Differentiating Instruction and Increasing Student Achievement with ipads

Transcription

1 Differentiating Instruction and Increasing tudent Achievement with ipads Dr. Michael Nagler, uperintendent Mineola Public chools David Vinca, Founder & CEO epark Learning

2 ession Objectives and Introduction After this session, you will be able to Describe the advantages and challenges of deploying ipads Understand a new academic model for using existing data, tablets, and educational apps to personalize learning and raise student achievement. epark 2

3 An Intro to Mineola ession Objectives and Introduction Long Island, NY Focus on tudent Learning and Achievement trong Board of Education upport Innovative District Leadership epark 3

4 Raw ingredients at Mineola NWEA Assessment data Highly motivated teachers ipads Culture of innovation epark 4

5 Classroom Model What did it look like in 5 th and 7th? Mini- lesson ta-on tudent table tudent table tudent table Independent Workstation 2 teachers, targeted, differentiated instruction in a splitclassroom model tudent table tudent table epark 5

6 Mineola approach to personalized learning Diagnose et4goal Personalize Challenge Achieve Diagnose)needs) using)existing) NWEA)data et)goals)by) collaborating)with) students)to)set) academic)goals Personalize)each) student s)learning)plan) with)the)best)third? party)resources Challenge)students) to)complete) assignments)and) teach)through)video) projects Achieve) academic)gains) of)2?5x epark 6

7 Approach is grounded in research Zone of Proximal Development elf- Endorsed Goals Actionable Feedback Reinforcement through Re-teaching Content should meet children in their zone of proximal development, a space in which content is familiar but challenging enough to capture students attention and drive learning forward. Each student s ZPD is slightly different (Vygotsky, 1978; hernoff & Csikszentmihalyi, 2009). Learning is enhanced when it is self-endorsed and goal-directed (Deci, Ryan, & Williams, 1996; Zimmerman, 2002). Academic achievement improves with regular assessment-based feedback that is relevant to student work (Hattie & Timperley, 2007). A student will remember content more thoroughly if s/he repeats it or re-teaches it to a peer, teacher, or family member (Topping, 2005; Karpicke & Blunt, 2011). epark 7

8 Approach and Timing Mineola epark 8

9 Pilot cope epark ipad Pilot cope Who Tech Data 50 5 th and 7 th grade students (7 all subjects) 4 teachers 2 inclusion classrooms 1:1 ipads taken home epark & 500+ apps NWEA MAP NY tate Assessments ipads Home?! Are you mad? 1. Why? 2. How did you protect/ manage them? 3. Did they get stolen, broken, lost? When Fall 2011 Winter 2012 pring 2012 epark 9

10 Four core challenges in using ipads Data Black Hole Too many apps, too little time for teachers to vet Educators want to monitor student learning Teachers lack expertise in tablet lesson planning Technical setup & mgmt is cumbersome epark 10

11 uperintendent Quiz epark 11

12 What is personalized learning? a. tudents working on the same learning objectives but through different modalities of instruction or technology b. Enabling students to learn in a manner that fits their learning style and leverages 21 st century tools c. Using collaborative, data-based strategies and 21st century tools to deliver instruction and supports tailored to the needs and goals of each student d. When a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. epark 12

13 Answer: C Leadership and vision to implement the strategies, structures and systems of support to move beyond one-size fits-all models of schooling, which have struggled to produce excellence and equity for all children, to personalized, studentfocused approaches to teaching and learning that will use collaborative, data-based strategies and 21 st century tools to deliver instruction and supports tailored to the needs and goals of each student, with the goal of enabling all students to graduate college- and career-ready. ource: epark 13

14 103,262 education apps epark 14

15 NWEA highlights students learning needs 3rd grade Measurement 5th grade Fractions 5th grade Fractions 3rd grade4th grade Reading Fractions Comp 5th grade 4th Fractions grade Reading Comp 5th grade 2rd grade Reading Reading Comp Comp 2rd grade Reading 4th grade 5th grade Comp Language Reading Comp 5th grade 2rd grade Reading Reading Comp 4th grade Comp Language 7th grade Operations 5th grade 4th grade & Algebraic Thinking Reading Comp Language 3rd grade Measurement epark 4th grade Reading Comp 7th grade Operations & Algebraic Thinking th 7 grade Operations & Algebraic Thinking 15

16 What apps are right for each student? epark 16

17 Mineola/epark curation approach Teacher Curation 103,262 Academically Rigorous? Fun? Aligned to Common Core? 2100 At Grade Level? Differentiation Diagnostic Aligned to Goal? tudent Goal 8-20/student epark 17

