Happy July! I am Sherawn Reberry, Director of Education Programs for Idaho Digital Learning Alliance! I am excited to be sharing this book with all of you and learning from you!
Chapter 4 focused on Blended Teacher Mindsets -- as you read this particular section what came to mind as you were thinking about your own teaching and how you have a growth mindset? Is this also identifiable in your students? If you find yourself slipping between a growth and a fixed mindset do you recognize the shift in yourself and others?
Chapter 5 had us looking at traditional programs. As you were reading were you wondering if, at your face-to-face institution, you could create (or increase) the digital offerings to students? How would you determine if this was a fit for your school? Finally, as you are considering this post, would you need to assess the growth mindsets of the staff and students?
Chapter 6 provided us insight into developing a "Super" Subject classroom, where, by definition there is one teacher, but the students are using digital content to move forward through the curriculum. Would you consider this type of learning for your school and your students?
Food for thought questions will be posed at the start of that week by the VLLA member organization moderating the discussion that week.
However, if you get here sooner feel free to leave your reflection, ideas, questions etc. As always, we welcome you to post your thoughts to those prompts posed but encourage you to make this your own learning experience.
There are also questions to consider at the end of each chapter that you might want to weigh in on.
Chapter 4 really hit home with me. Teacher mindset, not only for myself, but many teachers in my school this can become an issue. If we as teachers aren't willing to have the proper mindset to change our way of teaching or be open to new ideas how can we expect our students to do the same. I love to change things up and do so quite often, maybe too often sometimes meaning I make mistakes as I teach and it shows. To me this is a great way to show students that we can change how we think through the learning process (the making mistakes). For blended learning, I see that many teachers in my district would really need to embrace this idea and I, along with my administrators, would need to supply the best professional development possible. Our teachers have several programs to use to collect student data on at least a weekly, if not daily, basis but do they know what to do with this data? It would be important for myself and the administrators providing the professional development to be prepared to do so correctly. After that is set then we could help our teachers to begin the shift to blended learning. The section on Pedagogy vs. Tools was insightful in that it shows that teachers need to understand their role in this way of teaching. On pg. 69 Loomis points out, "Guiding instruction does not mean stepping aside, but stepping up to new challenges." Getting that point across to the teachers and showing them that it can be done is the first step to integrating blended learning into our small school.
ReplyDeleteAlso, for Chapters 5 and 6 content, my question is: who pays for the online courses for the students? Do the students pay the extra fee that it would cost the district to offer these types of things? This past year we lost our Spanish teacher at the end of the first semester and we had to go with an online program that cost our district almost 2x a teacher because we not only had to pay that cost but the cost of an aide to monitor/proctor the class. This is not something our district could do even on a small basis. We do have 4 AP classes but our teachers for those are certified and carry out those requirements with students during the regular school day. This is a high school of only 130 students so we have a small staff and little to work with.
DeleteLori, currently my school (a small, private high school) requires that students pay for any credit recovery courses. Fortunately, we do not have many students that need to go this route, but the policy is in place nonetheless. When students are enrolled in an online course, for one that we do not offer, a small stipend is given to the teacher (if the class is scheduled during a planning period). In the past an online course has been set during an open teaching block or study hall (where no extra money is given).
DeleteLori, I agree with you when you asked who pays the price! I loved your actual example. We all need to think through costs before we chart the CIA course.
DeleteAnn Stickman
Thanks for the question - hadn't thought of the cost on the students' end.
DeleteI too had wondered about the cost. We are a small school district trying to stay afloat and offer an excellent education. Using blended classrooms can really help us do this but in some instances, money will be an issue. Thanks for the input.
DeleteI was wondering if AP classes are weighed more such as 5.0 on 4.0 scale in most districts? Are the online classes weighed mored?
DeleteI agree! Mindset is huge in any area of life; education in particular. I do believe Higher Expectations increases the mindset.
DeleteI did not consider the cost to the students either. But I wonder if it is not for credit recovery if the fast forward funds would work?
DeleteIn regards to chapter 4, I feel that most teachers would like to label themselves with a growth mindset, but certain obstacles such as the "how to" of blended learning ultimately push many of us towards a fixed mindset. As the book mentioned several times, change is hard. As teachers we do not like the idea of failure or showing a lack of knowledge (especially in front of students) and for this reason many teachers fixate on the standard, traditional approach as it is familiar territory. For myself, I feel that I would like to be on the forefront of change, but as I mentioned there are several aspects of blended learning that make it difficult to "suspend belief" and take that leap. I also feel that students would also struggle with the shift as well. As discussed in the last week's postings, students have "learned to do school" and pulling that out from them to change it would leave them in frustration, and ultimately parents as well. I'm not saying that disrupting their "normal" for a more engaging curriculum is a bad thing...I do believe it is a necessary change, but fighting the mindset of students can be exhausting, especially when you may be struggling yourself.
ReplyDeleteChapter 5 did a great job of explaining the traditional blended learning model that many schools employ. I felt that the intro to the section was fitting with the administrator asking questions about cost, teacher need, etc. and really set the tone for the information detailed in the chapter. I feel that my school would be able to host a variety of online offerings (more than it already does for credit recovery and to teach low enrolled elective courses). I think the fit would be determined by the need that the school has. Obviously larger schools might lean towards more course offerings, but as I am in a smaller school, we may benefit from digital offerings as our master schedule is more rigid due to low enrollment numbers (a school of around 225).
Chapter 6 was the most intriguing to me as I believe this to be the future of education. I could see schools offering schedules based on subject rather than levels. For example, as the book suggested, students would take math during 2nd hour. It doesn't matter the level of math the student is in, but they would be in the room with a teacher progressing through the instruction via digital offerings. The teacher or teachers present would be able to monitor progress, assist, and enrich the learning experience for the individual or group of students in that particular level. I think the book did a great job of explaining this as a solution and approach to collaborative learning that could be a possibility for education in the future.
I think the idea of failure is a big one. We as teachers understand that failure is a part of the learning process, and easily accept it when it only effects us, but when we feel we might fail our students, then we are hesitant because we want the best for our students.
DeleteI agree, failing students is one of the biggest hesitations that many of us feel. I think that the book was alluding to this as creating a different role for the classroom teacher...one that is more a collaborator rather than the only knowledge source. I think that students could be an invaluable resource when incorporating technology as they are much more willing to experiment than some of us.
DeleteAlso, there's no guarantee of quality instruction as a lot of online learning is just starting out in the new frontier of online learning. A magazine that rates the quality of online learning would go a long way to helping.
