1. Blended Learning Design: Revised Recommendation
Iredell-Statesville Schools
Education Elements
Cohort 4
August 8, 2013
© 2013 Education Elements

2. Cohort 4: Grade/Subject Scope for Blended
Cohort 4 schools have identified the following grades and subjects in which to go blended.
ELA
Math
Sci SS
6th
7th
8th
9th
10th
11th
12th ✓
Northview MS
South Iredell HS
Mount Mourne
Lake Norman HS
© 2013 Education Elements

3. Cohort 4: Blended Learning Priorities
Cohort 4 schools have identified the following blended learning priorities.
Blended Learning Priorities
Blended learning will help:
Increase student engagement in learning measured by CWT data.
Increase use of authentic assessment by both students and teachers.
Teachers differentiate instruction based on specific gaps identified.
Blended learning will help teachers incorporate more authentic assessment
Blended learning will help increase student engagement to 75% highly engaged, as measured by classroom walk through
Blended learning will help 100% of students achieve above average growth in Reading, Math and Science
Blended learning will help close student learning gaps
Blended learning will help the school increase performance composite to 90% and help school become an Honor School of Excellence
Northview MS
South Iredell HS
Mount Mourne
Lake Norman HS
© 2013 Education Elements

4. Cohort 4: Bell Schedules
Cohort 4 schools have similar bell schedules with four minute blocks.
Lake Norman HS
Mount Mourne
Northview MS
South Iredell HS
First Block
94 min
Second Block
Third Block + Lunch
121 min
Fourth Block
93 min
First Period
82 min
Second Period
83 min
Third Period + Lunch
107 min
Fourth Period
First Block
90 min
Second Block
80 min
Third Block + Lunch
110 min
Fourth Block
85 min
First Block
85 min
Second Block
Success Lab
30 min
Third Block
90 min
Fourth Block
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5. Review: Project Roadmap, Scope & Priorities Cohort Revised Design
Agenda
Review: Project Roadmap, Scope & Priorities
Cohort Revised Design
Digital Content Recommendations
Next Steps
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6. Overview: High-Level Vision for Unit Cycle
The recommended design for Cohort 4 is loosely based on the IB Design Cycle. Below is an overview of five phases for an instructional unit, which may take place over a few days or a few weeks.
Introduce
Investigate
Plan
Create
Evaluate
Teachers begin by introducing a new topic.
At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format.
Teachers guide students in going deeper into the topic, building conceptual knowledge.
The teacher may spend time reteaching topics while students use digital content to practice and accelerate.
Students have an opportunity to plan their project and/or assessment.
Students may spend this time working in groups to plan out a project, or working in groups to study and review material.
Students have time available to create their projects, used for evaluation in the last phase of the unit.
Teachers serve as coaches as students drive the work.
Teachers provide an opportunity for students to demonstrate mastery.
Format may be an test, and/or may be a presentation, skit or other project-based assessment.
Teacher-Directed
Student-Directed
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7. Linking the Blended Learning Design and PDSA
Using the PDSA as a reflection approach for students:
The phases of the blended learning design for Cohort 4 can be mapped onto the PDSA cycle. Teachers can focus on using the cycle as an opportunity for students to reflect on their learning at an individual level.
Example approach:
Plan Do
Study/Act
Introduce
Investigate
Plan
Create
Evaluate
© 2013 Education Elements

8. Linking the Blended Learning Design and PDSA
Using the PDSA form as a reflection tool for teachers:
The blended learning design for Cohort 4 retains a lot of flexibility in what teachers do each day. Teachers are given the opportunity to define the pace of their instructional focus and identify the most appropriate blended model.
The PDSA process could be adapted to allow teachers to reflect on what blended model they will use, and could be used as a coaching tool between school leaders and teachers.
Example approach:
Plan
Teachers outline the course of their unit and identify what model they will use on a given day, based on the instructional focus
Teachers conduct their class with model identified previously
Teachers collect formative data and reflect on the effectiveness of their blended learning model, identifying what changes they would make for next time and reflecting on their growth in blended learning practice Do
Introduce
Investigate
Plan
Create
Evaluate
Study/Act
© 2013 Education Elements

9. Example Unit Schedules
Monday
Tuesday
Wednesday
Thursday
Friday
Example: 3-week Unit
Introduce
Investigate
Investigate
Plan
Create
Create
Evaluate
Example: 2-week Unit
Introduce
Investigate
Plan
Create
Evaluate
© 2013 Education Elements

10. Transitioning to the Model
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce
Evaluate
Introduce
Investigate
Evaluate
Introduce
Investigate
Plan
Evaluate
Introduce
Investigate
Plan
Create
Evaluate
Increasing Teacher Capacity
© 2013 Education Elements

11. Transitioning to the Model
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce
Evaluate
Introduce
Investigate
Evaluate
The simplest form of the model reflects more traditional teaching. Teachers introduce and teach concepts through direct instruction, followed by an exam to test mastery.
Introduce
Investigate
Plan
Evaluate
Introduce
Investigate
Plan
Create
Evaluate
© 2013 Education Elements

