September AP PLC

Gettin' Blended

Welcome & Celebrations

Learning Target for Today


  • I can clearly understand the district’s direction for success using blended learning to close gaps in student achievement.


Blended Learning for Alliance School Transformation

Alliance Video

Link to video: http://vimeo.com/33244413


The Blending

Station 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 --above, right)
  2. Access the Google doc link provided.
  • Click HERE for Sept. 17 AP mtg.
  • Click HERE for Sept. 12 AP mtg.
  1. With your team, discuss the barriers that are listed regarding group management, then list possible solutions to the barriers.
  2. Resources:

Station 2: Cohort Design

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


Directions:

INDIVIDUAL ACTIVITY:


Part I:

Note to all: See graphic (above, right) to determine cohorts and then click on the appropriate cohort link(s) below.


Elementary:

Look at your FEEDER PATTERN's cohort design model (linked below) to answer the questions bulleted below. This will help you understand how your students will participate in learning as they move to MS and HS, and it will help you understand the instructional shift teachers are making in MS/HS.

Reflect on instructional practices in your building that prepare students for the blended learning design models.


HS/MS:

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.

(Sept. 12 AP mtg. doc.)
  • Add other ways you've purposefully formed groups in the past.
  • Find at least one online resource that demonstrates ways to effectively group students.


Station 3: The Blended Learning Rubric


  • I can explain the purpose of the Blended Learning Rubric and how it will inform teachers of blended learning expectations in their instructional practices.



Part I:

Click HERE (Sept. 17 AP mtg.) to access the BL rubric activity.

(Sept. 12 AP mtg doc)

  • What does advanced look like?
  • What does beginner look like?

Part II:

Connections and Reflections:

Elementary:

  • What indicators on the BL rubric do you inherently see as common instructional practices in an elementary classroom?
  • What other BL rubric indicators do you see as value-add for elementary instruction?
  • As an Assistant Principal, how can you coach and move elementary teachers toward effectively implementing these practices?


MS/HS:

  • Think of the teachers in your building who are advanced in many of the indicators of the rubric. How can they be utilized as teacher leaders in your building?
  • Think of teachers in your building who are beginners in many of the indicators of the rubric. As an Assistant Principal, how can you assist and coach these teachers to become more proficient and advanced in moving toward a blended learning classroom?