DeleteI'm not really sure I see your interpretation of chapter 6 working in any capacity in a lot of subjects - particularly world language. I've taught in multi-level classrooms at the elementary level where this works for some standard subjects, but having students grouped by subject rather than by level/ability is a minefield of classroom management issues for subjects that require a more hands-on immersive approach like language learning. No doubt having multi-level students working together can enhance the lower-level student's ability to process the language, but in our subject, there needs to be a certain amount of base knowledge required to even being to get there in my view.
DeleteAdam, in my opinion, the type of learning environment described in chapter 6 would work for a variety of subjects if structured correctly. As the book indicates the primary learning would be done via online content (most likely through a book publisher/ebook scenario). The other components of class time could be small group breakouts to assist individual levels with content that has been learned or to work collaboratively with the instructor and/or peers to on authentic assignments, projects, and assessments. Thinking specifically of world languages, I envision students getting the "base knowledge" of how to conjugate verbs via online learning. They would then complete a few exercises online as well to reinforce, those scores would then be viewed by the instructor that would make adjustments and perhaps pull certain students aside for individual tutoring. Students that master verb conjugation could then perhaps focus on other conjugation aspects (irregulars, etc.) While that is going on, other students (from differing levels) would be working on their particular course content or working collaboratively in groups on projects or an assessment. In regards to the idea of classroom management, that I think would be a given in any classroom that employs centers or modular learning.
DeleteMark, I agree. Not all online learning is "valuable" or "efficient." I know that some book companies that advertise an "immersive digital learning environment" focus solely on simple recall/regurgitation (as the book describes) exercises and assessment. Teachers would need to know their resources and incorporate it appropriately.
DeleteBrandon I also found chapter 6 to be the most intriguing. What a game changer this way of thinking/teaching can be for school districts. Change is tricky as the book has also pointed out but I think this could work with many different subjects. After reading the comments though I am going to go back and read chapter 6 again.
DeleteI agree! Face to face is best for certain individuals, as well as online is productive for other students. It truly depends on the student, environment, and once again, mindset.
DeleteI really connected with Ch 4- growth mindset, in both myself and my students. As Brandon mentioned, some obstacles may tend to push us or our students into the 'fixed' mindset. As a teacher, the students expect us to know all of the answers, which is just impossible for all areas. We definitely should have a complete understanding of our content area but will eventually come across something that stretches us. When we as teachers recognize this and accept it, we are able to really teach the students how to persevere when we hit such an obstacle. We have to be confident enough in ourselves to push toward a resolution. I often use the strategy of continuing questioning to lead myself or a student to answers. Blended learning can add to this process for students who may prefer silent learning vs. personal conversations.
DeleteChapter 4: I really loved reading this chapter because I think half the battle in adopting our Blended Learning model is changing the mindset of our teachers, students and community. I'm very fortunate that as we're dipping our toe into this process the teacher with whom I'm working is fiercely driven to serve her students and also has a growth mindset. She asks meaningful questions and seeks to understand the whole process so that she can communicate effectively to her students and parents. We are one year into our PLC process and I've seen a lot of growth with our teachers OWNING their data. Uncertainty is probably the greatest concern from my teacher and the hardest to dispel, unfortunately. I think it just takes a great amount of support and encouragement from the school leaders. Also CONTINUOUS PD for this process.
ReplyDeleteChapter 5: Providing an extended catalog of courses is something that could easily be done at my high school, but our teachers, BOE and community have a very high opinion of their curriculum and how well it prepares students for post-secondary options. Their high opinion is definitely warranted, but being flexible with our digital curriculum and the opportunities is provides for our students would only expand their options. Also, I loved crawling into the mindset of the student at the end of this chapter. It can help us to support them in their navigating their independent work time.
Chapter 6: We have a version of the single content "super" classroom in our school that only utilizes digital curriculum with minimal guided instruction. I fear we have fallen into the "set it and forget it" rut and need to refocus on the relationships with our students.
Interesting, Deidre! What is the super classroom for? Credit recovery, math? How does it work?
DeleteCredit recovery. We've actually come a long way in how our kids can earn credit. I work in a pretty conservative and traditional community. 10 years ago there was little flexibility in how students earned credit for graduation. Now we have a digital platform, dual enrollment programs, and opportunities to earn certifications during the school day. Blended learning is our next step in nudging outside our comfort zone.
DeleteDeidre - In the super classroom - is it focused on one topic, or do they say it is used for several different options, with no true focus?
DeleteChapter 4: From the beginning of this Chapter, the author addresses the elephant in the room when it comes to online learning; fear. I cannot count how many teachers that I have encountered who voice this type of trepidation about online learning. Loomis points out that this shift requires “...a mind shift in pedagogy and philosophy that embraces technology as a tool for instruction.” (p. 61) A tool, not a replacement of teachers and their knowledge of teaching. She then references the Growth Mindset work of CarolDweck, and how we need information about how to implement in it teachers. I found this really true, because the “we’ve-always-done-it-this-way”teachers can be quite a challenge to work with at the PLC level.
ReplyDeleteChapter 5- I really enjoyed the section in this Chapter on Teachers and Teacher expectations. The list of questions to consider on Page 87 gave me a lot to think about. As I worked my way through them I could see that the online school I work with allowed me to answer most of them, with the exception of the face-to-face required components. One thing that I feel would really help students engage with the coursework. We have scheduled “live”sessions in our programs, but students almost never attend. There is no real reason or accountability for them to do so.
Chapter 6- Under the Key Points in this section #5 states “require weekly teacher-student engagement.” I really am unsure what that looks like in an online class other than emails? Can anyone share with me some examples of things they have seen that meet this criteria?
Elisabeth, a friend of mine finished a masters degree from the University of Illinois that was done entirely online. He said that each week there was a synchronous session where the whole class met in something similar to a chatroom where students shared their progress and heard class announcements. Other programs like Skype, Facetime, Zoom, etc. could easily replace emails as ways to meet with students. All that would need to happen is for an agreed upon date to be set...and I believe there are ways for students to request or set up appointments via a calendar that could be added to the learning module.
DeleteHi Brandon! Thank you for sharing examples of synchronous sessions with me. I am wondering if this was a requirement for the course? Also, since graduate students are more motivated than traditional students, I wonder how this would transfer to that setting?
DeleteI talked with my friend, and he had said that the synchronous sessions were optional, but were recommended. His whole degree was done online with the same format. I think that setting clear expectations as to communication upfront would be beneficial in getting traditional students involved. I think that providing students the choice of f2f or online, as the book suggests, would also help with this scenario as well.