12. Transitioning to the Model
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce
Evaluate
Introduce
Investigate
Evaluate
Introduce
Investigate
Plan
Evaluate
With the introduction of digital content, teachers can allow students to investigate topics more deeply at their own pace.
Introduce
Investigate
Plan
Create
Evaluate
© 2013 Education Elements

13. Transitioning to the Model
Across schools, not all teachers will be ready for the full version of the model. School leaders can work with teachers to move towards a model that relies on project-based assessment and releases more ownership to the student. Below is an example of what this transition may look like:
Introduce
Evaluate
All phases of the model are added as teachers add in projects and authentic assessments into their units.
Introduce
Investigate
Evaluate
Introduce
Investigate
Plan
Evaluate
Introduce
Investigate
Plan
Create
Evaluate
© 2013 Education Elements

14. Detailed View: Introduce Phase
Investigate
Plan
Create
Evaluate
Teachers begin by introducing a new topic.
At this time, teachers also preview the assessment at the end of the unit – this may be a project, test or other format.
Recommended Model: WHOLE GROUP
Teacher works with students in a whole group to introduce topic and end-of-unit assessment
Discussion should include setting expectations for student learning
© 2013 Education Elements

15. Detailed View: Investigate Phase
Introduce
Investigate
Plan
Create
Evaluate
Teachers guide students in going deeper into the topic, building conceptual knowledge.
The teacher may spend time reteaching topics while students use digital content to practice and accelerate.
In the Independent Digital Content Station:
Students continue to explore material on their own
Content can be focused on reteaching (for students with more need) or acceleration
Recommended Model: 2-GROUP ROTATION
In the Small Group, Direct Instruction Station:
Teachers focus on mini-lessons to build students’ conceptual knowledge of the topic
Experienced teachers use guiding questions to foster self-questioning and exploration
© 2013 Education Elements

16. Detailed View: Plan Phase
Introduce
Investigate
Plan
Create
Evaluate
In the Collaborative Station:
Students work with peers to plan out their project
Students have an opportunity to plan their project and/or assessment.
Students may spend this time working in groups to plan out a project, or working in groups to study and review material.
Recommended Model: 2-GROUP ROTATION
Optional Teacher Pull-outs offer an opportunity for remediation
In the Independent Digital Content Station:
Students can use online programs to support their planning
© 2013 Education Elements

17. Detailed View: Create Phase
Introduce
Investigate
Plan
Create
Evaluate
Teacher may offer optional Office Hours to provide small-group or 1:1 coaching to students
Students have time available to create their projects, used for evaluation in the last phase of the unit.
Teachers serve as coaches as students drive the work.
Recommended Model: WHOLE GROUP
In the Collaborative Station:
Students work with peers to create their projects
© 2013 Education Elements

18. Detailed View: Evaluate Phase
Introduce
Investigate
Plan
Create
Evaluate
Teachers provide an opportunity for students to demonstrate mastery.
Format may be an test, and/or may be a presentation, skit or other project-based assessment.
Recommended Model: WHOLE GROUP
The exact format will depend on the final form of assessment
For example, students may take a test and/or watch presentations of their peers’ projects
Experienced teachers may allow students to choose the type of assessment they want: skit, presentation, etc.
© 2013 Education Elements

19. Summary of Model Recommendation by Phase
Introduce
Investigate
Plan
Create
Evaluate
WHOLE GROUP
- Direct Instruction
2-GROUP ROTATION
- Independent Station
- Collaborative Station
- [Optional] Teacher pullouts
WHOLE GROUP
- Direct Instruction
2-GROUP ROTATION
- Direct Instruction
- Independent Station
WHOLE GROUP
- Collaborative Station
- [Optional] Teacher office hours
© 2013 Education Elements

20. Cohort Suggestions for Differentiating Teacher PD
Create opportunities to model blended learning practice in PD. Bring in teacher leaders to facilitate PD sessions based on their strengths.
Identify how staff fall into groups based on readiness and acceptance. Differentiate PD sessions based on teacher groups.
Incorporate peer observations so that teachers can learn from each other. Potentially include opportunities for co-teaching.
School teams will have an opportunity to continue discussing strategies for teacher support at the Blended Learning Leadership Academy in August
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21. APPENDIX
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22. The IB Design Cycle
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23. What We Heard: Blended Learning Priorities
Cohort 4
Lake Norman High
Mount Mourne
Middle
Northview Middle
South Iredell
High
Academic Goals
Increase student engagement as measured by CWT
Increase use of authentic assessment by students/teachers
Differentiate instruction based on specific gaps
Blended Learning Target Scope
Whole school implementation
Academic Goals
Increase use of authentic assessment
Increase student engagement to 75% highly engaged (as measured by Classroom Walk Through)
Blended Learning Target Scope
Focus on Humanities and Language
Academic Goals
100% of students achieve above average growth in Reading, Math, Science
Close student learning gaps by moving classrooms to grade level teams
Blended Learning Target Scope
Whole school implementation
Academic Goals
Increase Performance Composite to 90%
Become an Honor School of Excellence
Blended Learning Target Scope
Focus on Freshman Academy, followed by Science (Biology)
© 2013 Education Elements