone. I feel that the instructor has the responsibility to scaffold this kind of work-flow. Do your best to make all of these "disconnected tasks" in different domains, appear as one. And when you do test students to venture into domains that look different or unfamiliar... prepare them for it. Assuming that all students come in with prior skills is foolish, and I'm glad that he's realized it. But the way he talks about it makes it seem as if it's the students' issue, not his. This doesn't bode well for accessibility.
  • some students have legitimate pathological issues with keeping up with information. For example, if there is a student somewhere on the autism spectrum, following directions can be a serious issue. But at the same time, the flipped class puts that student in control of the stream of information for the class, so there is an interesting and complicated tradeoff that takes place with students having some form of learning disability in the flipped classroom.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      "Keeping Up" seems like a one pace fits all statement. In a personalized environment, students have more control over pace than this. Has he considered the possibility that students some students are not procrastinating; but instead are struggling or revisiting or diving into more detail than his envisioned student might? Do stern directions make sense in a blended environment, or do guidelines and suggestions fit better? Might be a semantic argument. Do students really have multiple representations of the information to interact with or is it all video lecture/tutorial? I keep re-reading this section, trying to understand what he's trying to say about students with learning disabilities in the flipped classroom. Especially the autism spectrum comment. Through personal experience, it is impossible to predict the path that any student will take in an online environment regardless of learning disability. Anyone have any thoughts on what he is trying to communicate?
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.
  • ...7 more annotations...
  • 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

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

I asked and they answered: Results from Semester 1 Survey - Math with McCarthy - 0 views

www.mathwithmccarthy.com/...ts-from-semester-1-survey.html

blog stories

shared by David Goodrich on 11 Feb 14 - No Cached
  • 1)  Now, students take a lesson quiz when they come in for their own personal assessment.   I then provide them with the correct answers and we go over any problems they want to see.  Students are then free to decide whether they want to work on a Reteach worksheet (A), a Practice worksheet (B), or a Problem Solving worksheet (C) and write that letter on the top of their lesson quiz.  I come around and collect their lesson quiz and give them the desired sheet so that they are working to their own ability on any given day.  This is an idea that I picked up from a middle school math teacher when I attended her session at the MACUL conference in March and it has helped, tremendously, with keeping students focused during class and being able to complete their practice problems.
  • 2)  Some students felt as if they were not getting their questions answered so I have encouraged them to post questions and comments beneath the YouTube videos and I go on and answer them relatively quickly because I get email notifications on my phone. 
  • 3)  The length of the majority of the videos is now kept to 15 minutes or less.
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

SoundCloud - Hear the world's sounds - 0 views

soundcloud.com/...eli-7-things-competency-base

blog dave work in progress

shared by David Goodrich on 03 Mar 14 - No Cached
  • David Goodrich on 03 Mar 14
     
    Multiple-Modalities, student anxiety for learners not prepared to have choices, competency-based learning is unique for each institutions based on research, allows for more 1-1 teacher support for students, some faculty provide more of an adviser role while others thrive as SMEs on the screens, place & time, good & bad days, agility of personalized learning, expectations of students for prompt responses proves to be a continual problem, teachers/institutions don't know where to start in all cases - advice is for IT infrastructure to be carefully planned out to align with student services side of an institution... start with a course or a degree program that lends itself well to a competency-based approach, start small, work with a team of others from other departments,
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
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  • 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.
David Goodrich