DeleteThanks for sharing your thoughts about CTE courses. I agree that some courses are certainly a good fit for blended/online learning. Many of our CTE students take courses because of the hands on component and are often frustrated when they discover that some of their time will be online.
DeleteI agree, Elisabeth...fear. Or maybe even tired of trying something new every couple of years. I've set in lots of teacher's meeting when a new idea was introduced just to hear several say "remember when we tried such 'n such last year." I think teachers don't like putting time and effort into something when a newer idea will pop up the next year.
DeleteYou make a really solid point about teachers being "tried" Marva! I have barely been in education for 10 years and I already can already say that I begin to look at each coming school year wondering what the "flavor of the month" will be for that year!
DeleteOops- I meant "tired". (which my eyes definitely are) Sorry!
DeleteI also agree that fear is a huge part of blended learning. In my case, I feel that this fear stems from lack of understanding of what blended learning is, poor training in blended learning, and a grace period to be able to experiment and explore this new teaching resource. I believe that the fear many not be eliminated, but greatly reduced if your school has an administration that understands the needs of both teachers and students and takes the proper measures to help everyone in the process. Sadly, this is not always the case; some districts jump into blended learning for a wide variety of reasons all in the hope that it will be a quick cure-all for a current problem: overcrowded classrooms, credit recovery, small enrollment sizes. Kim Loomis mentions more than a few times how school districts want to bail or change course providers when the problem is actually on their end.
DeleteA fixed mindset is so toxic to growth. I agree with your thoughts on fear being a key factor is what holds us back from embracing the online learning community. I wonder how we navigate advancing our classrooms with PLCs refusing to move with us?
DeleteChapter 4: My own teaching represents a growth mindset and categories from the iNACOL Framework for Blended Teaching Competencies. I think that as we take a magnifying glass at the 12 specific skills - especially within “skills’ - I tend to more Adaptive compared to Technical. I can do Technical yet, I get a thrill over the “risk of failure” and learning from failure. In other words, I like to experiment to try learning scenarios in which other fixed mindset folks have said that that can not be done. My “thrill” is proving to the “that can not be done fixed mindset person” instruction, assessments, and student engagement can be done in an online or blended environment and that the instruction, assessments, and student engagement align with national standards. From the time I was growing up in the face-to-face K12 world, I revealed when a former teacher of mine would say … that can not be done; then proving it can be done. I think this demonstrates a growth mindset set back in the 1980s and early 1990s technology in the classroom consisted of overhead projectors and VHS video tapes. In other words, this is less about the technology as I think it is more about the mindset. In terms of my students, it seems to me that most students who are enrolled in a course through Wisconsin Virtual School have a growth mindset and trust the courses are designed well.
ReplyDeleteChapter 5: Two components in this chapter that struck me were the Credit Recovery and Orientation. My WVS colleague, Annette Waleszek completed a marvelous Credit Recovery project this past year. Essentially, pre-test assessments were built around already developed content. Student demonstration of mastery on the pre-test assessments enabled adaptive release of content as necessary. The advancements in learning management systems over the years paired with a growth mindset has really enabled educational choice and educational success for current day students. The other component that struck me with my experiences is the role of Orientations. There are a number of great Orientations I have seen that not just tell the student how to use a components in a learning management system but require students to successfully demonstrate mastery use of lms components. Idaho Digital Learning Alliance is one example that has a great student Orientation. These types of Orientations increase student success of student growth mindsets.
Chapter 6: The “Super” Subject classroom. I have been removed from the traditional f2f classroom for over a decade. In rural areas that may struggle with staffing, I think a “Super” Subject classroom is most beneficial to the students that the said school district servers. In a rural setting a “Super” Subject classroom may occur out of need. Whereas an urban or suburban school district may use a “Super” Subject Class to facilitate a learning environment in which students - regardless of geography or socio-economic status - will most likely experience as his/her workplace. Where I live in Wisconsin there are a lot farmers and loggers - professions that is assumed may not benefit from an online or blended class. Yet, it is precisely these types of jobs that will benefit with the advancement of technology in the outdoor workplace.
Jon, your comments regarding Chapter 6 and the experience needed for workplace which generated another benefit of the "Super" classroom. One of the big benefits of the "Super" classroom can also be that the playing field is leveled for rural schools and other places where students do not have the opportunities that are afforded more urban/suburban areas or schools that can offer a wide buffet of courses and experiences.
DeleteAnn Stickman
Jon, I am right with you on your comments regarding chapter 4. I see the fear of failure as a challenge for succeeding; I don't fear failure -- I accept the challenge. I am always ready to try something new and welcome the dare of "that won't work." Hold my beer and watch this, lol. I love making adaptations to suit my classes and my students as individuals. I love proving the fixed mindsetters wrong, although, they always seem to find something wrong with whatever I do. I'm not in it for them anyway, I'm in it for my students, and I am willing and more than happy to make adjustments to suit their learning. Way to go, Jon!
DeleteChapter 4. There is no doubt in my mind that as an early adopter since the late 70s, I have a growth mindset. My mindset is, as she defines it, mostly one of designer, but at times it has been one of innovator because I love trying new things that can help not only me, but others. The challenge of been innovative with and a designer of curriculum allows an outlet for my creativity, while tailoring curriculum to best meet students’ needs (mine and others). Other teachers have regularly used and do use online resources, activities, and strategies I have developed in not only my primary subject areas, but others. I think in classes of students I have seen the gamut of mindsets mentioned (since I assisted other teachers in their online curriculum and technology development skills). Sometimes, the growth mindset of the teacher and other students, can help move the fixed mindset along the growth continuum. Has anyone else noticed that the I-Gen generation (those born in 1995 and later who grew up with cell phones) has all four mindsets but more and more of these students seem reluctant to focus on growth mindsets when it comes to technology activities? They have told me they know a lot about new technology and social media, but using technology for other things (such as writing, math, etc. applications.) they know very little about. I find this very interesting, do you? Why do you think they feel this way, or would say this? Is it due to their mindset? NOTE: For more about this generation and an interesting read, the book iGen: Why Today’s Super-Connected Kids are Growing Up Less Rebellious, More Tolerant, Less Happy -- and Completely Unprepared for Adulthood – and What that Means for the Rest of Us by Jean M. Twenge (2017).
