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In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Citation preview
Intelligent Adaptive Learning:A Powerful Element for 21st Century Learning & DifferentiationTim Hudson, PhD
Senior Director of Curriculum Design
DreamBox Learning
[email protected]@DocHudsonMath
Introduction• Senior Director of Curriculum Design for
DreamBox Learning• Over 10 years in public education:
o HS math teachero K-12 Math Curriculum Coordinatoro Strategic Planning Facilitator
• Consulted for Authentic Education• PhD in Educational Leadership• Co-author of a chapter in NCTM book on
Math Intervention Models: Reweaving the Tapestry (I get no royalties)
How can we leverage technology to improve
student learning?
“Flip”
Classrooms?“Blended” Learning?
Apps & iPads?Online
Videos?
Which schedule is better?BLOCK
• 8 courses/semester• 4 classes/day• Each course meets
every other day• 90-minute periods
TRADITIONAL• 8 courses/semester• 8 classes/day• Every course
meets every day• 45-minute periods
Scheduling is a means to what ends?
What is happening during class?
Which blended model is better?FLIPPED-CLASSROOM ENRICHED-VIRTUAL
Blending is a means to what ends?
What is happening during class?What is happening on the
computers?H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
The Quality of Digital Learning Experiences is
just as important as the Quality of
Classroom Learning
Experiences
Plan Schooling Backwards
• “Contemporary school reform efforts… typically focus too much on various means: structures, schedules, programs, PD, curriculum, and instructional practices (like cooperative learning)• [or blended learning]• [or flipped learning]• [or iPads, hardware, etc]
p. 234-235, Wiggins & McTighe, © 2007
Plan Schooling Backwards
• Certainly such reforms serve as the fuel for the school improvement engine, but they must not be mistaken as the destination…[which is] improved learning.”
p. 234-235, Wiggins & McTighe, © 2007
Plan Curriculum Backwards
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
Understanding by Design, Wiggins & McTighe, ©2005
Key Questions1. What do you want
students to accomplish?
2. How will you know they’ve achieved it?
3. What technologies can help students meet
goals?
Plan Schooling Backwards
• “The first stage in the design process calls for clarity about priorities expressed as achievements.”
• “…take time to clarify not just goals, but also the needed assessment evidence and initial data before [you] generate a detailed action plan [for blended learning, block scheduling, etc.].”
p. 204, 227, Wiggins & McTighe, © 2007
12
Let’s Take a Poll!
Question #1: Have you ever used Wolfram Alpha?
Math Learning Goals
Wolfram|Alpha
Wolfram|Alpha
Wolfram|Alpha
17
Let’s Take a Poll!
Question #2: If computers can solve math problems so efficiently, why do we drill our
students in answering them?
Better Goals for StudentsDavid Bressoud, Mathematical Association of America (www.maa.org/columns)Regarding Wolfram|Alpha:• “If computers can solve [math] problems so
efficiently, why do we drill our students in answering them?
• “There are important mathematical ideas behind these methods, and showing one knows how to solve these problems is one way of exhibiting working knowledge of these ideas.”
Better Goals for StudentsDavid Bressoud, (cont’d)
• “The existence of Wolfram|Alpha does push instructors to be more honest about their use of standard problems executed by memorizing algorithmic procedures.
• “If a student feels that she or he has learned nothing that cannot be pulled directly from Wolfram|Alpha, then the course really has been a waste of time.”
New Teacher Induction
What do you offer students in your classroom that they can’t
get online for free?
Pop Quiz• 3,998 + 4,247 =• 288 + 77 = • 8 + 7 =• What is a good strategy?• What is fluency?• How is fluency learned?• Can you get this from Wolfram|Alpha?
Compensation
Learning Principles
• “An understanding is a learner realization about the power of an idea.”
• “Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.”
p. 113, Schooling by Design, Wiggins & McTighe, ©2007
What do you remember about math from when you were in middle &
high school?
