Blended Learning in Tacoma. Projects, Projects, and Projects

Blended Learning in Tacoma

Projects, Projects, and Projects

Where is your school in it’s progression to blended learning?

Where is your school in terms of BYOD?

Where is your school in terms of 1:1?

Blended Learning Professional Development: Differentiation

What if you were given time to

absorb new learning at your own pace?

I need to rewind and watch that again…

Blended Learning Professional Development: Differentiation

What if you were able to

choose the best time

for your own learning?

Blended Learning Professional Development: Differentiation

What if you were able toReview & Refresh your learning

at the click of a button?

Blended PD does that

Blended Learning Professional Development: Differentiation

Step 1: Watch an online module

• Direct Instruction• Nuts & Bolts• View what the

learning • looks like &• sounds like in the

field

Step 2: Face to Face Collaboration

Participants then meet together (for a reduced amount of time) to

work collaboratively with the information they have previously viewed and create an action plan

of implementation in the classroom

Blended Learning Professional Development: Differentiation

Blended Learning Professional Development: Differentiation

FLEXIBILITYDifferentiation

Blended Professional Developmentin TPS

Blended PD RATIONALE:If more staff learning is moved to a blended model, more staff will be available to take trainings as they can select time and place, and deeper learning can be gained as participants can determine their own pace (watching and re-watching for review) viewing actual classrooms with teachers and students vs. talking about what should take place in the classroom. In addition, facilitator time will be freed to focus more attention on schools instead of repeating the same instruction for different groups of learners over and over

100%

Participant willingness to take more online PD

100%

Yes I learned more by seeing classrooms in action in the module

97% Yes I’d be willing to watch myself teach on video for personal growth

91% Yes I’d share their classroom footage in a PLC for teaching growth

Some Metrics from the PD Participants

94% Yes I could see myself flipping my classroom

% of Participants

% desired of PD including an online component

69% Between 60-100% of all PD

31% Between 20-59% PD

0% Between 0-19% PD

What percentage of your future Professional Development would you like to contain an online component?

All participants responded with at least 20%

100% of participants modified planning and/or implemented content from the

trainingwithin the first week

“I thought this was one of the most valuable PD experiences I have had all year (and I attend a LOT of PD)”

“Seeing others in action with kids rather than us playing as the kids is a very powerful training because it is easier to make connections to how it can work in my own setting”

“I would like to see Blended PD in Reading, Writing, and Math PD”

For additional documentation and/or informationplease email Jene Jones: jjones3@Tacoma.k12.wa.us

Blended Learning Professional Development