ReplyDeleteChapter 5. Definitely, as an early adopter and designer I wish that everyone would embrace blended learning as quickly as I did at my high school, but it is not reality. I think formal and informal assessment of mindsets is important as any program (not just blended learning) implementation occurs in any school system. Oddly, I don’t think there is a school that blended learning would not fit, but rather I think the question is, “How does blended learning fit?” I love her statement that procedures should be in place to “allow the teacher to request a student attendance for tutoring and support, should they fall behind or have trouble understanding the material” (p. 88), but I wonder what type of blowback the administration might face for this requirement. On page 84, Loomis notes that her district “staffs at thirty-three to one”. She goes on to say that additional online seats can be made through online software. It seems to me to imply that there is no additional teacher compensation for the additional students and that may not be an upper limit above the 33. Some type of upper limits need to be set by administrators so that our teachers are not overloaded. I wish she had addressed limits. Administrators may read her book and think that 50 students in the class would be fine because this author did not address upper limits and she is an expert in the field.
Ann Stickman
Ann - I have heard the term growth mindset for quite awhile now, and after reading this book, it has become even more clearer that this is such an important topic to address. It was interesting to see that mindsets was the biggest factor that iNACOL Framework.
DeleteChapter 6. I would consider this type of learning in a “Super” subject classroom, but there were a couple of items I had. First, when Loomis addresses CTE courses (p. 95) she says CTE is a natural fit for original credit with rolling schedules/calendars but she uses examples (Business Management and Administration, Information Technology, and Health Science) which probably are more conducive to online work than say some courses such as cooking. For instance, the knowledge part fits well in blended learning, rolling credit cooking courses but the “hands-on” part may not work quite easily as set timeline/calendar course. For instance, the teacher might require a student to make a muffin at home and upload a picture. If the teacher has the actual muffin, he/she would might note that from the smell of muffin the ingredients were not correctly measured. If she/her cuts into the actual muffin in half, tunnels would have been seen which would tell that the teacher the muffins was over-mixed making the muffin tougher. Due to the cost of each student making their own recipe (on a rolling schedule), each student cannot make the recipe in the lab with limited budgets. At home, the student may not be able to afford the cost of ingredients to learn. Each student bringing in the product muffins to be graded, is an idea, but if the room is small and there is no storage for all the products that might come in on the same day another problem exists. Other students may not be able to learn from others’ mistakes (if it is rolling schedule blended) because the students don’t all bring in or make their muffins on the same day. On the same day (whether made at home or in class), a typical class of students would be able to witness a variety of results and learn from each other’s successes/failures which would be more effectively than just seeing your results. Some types of CTE classes may be more conducive to rolling calendars than other ones.
ReplyDeleteSecond, on page 97 Loomis would have students pulled from electives to complete credit and then “When student completed the credit in needs, they could return to the former elective course.” How does this impact the course and sequence of learning for elective courses? I see this as a problem. What are we saying about electives when we do this type of pullout? After all, electives should reinforce skills like math, science, reading, and writing and the students should be able to see real life applications as to why those skills are necessary in life.
THIS POST IS BY SHEA-ALISON THOMPSON JULY 3
DeleteElizabeth, you bring up a valid concern. Hands-on vs. more "academic" emphases. I've actually been thinking about ways to make my British Literature classes more hands-on, like auto. Students love auto and they hate Brit Lit. I think this would be part of the growth mindset approach also--not "boxing" ourselves into what we think our subject can or can't do. Cooking classes do require different things than literary analysis and argumentation papers. However, I'm wondering how we can be innovative in what we want our students to learn. Interesting road to ponder.
Thanks so much Shea-Allison for your response. You certainly gave us more to think about!
DeleteAnn Stickman
I totally agree that the practice of pulling students from elective courses to complete credits is a terrible idea. Students who struggle in "core" subjects often really thrive in elective courses. If we take away the things they enjoy and have success in to focus on something they struggle in and dislike it extinguishes their natural desire to learn and consequently a lot of those students drop out of school. The elective courses should be reinforcing their math, reading, writing and science skills as well as creating options for problem solving and cooperative learning practice.
DeleteAs I reflect on my own teaching and mindset, I see that I am between a growth and fixed mindset. I see the value in blended learning and have ideas on how I could implement it, but do not have the technology or skills to do it on my own. I would need more access to devices for my students, and help from the tech department on how to create the digital content.
ReplyDeleteMy school offers several single course offerings and that really limits the course options for students. Giving them the opportunity to take the courses online and meet face to face with the teacher as needed would give them so many more opportunities. I would love to see this for the students at my school.
Dina, kind of piggy-backing off of your last comment, it would be neat if several smaller districts could establish a collaborative environment to pool online resources and provide more course offerings across districts. This could balance the cost burden but also allow for more opportunities than one district could provide alone.
DeleteBrandon, that is a great idea. I didn't even think about different districts collaborating to offer more courses to the students. I wonder how that would effect the state funding that districts receive?
DeleteBrandon that is a great idea. Working in a small district, I often feel alone anyway being the only person in my department. You never know how any new technique is going to go until you fail miserable or have a moment of triumph. This would give people someone to reach out to and also offer ideas you have never thought of
DeleteI definitely think for smaller schools these super classrooms would be great! Even for a little larger schools I could see the benefit.
Deletereplying to Unknown... I too teach in a very small district (always have) and have never had another person in my department to bounce ideas off of! Our state office of public instruction now offers online collaborations so teachers have a way to share ideas or ask questions. Also, being able to offer online courses has greatly increased the number of classes our students are able to take! Dual credit courses have been a life saver in my family. My son will enter college this fall with 18 college credits (at a fraction of the price he will be paying on campus!)
DeleteI believe at times, any teacher can stuck in the fixed mindset. I know that when blended learning was first discussed in my school, many jumped on board and were excited for the opportunity. Others, believed that eventually technology was going to soon replace classroom teachers. As the reading states, "Technology cannot replace the caring heart of a human," and I completely agree. I am embracing and continue to value the challenge digital learning brings. This is the way of the teaching world, helping prepare students to become college ready. Reading about expanding the school catalog through online CTE course offerings hit home for me. As an FCS teacher, I think this is a great way for students to explore "career pathways." I agree that this is an opportunity to "prepare" students for the real world, especially with so many training programs and degrees that can be completed online. Online learning and courses in Culinary Arts, especially the lab portion could get a little tricky, but I believe it is a possibility and an option for the digital learner.
ReplyDeleteYou make good points! I get bogged down sometimes on what it looks like (is it the same as allowing kids to take online courses from pre-existing online schools or a district-implemented course). What does your school utilize?
DeleteI am currently a virtual FCS teacher with a program completely online, with no lab assignments(cooking). The school district that I taught for offers both blended learning courses,district implemented as well as virtual/credit recovery options through online schools. However, not in the FCS classes. It is still a work in progress and the district has given teachers the flexibility and opportunity to try/participate in the pilot of teaching a blended course if they so chose.
