1. Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow, Ed.D. Director of Member Services August 2012Robs Wiki: http://robdarrow.wikispaces.comwww.inacol.org

2. Introductions Director of Member Services for International Associationfor K-12 Online Learning (iNACOL) 33 years in public education (10 years in middle schoolas a teacher and as a teacher-librarian) Principal, Online Charter School District Coordinator Grant Administrator Father of a 22 year old daughter 3. A Little About You Taught for more than 20 years 10-20 years Less than 10 years First year of teaching? 6th Grade, 7th Grade, 8th Grade English, History, Math, Science, PE, Electives 4. Once Around Name Subject/Grade One interesting fact about PiedmontMiddle School or Something you heardsomeone say about Piedmont MS? 5. What I think I know About You 6. According to WikipediaPiedmont Middle School1. 71% White; 20% Asian.2. 2% are English Lang Learners3. 0% percent of students in free/reduced lunch 7. Piedmont Middle School High performing school one of the bestin California Students scoring proficient over 90% in allareas. Outstanding Teachers = High performingstudents 8. Rich History Opened in 1978 Foundation of Excellence Strong school/community connection(District City Neighborhoods) Academics, Visual and Performing Arts Athletic program in partnership withPiedmont Recreation Department 9. Almost 35 Years Lots has changed in 35 years 10. Nature of Information 1978 2012 Scarce All around us Expensive Cheap or free Shaped and controlled by Shaped and controlled byelites consumers and networks One Way, mass Sharing, participation andconsumptionfeedback Slow moving Immediate Mostly stored in Embedded everywhereclassrooms and libraries (including libraries and classrooms) 11. What else has changed(aside from clothing styles)? 12. My Story 15 years ago, I was sitting in your seatsand wondering I believe my story is similar to most Various encounters and experiences causedme to go in a different direction Did not realize it at the time, only when Ireflect back on it today Can now identify key transformations in my edcareer 13. Session Outcomes For each teacher to plan out their content for theblock schedule trial weeks (Sept. 17-28) To discuss some ideas about block scheduling To identify some emerging trends that may beenhanced by a block schedule To identify where each of you fit on theTextbook to Online Teaching and Learningcontinuum and where youd like to be 14. Time and Block Schedules My Experience Clovis Unified Elementary School 5th Grade Kastner Intermediate (8th Core Teacher -History/Literature/Language) 3 period core Alta Sierra Intermediate (8th Academic Block,History/Language Arts) 2 period-block all teachers Even/Odd Days Teacher-Librarian District Online Learning Specialist, etc. 15. Reframe the block schedule conversation to:Do we need to adjust time in the classroom? If we have more concentrated time, how does that change instruction? Do we sometimes need more concentrated time in the classroom? Is concentrated time better for student learning? 16. Learn to LearnAdapt to ChangeScan the HorizonMichael Stephens, Prof Lib Sci, San Jose State, http://tametheweb.com/ 17. Dan Pink. A Whole New Mind change is inevitable,and when it happens, thewisest response is not towail or whine but to suckit up and deal with it. 18. Think in terms of 3-5 years from now (not just today). Think about what can be,not what is. Change is a process,not an event 19. Many things I have learned inthe last 15 years From my PLNPersonal / ProfessionalLearningNetwork 20. What is a PLN? n. the entire collection of peoplewith whom you engage andexchange information, face-to-face, in print, and online. 21. Kevin Hodgson, 6th Grade Teacher inMassachusetts: http://dogtrax.edublogs.org/ 22. Your Personal / Professionial Learning Network 23. Learn to LearnAdapt to ChangeScan the HorizonMichael Stephens, Prof Lib Sci, San Jose State, http://tametheweb.com/ 24. Scanning some things on the Educational Horizon 25. On the Horizon8 Thoughts Happening Now 1. Connected Educators Month 2. Learning 2.0 Free Online Conference In California 3. Adoption of Common Core Standards (New state assessments in Spring 2015) 4. Ed Tech Task Force Recommendations Reports 5. Speak Up 2011 Input from students, educators 6. Horizon Report 2012 Yearly report about emerging technologies 7. Competency Based Learning 8. What is Blended Learning? 26. 