1. Blended Learning in Brazil: personalization and technology in the classroom Adolfo Tanzi Neto Lilian Bacich

2. Education Technology & Innovation Teachers’ training Personalization convergence of two learning models: face-to-face and online

3. Scenarios that favor this reflection: - - Desire for personalization of education - - Desire to offer the same opportunities to all

4. Blended Learning Is a formal education program in which a student learns: 1.at least in part through online learning, with some element of student control over time, place, path, and/or pace; 1.at least in part in a supervised brick-and-mortar location, preferably the school, away from home.

6. What are the potential benefits? Personalization Effectiveness of the teacher Autonomous/group learning

7. Customize teaching based on the strengths, needs and interests of each student. Enable the voice and the student's choice in how, what, when and where they learn. Provide flexibility and support to ensure the rule of the highest possible standards. The customization includes notions of differentiation & individualization. (Bray & McClashey) What is personalized learning?

8. WORKSHOP DESIGN THINKING Create a program listening to the end user Teachers, head teachers, Tutors, coordinators, entrepreneurs WHAT A TEACHERS’ TRAINING PROGRAM FOR BLENDED LEARNING SHOULD HAVE? The teacher needs time Recognition Support manager / school Experimentation Success stories Exchange of experiences Structure implementation Mentoring Groups of interest Improvement in student learning Annual Conference Remuneration

9. First public callSelection with training 1700 enrolled teachers Pre-Selection of 35 teachers Identify teachers "early adopters" to develop the program Try, test, risk - and learn from it. Final selection of 16 teachers who are in the classroom

10. PREPARATION COURSE AND COORDINATION Adolfo Tanzi Neto has a degree in Language Education from PUC-SP; a Masters in Applied Linguistics from Unicamp. He is a DPhil student in Applied Linguistics at PUC-SP. Fernando Melo Trevisani has a degree in Mathematics from USP- Brazil; Masters in Technology and Mathematics Education from the Universidade Estadual Paulista. He is a High school teacher and Prep- Course teacher in private schools. Lilian Bacich has a degree in Science from Mackenzie; a degree in Education from the University of São Paulo; Masters in Education from PUC-SP. She is a DPhil student in Educational Psychology and Development at USP – Brazil.

11. Teachers involved 6 Public Schools 7 Private Schools Rio de Janeiro – São Paulo – Minas Gerais – Rio Grande Sul Elementary, Secondary and High School levels Project means of communication Weekly activities MeetingsUpload of videos FACE-TO-FACE MEETINGS

12. Combination of theory and practice and encouraging exchanges 1.Theoretical content 2.Practice 3.Skype talk with tutor 4.Forum disscution Activities Part I Activities Part II 1.Theoretical content 2.Practice 3.Skype talk with tutor 4.Forum disscution

13. "To personalize learning we must know our students even better. Knowing how they can learn best, what tools they prefer, how they relate to each other, what are their difficulties and look at all this to help them trace their paths. " TEACHER'S ROLE CHANGE 1 2 3 PUPILS LEARN DIFFERENT FORM "Filming the entire class and then watch. I observed the development of my students and me. I was also able to reflect on what is missing to offer my students a more personalized learning." "During this process I realized that it is entirely possible to stop being in control and have a facilitator’s atittude..." THE FEEDBACK IMPORTANCE TO THE TEACHER 4 "This reflection helped me realize that’s not me, as a teacher, that give the pace of the class, and we are no longer the center of attention. It's hard to get used to it, but the results are very good. It is a change of culture. " AUTONOMY OF THE STUDENT

14. 5 6 7 TECHNOLOGY FACILITATES TEACHER'S WORK LEARNING WITH OTHERS FOR ASSESSMENT OBSERVATION IS NEEDED "I enjoyed watching my students master a skill, and I have time to see their difficulties that must be worked in the next class." "The tools presented and the testimony of each colleague helped a lot in the learning and teaching process." 8 "The proposed dialogue with a teacher of the institution and insert part of school staff in preparing the activities." MANAGEMENT: DIALOGUE IN SCHOOL "I loved hearing the stories of my colleagues on Blended Learning. It made me think and advance with this idea!"

15. MOOC – Blended Learning: Personalization and Technology in Education http://www.veduca.com.br/play/7586

16. KEY REFERENCES: SINGH, Harvey. Building Effective Blended Learning Programs. Issue of Educational Technology, Volume 43, Number 6, Pages 51-54., 2003. ARIEVITCH, Igor et al. An activity theory perspective on Educational Technology and Learning. In: KRITT, David W. e WINEGAR, Lucien T. Education and technology: Critical perspectives, possible futures. Lexington Books, 2010. HORN, Michael B. e STAKER, Heather. Blended: Using disruptive innovation to improve schools. Jossey-Bass, 2014.

17. Blended Learning Team in Brazil!

18. Lilian Bacich lilian.bacich@usp.br Thank you! Adolfo Tanzi Neto professor.tanzi@gmail.com