DeleteThe critical thinking skills mentioned in Chapter 4 is a foundational element of education. In fact, after I graduated from college, someone asked me what was the most important think I learned while I was in college. My reply was learning to think critically and gaining problem solving skills. Marijuana is a frequent subject of discussion favored by many of my students. According to them, it cures Glaucoma, is not addictive and has no harmful health side effects. An assignment required students to examine the pros and cons of Marijuana, use multiple sources, and determine by who and why the information was written. After the assignment was completed, several students expressed a more realistic view of Marijuana use while others completely rejected any information that suggested that the use of Pot was not a carefree activity. I did witness a grow-mindset in students after the research they conducted while others remained in a stagnate mindset refusing to accept the possibility that what they have been told was not completely true.
ReplyDeleteHi Gary, you make a great point about the importance of research (regardless of the subject/topic). Sometimes we need to move both teachers and students into deeper discussions and encourage them to expand their mindsets.
DeleteChapter 4
ReplyDeleteI was thinking that when it comes to many things, I have a growth mindset...but apparently when it comes to changing my school in a fundamental way, not so much. I am always reading and researching and trying to find new things, as well as taking on challenges that might seem daunting and celebrating when people around me do well. I do, however, at times fear failure and loss. It’s the 4.0 nerd student in me that has been there my whole life. I still distinctly remember the first C I got in a course (Spanish 101 in college)...I cried for the entire evening and felt like the world was ending. The next day, I took it all the way to the head of the language department and got it changed due to inconsistencies in the professor’s syllabus compared with his grading practices. I continue to work hard to get over this decades old fear, but it is a challenge at times. I will feel like I’ve abandoned it and then encounter a situation that causes my pulse to race and my brain to transport itself back in time and I’m back at square zero again. Sigh. And for some reason, a few of these ideas make me concerned about job loss and restructuring within schools, which scares me (and may not be the same thing, but I feel is related). Next, I believe students can tell that I largely have a growth mindset. I often implement new ideas and lessons and encourage them to try new things as well. I also give them opportunities to learn from failure through corrections and redos, which allows their growth mindsets to blossom. Finally, I do recognize when I move back and forth between the two (as you can see above), as well as in others. I know I have items to work on and at least if I’m aware of it, then hopefully I can make it past these fears and fully embrace a growth mindset.
Chapter 5
What came to mind for me when I was reading Chapter 5 was how adding digital content would balance or replace existing digital schools. Are we replacing institutions like the ones I teach online for such as IDLA or MTDA with this digital content? Or is it a supplement to it? The answer to this could really alter the plan on implementation might work. If my school district is creating its own courses, then it would take a lot to get these items set up and funding and I don’t know how that would happen. That being said, supplementing our existing F2F classes with online tools and units (perhaps flipped classroom style) is doable and would likely require some training of teachers to do so. If we are talking using existing institutions, then my school already has a pretty open policy for students to take online classes from MTDA, so not much change would be needed. I think a great way to assess the mindset of teachers would be in small group settings in PD time through asking a series of questions and listening to the way they answer the questions. For students, it might be fun to create some sort of activity with a series of problems students need to solve that can tell us what kind of mindset that they have.
Chapter 6
ReplyDeleteI found the ‘super’ subject classroom an interesting concept. It certainly seems like a way to maximize teacher reach in a subject. I think it might be most effective for two groups - really high-achieving students who are quickly outpace their fellows and low-achieving students who need extra time and more individual private coaching from teachers. All of this being said, there are a number of things that concern me about the idea (or at least my understanding of how it works) of a ‘super’ subject classroom. The first was if we only need one teacher for every 80 or so students, what happens to the rest of the staff? In Montana, the Office of Public Instruction doesn’t allow more than 30 students in a F2F classroom for standard learning, so technically we need roughly 3 times as many teachers as needed in the ‘super’ subject classroom. Are the now extraneous staff laid off? That was my first concern. Second, prepping/planning in my ‘super’ subject classroom was a concern that I had. Let’s say that my ‘super’ subject social studies classroom has psychology, world history, economics, and government. I realize the content is already structured in the course, but there is still expected to be (understandably so) teacher-student content and activities, so do I need to plan for all four of those? That’s twice as my traditional amount of planning/prepping. I don’t mind working hard to help students succeed, but I still need to have a life outside of school. Will it affect my ability to be an expert in my classroom? I honestly just do not know and that unnerves me. Clearly at this point, based on my understanding of the ‘super’ subject classroom, I am not quite ready to implement it at my F2F school.
Lindsay I agree it does seem a little overwhelming. I think not only those points that you bring up, but the subject area as well. Some subjects are easier for most kids to innately understand without a lot of guidance; English, CTE, Social Studies. However some subjects, math specifically does not come easily or innately to most kids or adults and they need that time everyday with a content specialist to show them how to do it and what the information means. However I could see admin, taking those subjects that need more help, the very same where students are in credit recovery mode meaning they need more time, motivation or guidance, and utilizing this super classroom approach in an understaffed and overwhelming way.
DeleteWith that said, I did like the co-teaching approach where they had both the content area specialist and the special education teacher working together, throw in a couple of great para-pros and it might be a winning recipe.
Lindsay, yes...overwhelming! I'm not sure how we could even start the process. This idea of super classrooms seems like a great idea for small schools that can't offer as many classes because of the lack of teachers but how does a small school sit down and has this out? Gosh, even getting the administrators to see this as a possibility would be a stretch in some places.
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ReplyDeleteAfter reading chapter 4, I can definitely appreciate the need for the right mindset in order to make blended learning work for both the teacher and the students. My response may seem a bit pessimistic but I feel that I fall into a third mindset which is “Growth Mindset with Caution”. As an educator in the same district for 22 years, I have seen how initiatives come and go because we just jumped on a bandwagon only to find out it did not suit our purpose, initiative are formed as part of an administrator's growth plan, or we choose a new initiative so as to try and distinguish our district as a leader in education. I have found that when I am presented with a new idea or teaching technique, I approach it with caution. I will not dismiss the idea out of hand, but will do my own research into the topic and look for perspectives and training outside of my district. This is part of the purpose of joining this book discussion. Page 68 really struck a chord with me in the statement, “Without proper professional development, teachers may feel mistrust between them and the administration. Especially in situations where the administration has failed to cast a vision and developed a plan for rolling out blended learning beyond giving teachers devices and buying software (which may include point and click training).” Also, “Too often we see classrooms and entire schools that use technology only as a substitute. (pg71) I feel that this is not a problem to just my district, but many districts across the country.