Common Experience
From a 5th grade teacher in NY:“I had a lot of good people teaching me math when I was a student – earnest and funny and caring. But the math they taught me wasn’t
good math. Every class was the same for eight years:
‘Get out your homework, go over the homework, here’s the new set
of exercises, here’s how to do them. Now get started. I’ll be around.’”
p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001
Typical Teaching Cycle
Whole Class or Small Group Instruction
Guided Practice
Whole Class Assessment
Use Data Formatively to
Plan
Use Data Summativel
y
Teaching as Content Delivery
Whole Class or Small Group Instruction
Guided Practice
Whole Class Assessment
Use Data Formatively to
Plan
Use Data Summativel
y
28
Let’s Take a Poll!
Question #3: How old were you when you decided whether or not you were a "math person?"
Lichtenberg, 1749-99
“We accumulate our opinions at an age when our understanding is
at its weakest.”
At what age did you acquire your mental models of how math is
taught and learned?
30
Transmission View of Learning
High school?
Thinking Mathematically
“They were so concerned with making sure we knew how to do every single procedure we never learned how to
think mathematically.
I did well in math but I never understood what I was doing. I
remember hundreds of procedures but not one single
mathematical idea.”p. 55, Teaching What Matters Most, Strong, Silver, & Perini,
©2001
Let Me Show You How To Do
X
Now You Go DoX
Can You Independently Do
X?
Maybe You Need to Be Shown X
Again
You KnowX
Schooling as Content Delivery
Let Me Show You How To Do
X
Now You Go DoX
Can You Independently Do
X?
Maybe You Need to Be Shown X
Again
You KnowX
Content Delivery cannot ‘give understandings’
Blended Learning Clarified
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
“online delivery of content & instruction”
Time, Place, Path, Pace
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012
“Learning is no longer restricted to the pedagogy used by the teacher.”
Learning IS restricted – and impacted by – the pedagogy used by the online teacher, in the online instruction, or in designs of the learning software.
Typical Cycle
At School:Explicit
Instruction & Problem
Solving At
Hom
e:
Pra
ctic
e
Pro
ble
ms
Whole Class Assessment
Maybe You Need to Be
Shown X Again
Use Data Summativel
y
Flipping the classroom?A
t H
om
e:
Explic
it
Inst
ruct
ional
Vid
eos
&
Onlin
e P
ract
ice At School:
Guided Practice & Problem Solving
Whole Class Assessment
Maybe You Need to Watch
the Video Again
Use Data Summativel
y
Pros & Cons
Benefit of Blending &
Flipping
Becoming MORE thoughtful and strategic about the use of precious class time
Danger of Blending &
Flipping
Becoming LESS thoughtful and strategic about how students learn and make sense of things
40
Transmission View of Learning
y = mx + b
Learning Myth
“Presentation of an explanation, no matter how brilliantly worded, will not connect ideas unless students have had ample
opportunities to wrestle with examples.”
From Best Practices, 3rd Ed., by Zemelman, Daniels, and Hyde, ©2005 From Understanding by Design, Wiggins & McTighe,
©2005
“If I cover it clearly, they will ‘get it.’”
Kid Snippets: “Math Class”
Don’t Start by Telling
“Providing students with opportunities to first grapple with specific information relevant to a topic has been shown to create a
‘time for telling’ that enables them to learn much more from an
organizing lecture.”
• How People Learn, p. 58
44
Let’s Take a Poll!
Question #4: Are you currently working on differentiated instruction in your classroom,
school, or district?
Differentiation Defined• Teachers have a responsibility to ensure that all of
their students master important content.• Teachers have to make specific and continually
evolving plans to connect each learner with key content.
• Differences profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process.
• Teachers should continually ask, “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?”
Leading and Managing a Differentiated Classroomby C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
Rethink Differentiation
Our mental models of learning often cause us to differentiate in two wrong ways:
1. around knowledge, skills, and procedures rather than ideas, understanding, and complex performance
2. in response to student knowledge AFTER being shown a skill instead of in response to student thinking when solving an unfamiliar problem or at the point of conception formation.
