1. Preparing for the Lighthouse Journey
Sandra Schmidt
@sandra_mschmidt
Resource Teacher, Office of Innovative Learning Projects

2. Resources Office of Digital Learning Wiki: https://bcpsodl.pbworks.com
BCPS One: 
BCPS One Manual: 

3. Outcomes
I can create a learner-centered environment with an understanding of formative assessment, use of technology and small group instruction.
I can use BCPS One features to facilitate flexible and responsive small group instruction. Features to be explored include Lesson Tiles, Tests and Quizzes, Seating+, and Discussion Boards.

4. Blueprint 2.0
Ensure a learner-centered, personalized, blended environment powered by digital learning and interactive curriculum access that is flexible anytime and anywhere.
Academics C. 1: Develop, implement, and expand a digital platform for curriculum development and delivery that widens teachers’ access to methods and materials that reach diverse learnings and provides flexible access for staff, students, and parents.

6. Instruction as the Driver

7. Engagement and Technology
Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning.
Technology should be implemented to increase engagement, but that engagement must lead to support, enhancement or an increase in learning.

8. Planning Process with Technology
What am I trying to accomplish?
Am I increasing/maintaining rigor with the added technology? How?
How can I make this task more meaningful/authentic/relevant?

9. Turn and Talk
What are some ways that you are currently using BCPS One to support teaching and learning?

11. https://answergarden.ch/313120
The BCPS One Learning Management System (LMS) will be a digital learning environment used by Baltimore County Public Schools’ educators, students, and parents in the teaching and learning process. It will support face-to- face, blended, and online learning using an interconnected system of digital curriculum, content, and assessments; student performance data; student grades; and communication. The LMS will operationalize customized and personalized learning through individual playlists, immediate feedback, opportunities for choice, and evidence of student learning.
Consider the BCPS One LMS vision statement.
Which word or phrase within this vision statement is the most important or serves as an ah-ha for you?

12. The BCPS One Learning Management System (LMS) will be a digital learning environment used by Baltimore County Public Schools’ educators, students, and parents in the teaching and learning process. It will support face-to- face, blended, and online learning using an interconnected system of digital curriculum, content, and assessments; student performance data; student grades; and communication. The LMS will operationalize customized and personalized learning through individual playlists, immediate feedback, opportunities for choice, and evidence of student learning.

13. Once Upon A Time… Formative Assessment was often…
At the end of the period
Not used to inform next instruction
Graded
An event
6/14/2016
Baltimore County Public Schools

14. Formative Assessment
Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
AERA/APA/NCME (2014) FAST SCASS/CCSSO (2007)

15. Formative Assessment …is part of the teaching and learning process.
…gives students insight into their progress.
…provides actionable feedback.
…identifies way to support student achievement.
In essence, formative assessment provides checks for learning during instruction.

16. Feedback Loop: The Zone of “What Happens Next”
Initial instruction
Student action
Teacher (and student) analysis
Additional instruction and/or experience
Student revision based on feedback and/or self-assessment
Summative assessment/grade
Chappuis, Jan. "How Can I Close the Gap? Diagnosing Needs for Focused Instruction." Seven Strategies
of Assessment for Learning. Second ed. Boston: Allyn & Bacon, 2009.

17. How do I Close the Gap?
1. Teacher determines where the students are in the learning progression and the teacher takes action based on this information to improve learning and correct misunderstandings, flawed reasoning, or misconceptions (small group instruction, reteaching)
No matter who you are reading, you will find reference to the power of practices in one or more of these three categories. Who gathers? Who interprets? Who acts?

18. How do I Close the Gap?
2. The teacher provides descriptive feedback to the student, with guidance on how to improve, during the learning (independent practice with rubrics or checklists to self-monitor)
No matter who you are reading, you will find reference to the power of practices in one or more of these three categories. Who gathers? Who interprets? Who acts?

19. 10:00-10:15 a.m.
Collaborative Groups=Same Work and Same Assessment
All students work in collaborative groups; every student does the same thing; and the teacher circulates (AKA…group work).

20. 10:00-10:15 a.m.
Collaborative Groups and Expert Groups Different Work and Same Assessment
Every student works in an expert group; then students return to home group to teach one another; and the teacher circulates (AKA…jigsaw).

21. 10:00-10:15 a.m.
Rotations
Students work in collaborative groups and every student experiences the same activities; teacher circulates (AKA…Stations)

22. Same Application or Assessment for Everyone
Guided Group with Teacher
Same Practice for Everyone
Students receive small group guided instruction with the teacher while other students work independently; all independent activities are the same.

23. Individual or Collaborative Application
Guided Group with Teacher
Individual Acceleration or Remediation
Students receive small group guided instruction with the teacher while other students work individually or in an individual or collaborative application.

24. What are the implications of each model on facilitating small group instruction?

25. Collaborative Student Grouping
Teacher as facilitator
Supports P21 skill development
Encourages discovery and content acquisition
Targeted
Small-Group
Instruction
Direct instruction provided
Based on formative information
Addresses learning gaps and mastery

26. What does this look like within the BCPS One Learning Management System?

27. Visit the Padlet link below to find examples of Tests & Quizzes that use many of the question types:

28. Reflection
Think about how you will use the BCPS One LMS to implement responsive and flexible small group instruction.

29. Stay Informed
Learn More
Share Your Thoughts

30. Request Support

31. Office of Digital Learning Wiki
Visit
Click on the “Toolbox Index” page.