ReplyDeleteWith that being said, I want to create a blended class that can survive the ever changing landscape of my district. I want a blended classroom that meets the needs of my students and can continue to serve them even if we decide to move in a different direction. One of the selling points of our newly created blended classes is that students can work in learning spaces and not have to be with the teacher as long as they maintain a 70% in the class. I want my class to be blended, but within the four walls of a classroom. I want my students to know that I am focused on their education and that I am helping them when they are struggling and pushing them when they are showing success. Blended learning should be about pushing yourself to do better than what is typical within the traditional face-to-face classroom in which we find ourselves trying to teach to the “middle”.
I did find the deployment models to be very enlightening and did not think that blended classes could satisfy some of the specific needs of our students. A few stood out and I feel that a truly blended Biology classroom with the proper supports and resources could benefit our students in ways that we have not originally thought of:
Flexible Scheduling-We have many very talented music and art students who often have to juggle classes or sometimes sacrifice an elective to get all their course work completed by graduation. Blended Biology classes before or after school could allow these students to take more art and music classes while still making sure to satisfy all of their graduation requirements.
Suspension or Homebound-In the last few years schools have been seeing an increase in students who were absent on extended medical leave for social/emotional concerns. These students have an increase in stress and anxiety upon returning to class due to the excessive amount of make-up work they may need to complete. Blended classes may allow these students to study while receiving treatment and to ease back into the school routine.
Summer Slip/Credit Recovery-I have a number of students that do not pass my Biology course for various reasons. Those that take summer school receive the same curriculum, delivered in the typical face-to-face format at an accelerated pace. A blended format may prove to be more useful to these students. They can move quickly through material that they understand and get the individual help on material that they struggle with.
When looking at the deployment model of the Super Classroom, it discusses having one highly qualified teacher running the room. I am assuming that in reality there very well may be one highly qualified teacher, on co-teacher (special ed) and possibly 1-2 paraprofessionals depending on the make up of general education students to special education students? This would require training not only for the teacher but the co-teachers and paraprofessionals. I do like how this class could be used in credit recovery. Our school requires 4 credits of English and Math and we find a number of students taking Freshmen and Sophomore English at the same time. A super classroom could be very helpful for these students.=
ReplyDeleteAfter reading Chapter 4 I was thrilled to know that Loomis love us! I have taught for IDLA for 6 years and face-to-face for 38. Students need teachers there. It is rare that a young person can really feel the thrill of learning without some kind of human presence. The content can be delivered online, but the teacher makes it relevant and important to the student. I know that in my online teaching the students like to have personal instruction and like to have their questions answered. They will come to a presentation and say afterwards, "Can we do that again?" I like that she sees teachers as important and necessary.
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ReplyDeleteI liked the idea of a single content super classroom as this is advantageous to a small school setting with limited teachers and resources.
ReplyDeleteChapter 4 was an excellent opportunity to reflect upon both my own mindset and also that of my fellow teachers or building/district administrators and my students. If I look at specific examples across my teaching career, I can definitely see that I have taken on positions and responsibilities that have only been possible by having a growth mindset (teaching online social studies, running the Gifted & Talented middle school program, accepting this new virtual school coordinator role for the district). Yet, if I am being completely honest with myself, I know that I am a lifelong perfectionist with tendencies toward a fixed mindset -- especially when left to my own devices! I have very high expectations for myself and want things to be done right “the first time” which is definitely a fixed-mindset trait. Still, I know there is hope for me! I know that when I surround myself with innovative educators and have supportive, risk-taking administrators, this encourages and spurs me on to have the growth mindset that is needed to really impact students, schools, and districts. One administrator that I had a couple of years ago would meet with me every two weeks to talk about the GT program, my ideas, offer thoughtful questions and input, but mostly to encourage me to take responsible risks and to not fear failure. This is exactly what I needed to help me have the confidence to try new things and then to reflect upon them and make them better for the next time or change course as needed. Our students also need this support and encouragement in schools from their teachers and at home from their parents in order to build their growth mindset and give them opportunities to try, fail, learn, adjust, grow, and discover how to be lifelong learners and contributors to their homes, schools, communities, and beyond.
ReplyDeleteChapter 5
ReplyDeleteMy District has been offering online courses through Wisconsin Virtual School (WVS) for quite a few years, but they restricted students to a limited number and would only allow online courses that were not offered in the high school building such as Japanese, AP Microeconomics, Game Design, etc. This coming school year, we are expanding our offerings to include all WVS courses, even core classes, and students can potentially have one online class or up to a fully online schedule. Most students are opting for a blended schedule of taking a couple of online courses and then remaining in traditional classes for much of their school day. The growth mindset piece is coming into play at every turn. Even for me, as the “leader” of this new endeavor, I definitely do not have all of the answers and will be learning and adjusting as questions and hurdles arise. I think the idea of a “blended” schedule is very foreign to most students, parents, and teachers in our district. I also think that there has been a strong tendency to follow the “set it and forget it” logic which Loomis cautions against and our students have been left to sink or swim on their own. Many of them haven’t kept pace with their courses on a weekly basis and there has been little to no accountability or support in place. I am very excited to offer the “human touch” in our new virtual program so that as we expand the number of students and courses that are being taken online we will not leave students to flounder on their own.
Chapter 6
ReplyDeleteI think that this idea of the “super subject classroom” is a natural next step for our district. Right now, I will be coaching/managing/overseeing all of our online learners no matter which subject they are engaged in for their online content. We are also utilizing content experts because the WVS courses have their own instructors. I could see that as our program grows we will need to hire specific subject area “online/blended” content-expert teachers of our own, but we may not have enough students in each particular course to warrant separate teachers in the beginning--or maybe ever. This “super subject classroom” might be a great concept to bring to my district level as we reimagine what our next steps will be. Having taught Social Studies online previously (several subjects at once during a semester/year like Government, World Studies & Social Studies 7), I know that when the online content is pretty well “set” for you and then you are responsible for one “Live Lesson” per course per week (either virtually or in person) such as the Weekly Schedule for math shown on the top of page 95, this is doable. When a teacher isn’t delivering three separate lessons for all of those subjects every day of the week like they would need to in a traditional classroom setting, it is manageable, but the teacher’s use of time definitely shifts (along with his/her mindset!) and there needs to be quality professional development and strong staff collaboration to pull it off as well.