Formative Assessment
• What incorrect answers would we expect on a problem like 29 + 62?• 81 Student does not regroup to the tens place• 81 Student adds columns from left to right• 811 Student adds each column independently• 92 Arithmetic error in ones place• 33 Student believes this is a subtraction
problem• How would you score each error?• How would you respond to each error?• What lesson(s) need to come before & after?• Which of these errors are “naturally occurring?”
Pop Quiz
For a bicycle race, Donald’s time was:
3 hours, 4 minutes, and 11 seconds.
Keina’s time was:
2 hours, 58 minutes, and 39 seconds.
How long was Keina finished before Donald crossed the finish line?
Hours Minutes Seconds
3 4 112 58 39
\ 3 X71\61
3
\2 \
6 3\5 1
50 2
304 – 298 = ?
one strategy
Oxford University, 1992
“To the person without number sense, arithmetic is a bewildering territory in
which any deviation from the known path may rapidly lead to
being totally lost. The person with number sense…has, metaphorically, an effective ‘cognitive map’ of that
same territory.”Ann Dowker, Computational Estimation Strategies of Professional
Mathematicians,Journal for Research in Mathematics Education, Vol. 23(1), January 1992
Constant Difference
52
Let’s Take a Poll!
Question #5: Did you learn the Constant Difference strategy for subtracting in elementary
school?
How can we leverage technology to improve
student learning?
Improve Learning
Goals
Guaranteed Curriculum
Require Student Thinking
Require
Student
‘Doing’
DreamBox Pedagogical Design
Student Engages within a Context
Student Transfers &
Predicts
Student Receives Feedback
EngineAdapts & Differentiates
Student Independently Transfers
Engineered for Realizations
Student Engages within a Context
Student Transfers &
Predicts
Student Receives Feedback
Engine Adapts &
Differentiates
Student Independently Transfers
Division with Remainders
57
Let’s Take a Poll!
Question #6: How many gumballs would you pack first?
Division with Remainders
Ma & Pa Kettle
3rd Grade
3rd Grade
4th Grade
4th Grade
A
CB
Continuous Embedded Assessment
Multiplying Fractions
Engaging LearningExperience with Context
Individuals are Presented with Accessible Problems
or Questions
Individuals Make a Prediction, Answer the Problem, Take a Guess
Individuals Receive Instant, Specific Feedback Based on their Prediction
Data from that Prediction Informs the next Problem
Presented or Question Posed
Original, Independent, Strategic Thinking
Engaging LearningExperience with Context
Self-Directed, Coherent, Connected Paths
Individuals are Presented with Accessible Problems
or Questions
Individuals Make a Prediction, Answer the Problem, Take a Guess
Individuals Receive Instant, Specific Feedback Based on their Prediction
Data from that Prediction Informs the next Problem
Presented or Question Posed
Seamless • DreamBox
Lessons, Practice, & Assessments look identical to students
• These are not banks of practice items.
• Students need no prior instruction to engage in the lessons.
Original, Independent Thinking
Feedback, Realization
s
Practice or Assessmen
t
Feedback, Realization
s
New Problem or New Lesson
Assessments throughout the curriculum assess the skills taught in a unit
UnitPretest
Lesson1
Lesson3
Lesson4
Lesson2
Lesson5
Students who demonstrate understanding of this concept skip the unit and move to a new skill assessment
Lesson 3
Lesson 4Lesson 1
Lesson 2 Lesson 5
Students who don’t have these skills work through a unique sequence of lessons in the unit to learn those concepts
Why is DreamBox so Effective?Integrated Assessment and Instruction
Primary Engagement Environment
Persevere: Build Optimally
Look for Structure: Quick Images
Intermediate Engagement Environment
Sequenced Challenges
Timely, Specific Feedback
Kindergarten Data Report
Student Reporting by Proficiency
DreamBox Combines Three Essential Elements to Accelerate Student Learning