Transcript Life is a great big canvas and you should throw all the

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“Life is a great big
canvas and you should
throw all the paint you
can on it.”
-Danny Kaye
Blended Learning – STEM Style
STEMstitute – June 24, 2013
Presented by the Clermont County Gifted Program
Heather Frost-Hauck and Fay Wagner, Gifted Intervention Specialists
Bethel-Tate and Williamsburg Local School Districts in Partnership with the Clermont Co. ESC
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Our Mission
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To develop a program that blended virtual learning with
face-to-face lessons
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Two halves to our program:
STEM Center –
Face-to-Face Lessons
Moodle and It’s Learning –
Our Virtual Platforms
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What the research says…
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Lander Center for Educational
Research (Touro College)
Online Learning…
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Is personalized and adaptive to meet
individual needs.
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Supports high levels of cognitive engagement in meeting
learning objectives.
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Balances computer- or teacher-led guidance with learner
control.
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“The distinctive advantage of online learning is that it gives control of time,
place, and pace to the learner. Online instruction holds great promise for
achieving high-level learning outcomes when it is designed according to
research-based principles and utilizes adaptive technologies to meet
individual learning needs.” - Marcella Bullmaster-Day, Ed. D. , study author
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U.S. Department of Education’s
Meta-Analysis:
“Evaluation of Evidence-Based Practices in Online Learning”
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Results lean in favor of blended and online learning
producing greater student gains than traditional methods
alone.
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Arne Duncan, U.S. Secretary of Education, regarding this
study: “This new report reinforces that effective teachers
need to incorporate digital content into everyday classes…”
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Also shaping our philosophy…
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21st Century Skills (The 4 Cs) – Communication, Collaboration,
Critical thinking, Creativity
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Mark Edwards (author of Every Child, Every Day) – Drivers of
Student Engagement: instruction must be relevant,
collaborative, personalized, and connected.
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Beers & Probst (authors of Notice and Note) – “…rigor does not
reside in the barbell, but in the act of lifting it.” Students should
be engaged, observant, responsive, questioning, and analytical.
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Carol Dweck (author of The New Psychology of Success) - Growth
Mindset vs. Fixed Mindset
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Jim Stigler – Struggle for Smarts
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What components make up a
blended learning unit?
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Engaging and Challenging Faceto-Face Lessons
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Course Home Page
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Online Lessons
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Online Resources and Uploaded
Files
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Online Assignments
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Quizzes and Tests
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Discussion Forums
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WIKIs
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Glossaries
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Blogs
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Online Messaging
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A Sample Blended Learning
Unit…
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The Mystery of Felix Navidad
Based on GEMS “Mystery Festival” curriculum
Data Analysis and Graphing…
Claims and Evidence in an Online
Writing Assignment…
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Creating a Blended Unit…
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Creating a Blended Learning Unit:
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Select an existing unit you have developed.
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Decide which activities could be transitioned to the virtual
platform, keeping the unit standards in mind.
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Coordinate the timeline for face-to-face and virtual activities.
If possible, give more time than you think you will need to
allow for flexibility.
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Build the virtual portion of the unit, keeping activities as
interactive as possible. Be sure to include extension
activities so interested students may explore on their own.
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You are ready to teach your blended unit, stepping into the
role of facilitator with the online activities!
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Other ways to use blended
learning…
The One-Day Lab
Ongoing Anchor Activities
Online Activities with a Face to Face
Culmination
Communicating with Parents
Improving with Age
First Generation - Just the Basics
- Web-sites
- Discussions
- Assignments
Second Generation - Bells and Whistles
- Better Higher Level Activities
- More Types of Activities
Third Generation - Integration of Content
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Immigration Example
“ This week we have been learning
why different groups of immigrants
came to America. Today we are
investigating why the Chinese
came.”
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Generation One: Traditional
Read pages 134 - 137 in your
textbook. In your journal, record
the “pushes and pulls” for that
group. Be ready to discuss your
findings in class.
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Generation Two:
Transitioning From Traditional
to Interactive
Here are three web-sites to explore
today. After completing your
research, post your findings on the
forums focusing on the “pushes and
pulls”. Be ready to debate whether or
not the “Chinese Exclusion Act” was
needed.
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+ Generation Three: Utilizing the Virtual
Environment to Build 21st Century Skills
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have received a copy of a letter written
around 1852 from an immigrant named Yong
Chang sent to his family back in his village in
China. Utilize your detective skills and the
clues in the letter to investigate the conditions
of that time period. Analyze the letter to find
the “pushes and pulls” for the Chinese
immigrants. Using the provided websites, find
evidence to support your ideas and post your
findings. Be ready to debate whether or not
the “Chinese Exclusion Act” was needed.
A Generation Three Unit…
Stranded!
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Benefits of Blended Learning:
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Challenging activities geared to
the learning styles and needs of
diverse learners
Makes appropriate use of rich
online resources now available
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Tasks can be differentiated to
match passions, talents, and ability
levels
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Improves students’ technology and
keyboarding skills
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Prepares students for the online
testing environment
As the years progress, so to does
the curriculum we will be able to
offer because units can be reused
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Parents can view any and all
assignments
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24/7 availability and support
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Affordable and Sustainable
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Students are engaged in
meaningful activities
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Collaboration between schools
and districts becomes possible
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Increased quality of student
performance
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Potential Challenges:
 Ensuring
that time and technology are available
to students for online tasks
 Allocating
teacher time for unit development
and facilitation
 Educating
students about online etiquette
 Remember…
Baby steps are necessary at first!
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“Progress is
impossible without
change, and those who
cannot change their
minds cannot change
anything.”
George Bernard Shaw
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Thank you for your time!
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Contact Information for Teachers:
• Heather Frost-Hauck, Gifted Intervention Specialist:
[email protected]
• Fay Wagner, Gifted Intervention Specialist:
[email protected]
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Contact Information for Administrators or Professional
Development Requests:
• Amy Bain, Clermont County Gifted Coordinator:
[email protected]
Developing Units for Virtual Learning Environments For Gifted and Talented Students through
Pieces of Learning