1. Its Connected Educators Month How many knew this? Where did you find out?http://connectededucators.org/cem/ 27. Connected Educators Month The First time that a diverse group oforganizations has worked together tospotlight and engage online withteachers who are changing theirpractice. Secretary of Education, Arne Duncan Aug. 2012 http://connectededucators.org/cem/arne-duncan-points-to-the-success-of-connected-educator-month/ 28. 2. Learning 2.0 * Freehttp://www.classroom20.com/page/2012-learning-2-0-virtual-conference 29. 3. Ca Ed Tech Task Force Memo Released Aug. 2012 To build on the collectivepolitical will of all Californiastakeholders to an any time,any place, and any pace,digital public educationsystem reflecting a 21stcentury expertise http://www.myboe.org/portal/default/Group/ Viewer/GroupView?action=2&gid=2898 30. 3. Ca Ed Tech Task ForceMemo Released Last Week Encourage new alternative teaching models withdocumented effectiveness for online and blendedlearning and competency-based independentlearning options among many other delivery systemsincluding flipped classroom and project based learning. http://www.myboe.org/portal/default/Group/Viewer/GroupView?action=2&gid=289 8 31. Ca Ed Tech Task Force MemoA few of the recommendations 1. Promote expanded use of online instructionalmaterials and ensure access to technology thatfacilitates student engagement with standards-basedcurricula and develops 21st century competencies. 2. Create modern, personalized assessments byproviding essential technology, infrastructure, andprofessional development based on Common CoreState Standards formative and summative computeradaptive assessments. 32. Ca Ed Tech Task Force Memo A few of the recommendations 3. Ensure that every student has accessto at least one Internet connecteddevice for learning 4. Implement any time, any place learning;often called 1:1 or One-to-Onetechnology learning initiatives 33. 4. Common Core State Standards(CCSS) in Ca Part of SMARTER Balanced AssessmentConsortium (SBAC) With 27 other states Assessments being created formathematics and ELA for students ingrades 3 through 8 and grade 11 34. Common Core Standards GlimpseMath Grade 6: Apply and extend previous understandings of arithmetic toalgebraic expressions. Grade 7: Solve real-life and mathematical problems Grade 8: Analyze and solve linear equationsEnglish Language Arts Increased commitment to technology Value to group dynamics Standards for writing across curriculum Reading, Writing, Language, Speaking and Listening 35. Ca CCSS Assessment Timeline Spring 2014 Field Testing Spring 2015 - Operational http://www.cde.ca.gov/re/cc/index.asp 36. CCSS Smart Balance Assessments (SBAC) Consists of selected response, constructedresponse, technology enhanced, andperformance task items. Designing one performance task, which will bedelivered by computer, for reading, one forwriting, and two for mathematics in each ofgrades three through eight and eleven.http://www.cde.ca.gov/ta/tg/sa/sbac-faqs.asp#summativeassessment 37. 5. Speak Up 2011. Yearly Survey 416,758 surveys completed from K-12 students, parentsand administrators A majority of teachers, school site administrators and district level administrators now report participating in an online class for their own professional development.http://www.tomorrow.org/SpeakUp/ 38. 5. Speak Up 2011. Yearly Survey The profile of a typical student interested intaking an online class today is a middleschool girl who values the use of amobile device in school and sees onlinelearning as her ticket to a morepersonalized learning environmentwhere she is in control of the learningprocess. http://www.tomorrow.org/SpeakUp/ 39. Speak Up Students 40. Speak Up 2011: The Ultimate School If students, parents and administrators could designtheir own school, what technology would be essential? 41. 6. Horizon Report Yearly report since 2002 Purpose: To understand the impact ofemerging technologies Diverse group of experts gather anddiscuss and then make predictionshttp://www.nmc.org/horizon-project/horizon-reports/horizon-report-k-12-edition 42. Horizon Report Predictions (2012) 1. Education paradigms are shifting to includeonline learning, blended learning andcollaborative models. 2. The abundance of resources andrelationships made easily accessible via theInternet is increasingly challenging us to revisitour roles as educators. 