NADE Presentation Final

A Student’s Future:
Using Technology to Move Out of the Past
Beth Hammett, College of the Mainland
Robbi Muckenfuss, Durham Technical Community College
What’s working for 21st Century Learners?
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Accelerated learning
Blended learning
Differentiated learning
Flipped classrooms
Multiple modes of assessment
Real Life connections to learning
Targeting deficiencies ASAP
View the Education Commisiion research at: http://ecs.org/
©Beth Hammett
Technology and Students
Texting
94.6 min.
Email
48.5 min.
Facebook
38.6 min.
Internet
34.4 min.
Developmental English
at
Traditional
Flipped
Watch: How to Flip the Classroom at http://youtu.be/IjUtSvGvB-0
http://www.sophia.org/flipped-classroom-survey?utm_source=twitter&utm_medium=organic&utm_campaign=flippedinfographic
©Beth Hammett
10 Changes
1. Flipped/Blended
2. Adaptive learning software/E-book
3. In-class writing process
4. In-class viewing flipped materials
5. In-class activities/assessments
6. One-on-one peer conferencing & grading
7. Small group work
8. Peer collaboration on assignments
9. Analysis approach
10.Close the gap between IRW and Composition I
What is Adaptive Learning Software?
Connect LearnSmart by McGraw Hill
After Reading
Before Reading
During Reading
E-book Options
Renewable for
Multiple Semesters Click here to watch MGH Connect/LearnSmart Demonstration
http://www.youtube.com/watch?v=fIG9RyIwdhI&sns=em
©Beth Hammett
IRW Class Schedule
10 minutes (approximate)
Journaling and Sharing
15 minutes (approximate)
Reviews of skills as needed, Q & A
Remainder of Class Time:
Homework
In-class activities
Grading conferences
Peer Teaching/Workshops
Review of Materials
Read, Write, Discuss
©Beth Hammett
9
Sample Class Lesson
Reminder:
Keep out-of-class instructional videos and skills practices to manageable
time frames. Don’t overwhelm students!
Out-of-Class
Time
4 min
Log-in:
Blackboard or www.mhhm.com
Video: Why Writers Analyze
Literature
Lecture/Poll: Literary Analysis
4 min.
Review of Project 4: Literary
Analysis
2 min.
Subject-Verb Simple Sentences
Exercise
10 min.
Subject-Verb Agreement
Exercise www.mhhm.com
10 min.
30 min.
(approx.)
10
©Beth Hammett
Educreations
• Easy, free whiteboard
• Syncs with multiple devices
Click to hear lecture: http://www.educreations.com/lesson/view/writer-asreader/12181554/?ref=appemail
Hear another lecture: http://www.educreations.com/lesson/view/using-i-me/11235091/?ref=appemail
©Beth Hammett
What worked:
• In-Class Assignments:
Critical Thinking Group Work
5-7 page analysis essay in stages
Peer Workshopping
• Flipped Assignments
Adaptive Learning Software
Recorded Lectures/Videos
What didn’t work:
• Online Peer Workshopping
• Too many assignments
Results:
• Higher grades
• Better attendance
• Higher level essays
100%
Future Changes:
• Varieties of materials 91.17%
• Time lengths of
online materials
• More active learning
Student Testimonials
“It helped me to understand materials
better. I got to watch the lectures over and
over again. I liked the [virtual] coach who
helped me. English is hard for me, so this
[class format] really helped!”
Zach
Elena
“I could do the work anywhere—at my
job or home. I like being able to see it
on my tablet. The worst part was since I
couldn’t beat it [the system] I had to
learn the materials!”
©Beth Hammett
Fears & Worries/Q & A
1. Instructor as
coach/facilitator
(not the “Sage
on the Stage"
but the “Guide
on the Side“)
2. Will students
come to class if
they have
everything they
need online?
3. Oh no! Another
(adaptive
learning)
software
program?
4. Can peers “stepup” to re-teach
concepts?
5. Fear of change?
©Beth Hammett
Bibliography
Beth Hammett’s Resources:
Beesley, A., & Apthorp, H. (Eds.). (2010). Classroom instruction that works, second edition:Research report. Denver, CO: McRel.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: ISTE; and
Alexandria, VA: ASCD.
Finkel, E. (2012, November). Flipping the script in K12. District Administration. Retrieved
fromwww.districtadministration.com/article/flipping-script-k12
Flipped Learning Network. (2012). Improve student learning and teacher satisfaction with one flip of the classroom. Retrieved from author
athttp://flippedlearning1.files.wordpress.com/2012/07/classroomwindowinfographic7-12.pdf
Greenberg, B., Medlock, L., & Stephens, D. (2011). Blend my learning: Lessons from a blended learning pilot. Oakland, CA: Envison
Schools, Google, & Stanford University D.School. Retrieved from http://blendmylearning.files.wordpress.com/2011/12/lessons-learnedfrom-a-blended-learning-pilot4.pdf
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at
risk of school failure? Child Development, 76(5) 949–967.
Hattie, J. (2008) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
http://cms.bsu.edu/news/articles/2014/4/students-can-live-without-tablets-but-not-smartphones
http://home.edweb.net/
https://itunes.apple.com/us/itunes-u/as-we-may-teach-educational/id380294705?mt=10
http://www.lafayette.edu/about/lafayette-at-a-glance/national-survey-of-student-engagement/ NSSE. Lafayette College.
http://net.educause.edu/ir/library/pdf/ERS1302/ERS1302.pdf Educause Center for Research
http://testkitchen.colorado.edu/reports/smartphone/smartphone-survey/
http://www.ecs.org/
http://learnsmart.prod.customer.mcgraw-hill.com/about/data-behind-learnsmart/
http://www.sophia.org/flipped-classroom
http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
http://www.youtube.com/watch?v=zHdUXFiqJjg&sns=em Nerds on the Board for Knewton
http://youtu.be/IjUtSvGvB-0 Flipping the Classroom
http://www.youtube.com/watch?v=fIG9RyIwdhI&sns=em McGraw Hill LearnSmart Adapative Learning Technology
Medina, J. (2008). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.
Waters, John K. (2014) The Great Adaptive Learning Experiment. Palo Alto, CA: Media
http://campustechnology.com/Articles/2014/04/16/The-Great-Adaptive-Learning-Experiment.aspx?Page=3
©Beth Hammett
Developmental English
at
BEFORE CHANGES
• Lack of student engagement
• Writing process not fully utilized
• General feedback on writing assignments with
coding system
• No reflection or consideration of “big picture”
CHANGES MADE
• Creation and implementation of SLO’s and rubric
• Creation and implementation of formative
assessments
• Written reflections on graded writing assignments
• Learning contracts and tutoring
• Combine POP assignments with small writing
assignments
Power of Process
Student Learning Outcomes in Connect
AFTER CHANGES
•Student comments
•Use of writing process
•Use of data
•Awareness of progress or lack of progress
•More practice with basic structure
FUTURE
•Explore use of dual rubrics
•Increase use of formative assessments
•Teach students more about use of data
For more information, contact:
Beth Hammett
Associate Professor of English
College of the Mainland
(409)933-8389
bhammett@com.edu or mbhammett@aol.com
@bethhammett1 or www.bethhammett.blogspot.com
Robbi Muckenfuss
Chair/Instructor of Developmental English and Reading
Durham Technical Community College
(919)536-7231 ext. 8084
muckenfussr@durhamtech.edu