Couple of thoughts from these 3 chapters and from the comments I have read-
ReplyDeleteChapter 4-loved reading about teacher mindset and thinking about the teachers in my district that either do or don't have a growth mindset. Students love being a part of a class with a growth mindset and love being a part of that teacher developing her curriculum with the student in mind. Really gets me thinking about my new class that I am teaching for one hour of the day-social emotional class-going to start week 1 with setting up a survey to really get a feel for what the kids want to be learning about.
Chapter 5 and 6-I do think online learning is the future and it has already hit our small school. We have many students signing up for online classes their junior and senior year so that they can take some more challenging courses and get a jump start on college. We also have students traveling to our local four year college to take classes. As far as the cost-parents have to pay for any classes that are not offered through our school district. This continues to put some our kids at a disadvantage. I feel like this is the future for many schools, but we have to figure out a way that we can offer this to all students that choose to follow this path.
That is interesting - when I went to high school our district had to pay for any course that was not offered, that students were ready for... I had a friend take Spanish 4 at the local college since we did not teach it at the high school. In Idaho, at least, taking an online class should not cost parents/students anything with the funding set aside for each student - the state has budgeted so much for each Idaho student to take some online classes/AP/Dual Credit classes. Students must pass the course or they become ineligible for the funding.
DeleteAs far as funding goes, STEM teachers have an advantage. My courses are all free due to a lack of qualified applicants to jobs in industry. I get small engine theory and repair from Briggs and Stratton, Welding courses from Miller Welders, CAD online from Sketchup, and other courses from MyCaert which is published by Illonois CTE. I just need to get IT people on the ball. They don't see me as a priority.
ReplyDeleteMark,
DeleteWe have a similar problem with IT staff and not cooperative or feeling overwhelmed with all the technology issues they are asked to take care of in the district. I find it easier to train myself and solve issues with my own classroom computers. I am interested in your free options with STEM and will be mentioning this to our Industrial Arts instructor.
Chpt. 4 - Tend toward growth mindset - just need to feel I can manage what I am being asked to do whether digital or text.
ReplyDeleteChpt. 5 - Definitely see benefits of digital offerings for students - just not sure if my school can afford courseware or professional development to support teachers.
Chapter 6 - The "Super" subject classroom seems awesome. To me, (in some ways) it resembles the conferencing/coaching of writing and reading workshop and, therefore, makes sense to me. The curriculum would just be different as well as the management.
I also like the idea of using the data to drive and influence curriculum.
I like you thought on ch. 4. I feel the same way. If I have a way of accomplishing what I want or what the boss wants then we're good to go.
DeleteI loved chapter 4 - it actual made me smile because the Framework for Blended Teaching Competencies diagram is EXACTLY what the teachers in my school would love to learn more about.
ReplyDeleteAs I teach, I am always thinking about how I can encourage my students to be more independent and self-directed learners. I also thought the information on data analysis was very informative. I think that I've mostly been looking at this data when it comes to progress report and/or report card time of the school year.
The other section that I found very informative was on structures. As a primary grade teacher, I am always looking to keep the structure in my classroom strong, but fun and sometimes playful. My students are too young for online courses, but I can still relate the specifics of subject work to individual students.
Chapter 4- One area that we all can celebrate is that we all probably consider ourselves teachers with a growth mindset…I don’t think we would be participating in this book study if we were not! I will always be a work in progress. With 29 years of teaching in a classroom and a few more left to go, I still don’t think that I have reached being “the perfect teacher”. I am always interested in being a better instructor than I was last year. That means embracing reflection and change and having a willingness to try new approaches if they are better for the student.
ReplyDeleteOne area of concern for me is that I work with people who can easily identify students without a growth mindset and they work to help them, but they themselves do not want to explore new avenues. They do not have a growth mindset, and that can be counterproductive and frustrating when it comes to doing what’s best for students. Schools still need to work on supporting teacher leaders and collaborative groups to gently move all teachers towards positive change.
Chapter 5- For those teachers currently teaching online, it is possible to increase digital offerings for students but in my opinion, we first need to take a look at our current programs and assess if they are working for students. Is there a different course vendor? How can we collect more data on student growth in courses to assess if they are a good fit for today’s students? Can administration put courses on a more regular course review cycle instead of maybe 7-10 years or until the course is no longer supported by the vendor? I would be interested in cleaning up/modifying/updating our current courses before adding additional ones.
For teachers teaching at F2F schools, it would be beneficial to pilot a couple of core classes. Assessment and reflection and feedback can be given throughout the year to bot teachers and students to gain insight on support, challenges, successes, etc. Moving towards one of the models suggested takes time, reflection and support and it is best to move a little slower instead of jump in.
Chapter 6-Although it might be cost effective and allow students to have more course choices during a specific period of the day, I would not consider using this type of learning for my students. I have seen what teaching a “split class” looks like being a World Language teacher. Often students are grouped together due to low numbers (like a Italian 3/4 class) and it seems to divide the students and requires the teachers to plan for 2 classes at the same time. The book seems confident that students will be motivated to work on their own a majority of the week with maybe a once a week check-in by the teacher. I don’t think it would help build classroom community.
Beth - I agree with you on several points. Cleaning up what is in place (if it is working) is a better option than keeping as is and adding. We add and add in our district more than we should. We explore and jump on the next best thing, including blended learning, but only a few are able to make it work effectively. Also, I have seen "split classes" that have the same issues as you state. It really separates the students among themselves. I do not like that; there is enough of students dividing and conquering without the education system aiding the process.
DeleteI teach summer school math courses where students are doing credit recovery and I have several students at different levels learning different skills so I agree that teaching this way is tricky because it is like making multiple lesson plans and trying to carryout those lesson plans all at the same time. It really is exhausting! The idea is nice but I have not yet been able to have students work on their own the majority of the time with a once or twice a week teacher check-in. There is definitely less classroom community in these mixed summer courses than in my more traditional regular school year math courses.
DeleteOur school district is also famous for adding more and more and seem to jump on just about every new learning trend band wagon that comes along and it is really hard for us to hang on to the good teachers we hire. The teachers feel overwhelmed and overworked trying to keep up with everything!
I liked the message that the author is presenting in Chapter 4. I, like most people, dislike change. I understand the value of change and see why it is important to get out of ruts…but it is hard to get excited for what amounts to more work.
ReplyDeleteI guess what really worries me is professional development. On page 68 she says; “Without proper professional development, teachers may feel mistrust between them and the administration. Especially in situations where the administration has failed to cast a vision and developed a plan for rolling out blended learning beyond giving teachers devices and buying software (which may include point and click training).” This is my fear…start something and then abandon it for the next silver bullet.
I enjoyed reading that she is okay with baby steps. That is what I will be doing this year. I feel the book gives you at least limited framework to change and try some blended learning in the classroom.
