How to prepare students to thrive in a blended learning environment

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How to prepare students to thrive in a blended learning environment

It's exciting to think about all those new models, but we also have to remember that our students have logged a lot of hours in models very different than this.

So dropping students into a blended learning setting and expecting them to just succeed magically is a little bit like dropping students into a pool that have never seen one before, and expecting them to be able to swim.

We love panaceas in K-12 education.

What I will say is student ownership is not a panacea, and this is one of the first things that innovators figure out.

So, when you let kids loose, students behave in a broad spectrum of ways.

It's almost scattershot, but it's very predictable.

So, the first thing we see is those students who just take off.

They're clearly held back in their previous educational placement, and all of a sudden, you hear about 6th graders doing a thousand math problems in 3 weeks.

You see, some set of kids who they enjoy it, but languish in what they're good at.

They do what's comfortable for them.

And then you see another set of kids who want nothing to do and they're begging for the teacher to come back.

And for most of our innovators today, we're saying, 'Okay, we see this range of responses.

Now, what supports can we put underneath students so we can get as many students successful in these environments as possible?'

So knowing this, it means that we actually have to train students very intentionally to learn how to take ownership for their learning.

Summit told us a great story about this: what it looked like when one student got dropped into this setting for the very first time last year.

This student was staring at his computer screen for the entire class period and literally not doing any work while everyone around him was pranking away.

And the teacher said, "Be calm; he'll go around."

And the second day, same thing.

Student stared at the computer screen, and they said, "Be calm; we'll wait," - it's like a game of chicken, right?

By the third day, the teachers were about to break; they're were getting really nervous.

And towards the end of the third day, the student raised his hand.

The teacher, very excitedly, kind of quietly walked over, and the student looked up at the teacher and said, "I think I'm falling behind."

And it was in that moment that student really understood he was responsible for his own learning.

And he'd been in assistant up until then that kept him progressing whether he did any work or not.

So when we think about training students to actually take over their learning, we're not talking about training them on how to use the technology systems or things like that - we'll get to that later, and that's important.

But what we're talking about is creating routines that they practice over and over again, systems that really help manage that transition to them owning their learning, so that we can build this culture of these schools.

This is "learn," not "intuitively know."

One of the lessons we've did was a 'what to do when you get stuck' lesson.

And so you can get stuck in anything whether the wireless network goes down or whether the website won't load or whether there's just something that you're stuck on.

So our teachers built a lesson around what to do when you get stuck, and students' voiced - like drawing from their previous experience - strategies that they've used to overcome challenges or get unstuck.

Then that gets turned into something that is in front of the kids like a checklist of what to do to get unstuck.

We continue to develop these as we export new parts of our model so that kids can be empowered to develop what their checklist looks like to 'how to get unstuck.'

To teach that they're self-directed learners - we spent a lot of time in the first two weeks of school just really focusing on different learning styles like how do you learn, what way do you learn best like how do you note take?

What are like various note taking strategies and like what works for you and what doesn't?

And does watching a video - is that easier for you or is reading something easier for you?

And I think taking that initial time for them to figure out what works helped them to become self directed learners, which is like a work in progress, and not everyone's good at it yet.

And so like just helping them be a lot more self aware of like how they learn best.

But the idea of that, eventually with time, and with checking and with the specific teacher each week and like figuring out what their goals are; each kid like knows exactly what they should be working on and what they can work towards on a weekly basis."

Having - we call it here 'community groups,' so these times and places where students get together - it's not academic time, but it's talking about - it's a chance to talk about these kinds of skills and let them reflect upon them and discuss with each other.

I think it's actually a really important because I think they need to be able to take a step back and kind of process all that information and think about how can do better."

We've mapped out a technology vision as a school for K-4. We're saying that by 4th grade, we want our students to be using technology for social change rather than learning how to use technology.

So we backward mapped from that vision, where in 4th grade, we want them to be creating graphic art to be communicating with students in other parts of the country; to be creating plans and communicating those to other people; to make a class publication online.

We want to backwards map from that, having 3rd graders use the technology to get information; having them do research projects on what colleges they might be interested in attending one day; having them do informational research projects on animals or mammals or something that they're learning about in science."

The first two weeks, we just practiced procedures.

I mean, their obviously - we have content within the procedures, but we really just focus on those first two weeks making sure that - ready, set, - how many times we have to say,

Eye's on the target.' - we look for 100%, and we just take those two weeks to do it, and some people might say, 'Oh, well, you're not focusing on the content.'

But in those first two weeks, I get my kids ready to do the 100%, and then it makes learning all the rest of the content so much easier.

So those first two weeks are fundamental to what we do here.

It's practice, practice, practice, practice, practice."

번역 0%

How to prepare students to thrive in a blended learning environment발음듣기

다른 번역문 등록

It's exciting to think about all those new models, but we also have to remember that our students have logged a lot of hours in models very different than this.발음듣기

다른 번역문 등록

So dropping students into a blended learning setting and expecting them to just succeed magically is a little bit like dropping students into a pool that have never seen one before, and expecting them to be able to swim.발음듣기

다른 번역문 등록

We love panaceas in K-12 education.발음듣기

다른 번역문 등록

What I will say is student ownership is not a panacea, and this is one of the first things that innovators figure out.발음듣기

다른 번역문 등록

So, when you let kids loose, students behave in a broad spectrum of ways.발음듣기

다른 번역문 등록

It's almost scattershot, but it's very predictable.발음듣기

다른 번역문 등록

So, the first thing we see is those students who just take off.발음듣기

다른 번역문 등록

They're clearly held back in their previous educational placement, and all of a sudden, you hear about 6th graders doing a thousand math problems in 3 weeks.발음듣기

