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

michiganradio.org/...-improve-online-learning-model news
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Hybrid/Blended Learning - 0 views

www.remc.org/...hybridblended-learning resources
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  • David Goodrich on 29 Jan 14
     
    More links galore!
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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
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  • 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.
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How one school turned homework on its head with 'flipped' instruction | PBS NewsHour - 1 views

www.pbs.org/...ipped-classroom-look-like.html stories
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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
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Kenowa Hills teacher becoming expert in 'flipped classroom' concept | MLive.com - 1 views

www.mlive.com/...a_hills_teacher_quickly_b.html stories
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Mary Wever's Educational Portfolio - home - 2 views

mrswever.weebly.com contacts
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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
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  • 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?
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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. 
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