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Contents contributed and discussions participated by David Goodrich

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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.
David Goodrich

Meta-Analysis: Is Blended Learning Most Effective? -- THE Journal - 0 views

thejournal.com/...d-learning-most-effective.aspx

resources blog

shared by David Goodrich on 11 Feb 14 - Cached
  • The United States Department of Education reported recently that it's found some evidence to support the notion that blended learning is more effective than either face to face or online learning by themselves. Further, between online and face to face instruction, online is at least as good and may even have the advantage in terms of improving student achievement and potentially expanding the amount of time (and quality time) students spend learning.
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

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
  • ...2 more annotations...
  • 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.
David Goodrich

Socrates Meets Edtech: 51 Questions that Teach: NewSchools Venture Fund - 0 views

www.newschools.org/socrates

blog

shared by David Goodrich on 11 Feb 14 - No Cached
  • David Goodrich on 11 Feb 14
     
    Peter J ArashiroMODERATOR MyBlend - 5:42 AM #Socrates Are these questions we should be prepared to answer about MyBlend? I think so :-)
David Goodrich

Published Paper: Using VoiceThread to Promote Learning Engagement and Success for All S... - 0 views

voicethread.com/...JTECVoiceThread.pdf

reviews

shared by David Goodrich on 11 Feb 14 - No Cached
  • David Goodrich on 11 Feb 14
     
    Midori Grahl ID and Learning - 9:09 AM #Education My professor has published a paper on VoiceThread. He is the one who taught me about this tool.
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

Three Quick Thoughts About Personalized Learning Plans « Competency Works - 0 views

www.competencyworks.org/...ut-personalized-learning-plans

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 4:35 PM #Learning A nice, concise, blog post about personalized learning in the classroom. This site (kinda reminds me of what we're trying to do with MyBlend site) is worth keeping on the list of sites to monitor for content:
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.
David Goodrich

The lecture | Granted, and... - 0 views

grantwiggins.wordpress.com/...the-lecture

blog dave work in progress

shared by David Goodrich on 10 Feb 14 - No Cached
  • David Goodrich on 10 Feb 14
     
    Peter: This blog post by Grant Wiggins (Understanding by Design) is pretty lengthy, but he does a nice job of talking about the pros and cons of "the lecture." While it's simple to say lectures are bad or ineffective because (insert your list here), he traces the instructional strategy of the lecture back to its roots and describes how it came to be such a controversial strategy for teaching. What I like about his post is that he presents both the effective parts about lectures (e.g., sharing thought processes, modeling and sharing cognitive structures) and the ineffective parts (e.g., most undifferentiated approach to teaching) so that we are not just throwing out the baby with the bathwater. Instead, we are continuing to ask the question what is the most effective strategy for the instructional situation?
David Goodrich

Five Key Lessons for Blended Learning Teachers | Edgenuity Blog - 0 views

blog.edgenuity.com/-for-blended-learning-teachers

blog work in progress dave

shared by David Goodrich on 07 Feb 14 - No Cached
  • Set high expectations.
  • 2. Use data to inform instructional decisions.
  • 3. Purposefully plan off-line instruction.
  • ...2 more annotations...
  • 4. Regularly check for understanding.
  • 5. Provide positive feedback and celebrate student success.
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.
  • ...1 more annotation...
  • “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

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

Fifth grade blended learning project - YouTube - 0 views

www.youtube.com/watch

blog

shared by David Goodrich on 30 Jan 14 - No Cached
  • David Goodrich on 30 Jan 14
     
    This is a video shared in the BLiC course as an example of a summarizing project at the end of the course. Instructors who go through this course give some advice to others who are just beginning to look into blended learning. This is a short video with music and text of Liz Peter's final project. Liz teaches 5th grade.
David Goodrich

TLC Campstone - YouTube - 1 views

www.youtube.com/watch

stories

shared by David Goodrich on 30 Jan 14 - No Cached
  • David Goodrich on 30 Jan 14
     
    I am not yet sure who this instructor is who is presenting, but they seemed to have had some good pedagogy behind what they were doing in building their blended environment with ID in mind.
  • David Goodrich on 30 Jan 14
     
    I also like the emphasis on continual improvement, the honesty about the time it takes to plan really well, and her key insights for other instructors who are just beginning to think about venturing into a blended learning environment development.
David Goodrich

Good things happening in my world of "flipping"! | smithsciencegms - 0 views

smithsciencegms.wordpress.com/...pening-in-my-world-of-flipping

stories

shared by David Goodrich on 30 Jan 14 - No Cached
  • Be aware of the length of the video.  Kids have a short attention span.  A golden rule is to try and keep your video under 8 minutes.  The video I submitted was 7:40.  If you have  a lot to cover, don’t be afraid of making a Part 1 and Part 2.
  • Be creative with your content.  Keep it relateable and apply it to real world interactions.
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