다른 번역문 등록

You see, some set of kids who they enjoy it, but languish in what they're good at.발음듣기

다른 번역문 등록

They do what's comfortable for them.발음듣기

다른 번역문 등록

And then you see another set of kids who want nothing to do and they're begging for the teacher to come back.발음듣기

다른 번역문 등록

And for most of our innovators today, we're saying, 'Okay, we see this range of responses.발음듣기

다른 번역문 등록

Now, what supports can we put underneath students so we can get as many students successful in these environments as possible?'발음듣기

다른 번역문 등록

So knowing this, it means that we actually have to train students very intentionally to learn how to take ownership for their learning.발음듣기

다른 번역문 등록

Summit told us a great story about this: what it looked like when one student got dropped into this setting for the very first time last year.발음듣기

다른 번역문 등록

This student was staring at his computer screen for the entire class period and literally not doing any work while everyone around him was pranking away.발음듣기

다른 번역문 등록

And the teacher said, "Be calm; he'll go around."발음듣기

다른 번역문 등록

And the second day, same thing.발음듣기

다른 번역문 등록

Student stared at the computer screen, and they said, "Be calm; we'll wait," - it's like a game of chicken, right?발음듣기

다른 번역문 등록

By the third day, the teachers were about to break; they're were getting really nervous.발음듣기

다른 번역문 등록

And towards the end of the third day, the student raised his hand.발음듣기

다른 번역문 등록

The teacher, very excitedly, kind of quietly walked over, and the student looked up at the teacher and said, "I think I'm falling behind."발음듣기

다른 번역문 등록

And it was in that moment that student really understood he was responsible for his own learning.발음듣기

다른 번역문 등록

And he'd been in assistant up until then that kept him progressing whether he did any work or not.발음듣기

다른 번역문 등록

So when we think about training students to actually take over their learning, we're not talking about training them on how to use the technology systems or things like that - we'll get to that later, and that's important.발음듣기

다른 번역문 등록

But what we're talking about is creating routines that they practice over and over again, systems that really help manage that transition to them owning their learning, so that we can build this culture of these schools.발음듣기

다른 번역문 등록

This is "learn," not "intuitively know."발음듣기

다른 번역문 등록

One of the lessons we've did was a 'what to do when you get stuck' lesson.발음듣기

다른 번역문 등록

And so you can get stuck in anything whether the wireless network goes down or whether the website won't load or whether there's just something that you're stuck on.발음듣기

다른 번역문 등록

So our teachers built a lesson around what to do when you get stuck, and students' voiced - like drawing from their previous experience - strategies that they've used to overcome challenges or get unstuck.발음듣기

다른 번역문 등록

Then that gets turned into something that is in front of the kids like a checklist of what to do to get unstuck.발음듣기

다른 번역문 등록

We continue to develop these as we export new parts of our model so that kids can be empowered to develop what their checklist looks like to 'how to get unstuck.'발음듣기

다른 번역문 등록

To teach that they're self-directed learners - we spent a lot of time in the first two weeks of school just really focusing on different learning styles like how do you learn, what way do you learn best like how do you note take?발음듣기

다른 번역문 등록

What are like various note taking strategies and like what works for you and what doesn't?발음듣기

다른 번역문 등록

And does watching a video - is that easier for you or is reading something easier for you?발음듣기

다른 번역문 등록

And I think taking that initial time for them to figure out what works helped them to become self directed learners, which is like a work in progress, and not everyone's good at it yet.발음듣기

다른 번역문 등록

And so like just helping them be a lot more self aware of like how they learn best.발음듣기

다른 번역문 등록

But the idea of that, eventually with time, and with checking and with the specific teacher each week and like figuring out what their goals are; each kid like knows exactly what they should be working on and what they can work towards on a weekly basis."발음듣기

다른 번역문 등록

Having - we call it here 'community groups,' so these times and places where students get together - it's not academic time, but it's talking about - it's a chance to talk about these kinds of skills and let them reflect upon them and discuss with each other.발음듣기

다른 번역문 등록

I think it's actually a really important because I think they need to be able to take a step back and kind of process all that information and think about how can do better."발음듣기

다른 번역문 등록

We've mapped out a technology vision as a school for K-4. We're saying that by 4th grade, we want our students to be using technology for social change rather than learning how to use technology.발음듣기

다른 번역문 등록

So we backward mapped from that vision, where in 4th grade, we want them to be creating graphic art to be communicating with students in other parts of the country; to be creating plans and communicating those to other people; to make a class publication online.발음듣기

다른 번역문 등록

We want to backwards map from that, having 3rd graders use the technology to get information; having them do research projects on what colleges they might be interested in attending one day; having them do informational research projects on animals or mammals or something that they're learning about in science."발음듣기

다른 번역문 등록

The first two weeks, we just practiced procedures.발음듣기

다른 번역문 등록

I mean, their obviously - we have content within the procedures, but we really just focus on those first two weeks making sure that - ready, set, - how many times we have to say,발음듣기

다른 번역문 등록

Eye's on the target.' - we look for 100%, and we just take those two weeks to do it, and some people might say, 'Oh, well, you're not focusing on the content.'발음듣기

다른 번역문 등록

But in those first two weeks, I get my kids ready to do the 100%, and then it makes learning all the rest of the content so much easier.발음듣기

다른 번역문 등록

So those first two weeks are fundamental to what we do here.발음듣기

다른 번역문 등록

It's practice, practice, practice, practice, practice."발음듣기

다른 번역문 등록

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