18 ipads are a data black hole epark 18

19 How do we monitor student progress? epark 19

20 uperintendent/ district leader dashboard

21 Teacher dashboard

22 tudent dashboard

23 tudent videos

24 tudents re-teach via video Approach and Timing Don t Know it Know it Teach it epark 24

25 I ve got ipads?! epark 25

26 How do we support teachers in adopting a new approach? epark 26

27 PD Data-driven approach to personalizing teacher learning 24/7 Diagnose Teacher Needs Deliver customized, interactive PD Ongoing upport D 3 PLCs D 1 D 2 D 4 D Data collection point 1:1 coaching D 5 epark 27

28 PD D 2 Findings from teacher survey post PD 91% 85% 97% understand the personalized blended learning model can navigate an ipad with enough ease to teach a novice are excited to use epark & blended learning in the fall epark 28

29 Classroom Model This is amazing. This is the missing piece. - 5 th Grade Mineola Teacher epark 29

30 PD continues in six modalities PD Flipped PD PLCs Monthly ocial PD Community Live Instruction 1:1 Coaching 24/7 upport epark 30

31 Why are we buying ipads? Is it raising student achievement? epark 31

32 Mineola students were at 106% of their annual growth goal ½ way through the year 140% % of annual RIT target achieved fall to winter 120% 100% 80% 60% 40% 20% 43% 106% 31% 91% 51% 116% Non Goal ubject (Control) Goal ubject (Treatment) 0% All 5th and 7th grade students PED GEN ED epark 32

33 Mineola students grew 141% of their annual growth goal during spring of this year % of annual RIT target achieved winter to spring 200% 180% 160% 140% 120% 100% 80% 60% 40% 20% 74% 141% 99% 173% 61% 118% Non Goal ubject (Control) Goal ubject (Treatment) 0% All 5th and 7th grade students PED GEN ED epark 33

34 Conclusion Lessons Learned NWEA + ipad + epark + Great Educators = tudent uccess A new generation of learner requires a re-imagined learning environment and tools - 24/7 learning can be a reality Prepare teachers to become comfortable giving up control: From sage on the stage to guide on the side Provide comprehensive 24/7 teacher support & mitigate frustration Tech support Instructional support Morale support epark 34

35 Contact info Conclusion Dr. Michael Nagler, uperintendent Mineola Public chools David Vinca, Founder and CEO epark Learning epark 35

36 appendix

37 NWEA MAP Impact Methodology Academic Achievement % of annual RIT target achieved fall to winter Reading Control ubjects Language Treatment ubject is epark Goal ubject Math Treatment subject may be different for each student and is selected based on their needs epark 37

38 NWEA MAP Impact Methodology Example NAME Grade in school Grade level performance in math epark Goal Jane D. 7th 6th Math: Measurement & Data Math Math RIT Growth Fall to Winter 5 Math Annual Target 5 % of Annual Target in Math 100% Goal ubject Reading Reading RIT Growth Fall to Winter -1 Reading Annual Target 4 % of Annual Target in Reading -25% Language Language RIT Growth Fall to Winter 1 Language Annual Target 3 % of Annual Target Language 33% Non Goal ubjects % of Annual Target in epark Goal ubject 100% % of Annual Growth in Non Goal ubject 4% average epark 38

39 Mineola students were engaged Classroom Model with epark You know, I am quite a bit of an expert on my ipad with epark cause I am doing challenges I learn at school. I know what I am doing actually and that is why I like my ipad th Grade pecial Education tudent epark 39

40 Instructional Models epark 40

41 Instructional models 1. General Ed: used in a traditional classroom by all students including intervention chool 2. pecial Ed/RTI: used as a targeted intervention for Tier 1/2/3, and PED students as part of a pull-out or push-in model 3. Extended Day: used as part of an extended day or after school program Class A. Whole class with Targeted Instruction: students are engaged in differentiated learning plans as teachers pull students for small group instruction B. Centers: students are engaged in differentiated learning plans at an epark center while other students work at teacher-created centers C. plit Class: teacher provides instruction to half the class while the other half is engaged in differentiated learning plans D. mall Group Pull-out: resource room, small group pullout epark 41

42 A. Whole Class w Targeted Instruction T Teacher gives 1:5 lesson tudents work independently epark 42

43 Ashleigh gives targeted instruction Others are engaged in differentiated learning plans epark 43

44 B. Centers / mall Group T Teacher gives 1:5 lesson epark ipad Center Teacher Created Center Teacher Created Center Teacher Created Center Teacher Created Center epark 44

45 tudents are engaged in differentiated learning plans at an epark center while other students work at teacher-created centers. epark 45

46 C. plit Class tudents work independently on epark Teacher lowers teacher:student ratio while giving targeted instruction T epark 46

47 D. mall Group Pullout T Teacher gives 1:3 lesson tudents work mostly independently epark 47