3. People expect to be able to work, learn, andstudy whenever and wherever they want. 43. Horizon Report One Year or Less Mobiles and Apps Tablet Computing Two to Three Years Game-Based Learning Personal Learning Environment Four to Five Years Augmented Reality Natural User Interfaces 44. Examples Mobile Learning Forsyth County, Georgia, Bring Your OwnTechnology (BYOT) -http://www.forsyth.k12.ga.us/page/824 Video:http://dailynightly.nbcnews.com/_news/2012/05/06/11567170-at-one-school-district-the-motto-is-byot-bring-your-own-technology 45. Examples - Tablets Corcoran Unified in Central Ca:Purchased iPads for every student ingrades 5-12 County Office installed wifi towers for studentsin community to access from home http://one2one.corcoranunified.com/ Video, John Muir Middle School:http://youtu.be/rQnwEsuYI-8 46. Game Based Learning Quest to Learn School in New York -http://q2l.org/ Uses the underlying design principles ofgames to create highly immersive, game-likelearning experiences for its 6th-12th graders Video: http://vimeo.com/6967967 Video Explanation:http://youtu.be/kHtj6PCpyLQ 47. 7. Competency Based Learning Competency-based strategies provideflexibility in the way that credit can beearned or awarded, and provide studentswith personalized learning opportunities. 48. Competency Based Learning Away from seatbased learning Advancement basedupon mastery Customized,personal learningenvironments http://www.inacol.org/research/competency/index.php 49. 8. Blended Learning What is it? 50. What was school like for you? Teaching ? Learning ?Curriculum ? 51. Teaching and Learning What is the student doing and where is the student? What is the teacher doing and where is the teacher? What and where is the content? 52. Online TeachingTextbookEnhancedTeaching Technology Enhanced TeachingWeb / Online Enhanced Teaching From Textbook Enhanced to Online Teaching and Learning Continuum 53. What does it look like?*Teacher vs. student control ofteaching and learningMore teachercontrol Textbook enhanced teaching and learning Technology enhancedShared (not online)control Web/online enhanced BlendedMore studentcontrol Online 54. What does it look like?*Teacher-centric vs. Student-centricMore teachercentric Textbook enhanced teaching and learning Technology enhancedCombination (not online) Web/online enhanced BlendedMore studentcentric Online 55. What does it look like?*Control of time and pace Set time Textbook enhanced structureteaching and learning Technology enhanced(not online)SomeFlexibility Web/online enhanced BlendedFlexible Online 56. What does it look like? Textbook enhanced teaching andlearning Technology enhanced (not online) Web/online enhanced Blended Online 57. We are pretty clearFace-to-Face TeachingOnline Teaching Students in classroom Students online Teacher in classroom Teacher online (minimal Interaction face-to-face, face-to-face interaction)mostly verbal, some Interaction online videovisualconferencing, email Fixed schedule of classes more visual, less verbalto attend Flexible schedule for work Prescribed curriculum completionbased on standards / use Prescribed curriculumof textbooksbased on standards / text 58. Blended Teaching and LearningTeacher Student Curriculum 59. Blended Teaching and LearningWhat is the student doing? What is the teacher doing?(30% work online)(30% interacting with students online) Sitting in a desk in a classroom or Standing in front of the classroom and computer lab interacting online Using personal computer online at Directing Learning home or other location Meeting students in small groups (f2f Interacting with peers in person andand online) online Developing/assigning online lessons Grading online Use of Course Management System(like Moodle, Edmodo or Blackboard)What is the content? Where is the content? Textbooks On paper Supplemental materials In the classroom Teacher created materials In a school library Computer (Word, Ppt, etc.) On a computer/digital white board / Computer Program (loaded or CD-Rom)doc camera, etc. Web Online (course management system) Computer led (e.g. programmed mathor English) 60. Heres a problem for teachers: Steve Wheeler, University of Plymouth, 2011 For the first time we are preparing students for a future we cannot clearly describe. - David Warlickhttp://communications.nottingham.ac.uk/podcasts/ 61. The Internet: The Average U.S. Person Spends 66 Hours on the Internet permonth Of that 7 hours spent on Facebook 80% - Percentage of US Broadband Users 62. Internet and Teens (ages 12-17) 95% of teens, ages 12-17 are online (as ofJuly 2011) 93% on Facebook 77% of teens have a cell phone 63% of teens text every day Send an average of 60 texts per day 74% own their own laptop or desktop 27% of teens record and upload video tothe Internet (boys and girls)http://pewinternet.org/topics/Teens.aspx 63. Nov. 2010: Facebook surpassedthe number of users that the entire Internet had in 2004 64. Mean size of Facebook friends network350.0300.0250.0200.0150.0318.5100.0 197.6155.7 50.0 85.178.442.00.0MillennialsGen XYoungerOlder Boomers Silent G.I. Generation (18-34)(35-46) Boomers (57-65)Generation (75+) (47-56)(66-74) 65. Internet users by Generation 66. % in Each Age Group Who Have a Cell Phone 67. Video More video uploaded in YouTube in thelast 2 months than all new content airedby ABC, NBC and ABC since 1948. The equivalent of 60,000 full length filmsis uploaded to YouTube every week 20 hours of video uploaded every minuteto YouTube 68. Digital devices (Pew Internet Surveys) YoungerOlder SilentG.I. All online Millennials Gen X BoomersBoomers Generation Generation adults(18-34) (35-46)(47-56)(57-65) (66-74) (75+) (18+)Cell phone96% 94% 87%84% 77%52% 88%Desktopcomputer55% 67% 62%61% 48%29% 57%Laptopcomputer70% 63% 58%49% 32%14% 56%iPod or MP3player69% 57% 36%24% 10% 5% 44%Gameconsole 63% 63% 38%19%8% 3% 42%e-Bookreader19% 25% 18%12%9% 5% 19%Tablet, likeiPad23% 23% 16%14%8% 3% 19% 69. Quick Review Whats on the horizon? Do any of these things require moreconcentrated classroom time? Increase use of Internet, cell phone, computeror tablets Reports suggest an increase in blended andonline learning course offerings wanted Common Core Standards more projectbased (Assessments on computer) One-to-one or Bring your own device (BYOD)programs increasing 70. Yogi Berra "Its tough tomake predictions,especially aboutthe future." 71. Regarding Time and Block Schedule What are some activities that you would like to have more time to do with students? 72. My experiences with Time / Block Schedule Hard time not teaching in Block Schedule English perspective More concentrated time to write More time to complete the writing process More time for peer review More time to utilize technology(1994 story) More time for guided literatureand narrative/technical reading 73. My experiences with Time / Block Schedule Social studies perspective Concentrated time to do guided projects Analysis of primary sources Simulations/debates More time to utilize technology 74. My experiences with Time / Block Schedule What about math or science or PE? Time for experiments from start to finish Math hands on projects / applying mathprinciples / problem based learning PE Can actually complete a game Time to apply technology in various subjectareas 75. Experiences with Time / Block Schedule Overall Planning in blocks was easier for me Less transition time for students = morelearning time (less supervision issues) Less students per day More opportunity for getting to know students /able to better diagnose problems More time for collaborative teaching in thelibrary 76. Planning Time In your planning groups/departments: 1. Thinking about whats on the horizon, is thereanything there that may happen at Piedmont MS? 2. Identify where you are on the TextbookEnhanced to Online Teaching and LearningContinuum and where you want to be 2. Outline and Share your plan for the block periodtrial period 3. Report back key ideas 77. Sample Math Lesson: Polygons50 - Minute Period93 Minute Period (3-5 min) Get out materials Same (10-15 min) Discuss homework Same (5 min) Quick Check Same (15 min) Instruction: Polygons (15 min) Instruction: IntroducePolygons (5-10 min) Independent Practice (10 min) Collaborative Practice (15 min) Instruction: Similar andCongruent Polygons (18 min) Collaborative Practice (3-5 min) Pack up to change Sameclasses 78. Sample Science Lesson Comparison50-Minute Period 93-Minute Period(10 min) Discuss homework Same(5 min) Explain lab Same (5 min) Brainstorm(30 min) Experiment hypotheses (small groups)(5 min) Clean up (30 min) Experiment (10 min) Pair share resultsDebriefing lab must happen (15 min) Formal write up the next day. (18 min) Debrief & clean up 79. Sample History Lesson ComparisonResearch: Daily Life in Medieval Europe (3 min) Turn in & record Samehomework (20 min) Review note Sametaking skills and strategies (25 min) Research and note (50 min) Research and notetaking taking (18 min) Collaboration and reflection (2 min) Pack up Same 80. Session Outcomes For each teacher to plan out their content for theblock schedule trial weeks To discuss some ideas about block scheduling To identify some emerging trends that mighht beenhanced by a block schedule To identify where each of you fit on theTextbook to Online Teaching and Learningcontinuum and where youd like to be 81. Learn to LearnAdapt to ChangeScan the HorizonVideo: Learn to Change, Change to Learn:http://youtu.be/BHiby3m_RyMMichael Stephens, Prof Lib Sci, San Jose State, http://tametheweb.com/ 82. Contact Info Dr. Rob Darrow - rdarrow@inacol.orgDirector of Member Services,International Association for K-12 Online Learning iNACOL www.inacol.orgRobs Wiki: http://robdarrow.wikispaces.com