ERPD October 2nd

Blended Learning

Seating Arrangement:


  • See the table assignments at the table with the sign-in sheets.
  • Find the table tents to locate your table.


Welcome and Celebrations

Learning Targets


  • I can identify and apply solutions for potential group management issues during a lesson
  • I can connect my classroom layout and my current instructional practices to my school’s blended learning design model.
  • I can understand how to differentiate the content of my core instruction.



Blended Learning Info

1: You do NOT need 1:1 devices to do blended learning.

2: You do NOT need technology to do differentiated or personalized learning.

3: You DO need technology to do blended learning. The blended part is merging digital content with traditional means of delivering content (face to face).


What is the purpose of webinars?


Can we only use devices for digital content purchased by the district?


What about Wheel teachers and digital content?


Who in the district is thinking about all of the issues that might arise?


What is the IMPACT Grant?

Innovative Methods for Personalizing Academics, Complemented by Technology

Impact Grant Goals

The Blending

Stations 1: Group Management

  • Learning target: I can identify and apply solutions for potential group management issues during a lesson.


Directions:

  1. Review Domain 2 of the Blended Learning rubric. (photo provided below)
  2. Access the Google doc link provided. Click here.
  3. With your team, discuss the barriers that are listed regarding group management, then list possible solutions to the barriers.
  4. Resources:

Station 2: Cohort Design

  • Learning Target: I can connect my classroom layout and my current instructional practices to my school’s blended learning design model.


Directions:

INDIVIDUAL ACTIVITY:

  1. Look at your cohort's design model (linked below) to answer the following questions:
  • How many groups are in my design model?
  • If the model allows for whole group instruction, how much time is allotted in the model? How is this aligned to my current practice?
  • Think about your physical classroom space and set up. How will you move desks? Where could you lead a teacher group session? When you use devices, where could that station go? Would you need to secure an area near an electrical outlet? What else must you consider when physically creating the design structure in your classroom?
  • Now look at the colored dots on your model's design diagram. When considering students in your classroom, who might these dots and the different groups represent?


2. Now consider ways you can form groups in your classroom.



3. As you begin considering the arrangement of your classroom, use the link below to help you think about issues that need to be addressed.


https://docs.google.com/a/iss.k12.nc.us/document/d/1c5lkpiO1XXwlsUQ3a7M9D73aEQhM2Ham8wDKu3IM_kY/edit


You can download the document and type in it by:

1. Click on the link above.

2. Go to File on the left side of the document and scroll down to Download as.

3. Choose to download as a Word document.

Station 3: Differentiating Content

  • Learning target: I can understand how to differentiate the content of my core instruction.


Directions:

Think about an upcoming skill or concept you will be teaching in the next few weeks and move through the 5 learning-centered questions. Record your answers to the 5 questions here or on the chart provided at your table.


1. What do students need to know?

Resource: I-SS Curriculum Guides


2. How will they learn it?

Resources:

Marzano's High Yield Strategies

Differentiated Core Instruction


3. How will we know they've learned it?

Resources:

Formative Questioning Strategies

i3 Pinterest Page-Formative Assessment


4. What will we do if they don't learn it?

Resource:

http://pinterest.com/i3rticompass

http://iss.schoolwires.com/Page/41752

http://iss.schoolwires.com/Page/44428


5. What will we do if they already know it?

Framing question: For students who already know it, how can you utilize questions from Levels 4-6 to deepen students' understanding?

Resource: Question Stems

What is RtI?

  • NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational practices, using a problem-solving model based on data, to address student needs and maximize growth for all.


The focus is:

  • placed on instruction rather than what is wrong with the student
  • on the solution rather than the problem
  • on addressing the needs of ALL students
  • on ALL educators being responsible for ALL students


RtI is……

• The whole school working together

• A process that uses all resources within a school

• Instruction guided by student outcome data

• Instruction & interventions matched to student’s needs

• Prevention of academic and behavioral problems

• Varying levels of intensity


Information provided from the NC Department of Public Instruction


Making Connections

Expectations

Minimum Expectation:

  • Incorporate small groups and/or stations twice per week.


  • Lesson Plans


Laptop Distribution

Please add the following to the expectations handout:

o When you place laptops back in the cart, match the laptop with the

appropriate numbered cord. Cords stay in the cart.

o Place the laptop in the cart with the cord facing up.

o Have students carry the laptops closed and with two hands.

o Encourage students to keep their hands off of the screens to keep them

clean.

o If there are battery problems, let Mr. Rennolds know.


Feedback for Today

Teacher Working Conditions

Go to the I-SS home page. Click Departments>Human Resources or click here.


Click the link for the Teacher Working Conditions survey.


Do not sign into the webpage to insure anonymity.