Defining Blended Learning - Blackboard Blog - 1 views

blog.blackboard.com/defining-blended-learning

blog

shared by David Goodrich on 06 Feb 14 - No Cached
  • The Clayton Christensen Institute created one of the most commonly accepted definitions: “A formal education program in which a student learns At part through online learning, with some element of student control over time, place, path, and/or pace; At least in part in a supervised brick-and-mortar location away from home; And the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
  • iNACOL, the International Association for K-12 Online Learning, recently defined Blended Learning as “A combination of face-to-face learning experiences and online learning platforms, content, and tools for personalizing instruction,” going on to say that “True blended learning is a modality to realize a fundamental shift in the instructional model toward personalized learning.”
  • The Sloan Consortium has for years, including in its most recent survey report, Changing Course: Ten Years of Tracking Online Education in the United States, used a more cut-and-dry approach. They define Blended Learning as “instruction that has between 30 and 80 percent of the course content delivered online,” as contrasted with online courses, in which 80 percent is delivered online, and face-to-face instruction, in which zero to 29 percent of the content is delivered online.
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  • “Blended learning combines face-to-face interaction with a teacher in a brick-and-mortar school location, with additional instruction— whether live and or recorded– conducted in an online learning environment that allows for digital content, personalized learning, and collaboration with fellow students.”
  • David Goodrich on 06 Feb 14
     
    If you are involved in blended learning in any capacity, you know that there are as many different perceptions and definitions of blended instruction as there are clouds in the sky. This recent blog post by Mark Bellas on the Blackboard blog does a nice job of bringing together a few different definitions, adding one of his own, and then asking which one best captures your experience with blended instruction. So, how about it? Which one resonates most with your blended learning approach?
David Goodrich

Mandating the mere posting of objectives, and other pointless ideas | Granted, and... - 0 views

grantwiggins.wordpress.com/...bjectives-and-other-dumb-ideas

blog dave work in progress

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Peter J ArashiroMODERATOR MyBlend - Yesterday 7:09 PM Ok, just one more Grant Wiggins blog post to share (likely not the last!). In this post, he talks about the mindless practice of posting objectives or Essential Questions in classrooms so that students and teachers will know what they're working towards every day. Seems like a pretty good idea in theory, but in practice, the focus tends to be on the POSTING (so that teachers don't get written up for not doing this) instead of it helping guide teaching and learning. The big thing that came to my mind was how BH uses objectives to guide the design of instruction. I think we all agree that this is a good thing. However, these same objectives are also presented to students when they see how they're doing (assessment-wise) in class. When students read these objectives, do they make sense or are they more inclined to just look to see if they met the objective or not (by looking at the percentage). I think the strategy to use objectives to inform instruction is sound and we'll need to find ways to make it useful for both teachers and students.
jjgerlach

Do Grades As Incentives Work? | Psychology Today - 0 views

www.psychologytoday.com/...do-grades-incentives-work

jeff stories

shared by jjgerlach on 17 Feb 14 - No Cached
  • One danger is that grade-focused teaching corrodes the very meaning of learning. The purpose of learning becomes merely the achievement of grades. Not the mastery of the material. Not finding innovative and imaginative solutions to tough problems. Not joining with fellow students to run with an idea and see how much each can learn from the others. It becomes instead what former Harvard dean Harry Lewis calls "an empty game of score maximization." It makes the work seem pointless.
  • A student out to maximize her grade point average is tempted to choose the easiest courses, those with the least challenge and work, or those with the "easy-grader" professors.
  • The students in the bottom half of the class--students whose learning we want to encourage--know that the odds of high grades and high rankings are stacked against them. If we corrupt students' souls by convincing them that the main motive for learning are high grades and honors, we end up de-motivating, and de-moralizing, those students who have little chance for the top rankings.
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  • Students have grown up in a system that has taught them to work for grades. Most teachers are still using grades to incentivize students. The university's culture, ranking system, and credentialing depends on grades. This all creates extraordinary pressure on students. Even if they are ones who already know they thrive on their excitement and passion about the material and the skill and enthusiasm of a good teacher, when the time crunch comes, the pressure to put the time into the graded class is difficult to resist.
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

Blended Learning Is Not Just a Charter School Phenomenon: Lessons Learned at the 2014 E... - 0 views

www.blendmylearning.com/...ducation-innovation-fellowship

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
     
    "Nineteen of D.C.'s strongest public and public charter school teachers gathered in a small conference room at the Microsoft Policy Center in downtown Washington, D.C. to kick off the second year of the Education Innovation Fellowship (EIF)-a program designed to introduce D.C. teachers "to the most promising innovations in blended learning."  I'm joining the cohort this year as the curator of knowledge to document the Fellowship experience through video and writing. "
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