As for chapters 5 and 6. I don’t see my district working with classes like this…too expensive and the needed professional development would most likely not be there. With the ‘super’ classroom I could see it being utilized for credit recovery or extra help.
Josh, great points here. I agree that teachers should drive organizational missions and visions, and that often, we don't get to.
DeleteThis is Shea-Alison replying.
DeleteBeing in a rut is hard to get out of especially when you have administrators who are not promoting change and innovation in the classroom as well as not providing the methods.
Delete"Super" can be a dangerous word in American fast food and education. It seems this should be followed by a caution sign. When I read about super subject classrooms, I immediately went to the one room school house from Little House on the Prairie, and could see Laura helping students with multiplication problems, while the teacher is off teaching 1+1. There is the upside that students can learn at their own pace and challenge themselves. This classroom also allows for collaborating and peer tutoring. What I do not like is how students can easily start to separate themselves into the good, the bad, and the ugly if the teacher is not on top of the curriculum and classroom management. Someone mentioned this Super Subject classroom would require funds and professional development; I second that and it could take years to perfect while some students get used as trial subjects in the process. History really can repeat itself; I am not sure this is a good educational model to repeat.
ReplyDeleteSo--since several of you have more experience than my school--what options are more "doable" in reality than the "super subject classroom" of ch 6?
DeleteCh. 4 Dweck's approach is part of the Information Processing learning theory (it's a redesign of that learning theory). However, this is only one of many learning theories. Learning theories that involve motivation would be more applicable to promoting real change at the high school. Teachers need to see a value in changing their instructional model. Teachers cannot have a growth mindset if they are not engaged in professional identity transformation. They also need to see themselves as online practitioners to have a growth mindset about digital learning. What gets me is that students do have a growth mindset, but not as a response to the 20th century factory model that we see in so many schools across the nation. Teachers often don't tap into what will inspire learners. What also gets me is that my English department adopted growth mindset as a department catch-phrase goal, but teachers in my department show very little interest in adopting any new ways of teaching UNLESS those strategies support what they are already doing.
ReplyDeleteCh. 5 discusses relevant issues that precede the implementation of blended learning models: reasons to have them. Other literature on blended learning supports that there must be a need to integrate online learning into the f2f experience, otherwise, why bother (avoid using technology just for technology's sake). At my high school, a few teachers claim to be blended learning teachers, but they are not. Sadly, teachers have let the iPads do all the work, which isn't teaching. In my dissertation study, I did not focus on "teacher resistance", rather, on teacher professional identity transformation. I found that one of the main roadblocks to technology integration and/or blended learning is the utility value of time. Furthermore, I have integrated Schoology into pedagogy, but my seniors don't like it. They don't see a value in it, which again, goes back to the motivation issue: choice, persistence, effort...I have to go back to the drawing board to determine how to use Schoology more effectively so there is buy-in. Students said they didn't see a need for it. I used it for paper submissions, asynchronous discussions, videos for students who were absent, and tests. But it was an extra step in the student view.
THIS POST IS BY SHEA-ALISON THOMPSON JULY 3
DeleteI forgot to add
ReplyDeleteCh. 6 I love the idea of a Super Subject Classroom. Again, the teacher buy-in would come from motivation. Just having the problem/solution presented wouldn't be enough to convince teachers at my high school that they should try this learning approach. Also, teachers tend to get territorial about their pedagogy. A growth mindset would be paramount in a change such as a Super Subject Classroom.
I completely agree that educators get "territorial" and they (we) don't like their (our) toes stepped on! In my school we have a wonderful administration that respects teachers enough to give us our own space to teach in the style we prefer. But I wonder if an administration can remain this way AND still become more forward-thinking with technology? Is it worth stepping on a few toes?
DeleteTHIS POST IS BY SHEA-ALISON THOMPSON JULY 3
ReplyDeleteA few ideas resonated with me as I read through our three chapters. However, the one that stood out was this: "A teacher's relationship with students can never be replaced by a computer." Many of you have already mentioned this =) As a classroom teacher. this is so important! Content can be learned by teachers . . . the ability to intuitively and positively interact with our students can be learned too, but not always. Blended learning gives us so many opportunities to build our students' knowledge. What we can't forget is the nurturing relationships that can be built.
ReplyDeleteI agree - those who put online programs together often forget that the "Teacher role" is still vital. Chapter 4 also mentions that we need to prepare teachers for teaching in an online platform - which is different that the f2f classroom.
DeleteI too agree the relationship teachers build with their students is a key component to a successful educational environment. Teaching in a blended classroom makes the relationship building more difficult and more important. I like the idea of a "super classroom" for credit recovery but with this population motivation and relationships are vital towards the student success. While reading Chapter 6 I was reminded of an Eduphoria video clip that would possibly help build positive relationships while checking in with students:
Deletehttps://www.edutopia.org/video/60-second-strategy-do-now-sheets
This idea could be used on the "private coaching" days for the weekly schedule suggested on Pg 95.
Thanks for sharing the "do now sheet" idea and link. This could definitely help build structure into the weekly check-in/coaching sessions and provide focus for talking points with students!
DeleteAs Kim stated in Chapter 4, "teaching is a craft, an art, and the core values stem from seeking instructional methods that better serve students' understanding and growth." One thing really resonated with me as I read this week's chapters - relationships still matter and we have a responsibility to provide each and every student with an authentic and personalized education that helps them learn and grow. As we know, one size does not fit all. Many schools have benefited from the growth of blended/online learning environments. Having a growth mindset is "key" to recognizing that learning at any level is a continuous process and that we must take a realistic and balanced approach to creating change. In reflecting on my personal experiences with blended/online learning (delivering and designing) - sometimes you just have to roll up your sleeves and give it a try. As Kim mentions in Chapter 5, it is important to start small and scale up. Often times the "fear" of failing or not having a perfect product can be problematic for both teachers and students.
ReplyDeletePatti I have to agree with Kim's comment that relationships still matter and teachers have a responsibility to provide each and every student with authentic education. I have never felt that in any way that the internet or online courses would ever replace a teacher. What I see is a different delivery of curriculum with a new tool. What online curriculum offers is analytics where the teacher can develop lessons or instruction based on the individualize student.
DeleteChapter 5 had us looking at traditional programs. As you were reading were you wondering if, at your face-to-face institution, you could create (or increase) the digital offerings to students? How would you determine if this was a fit for your school? Finally, as you are considering this post, would you need to assess the growth mindsets of the staff and students?
ReplyDeleteI feel like chapter 5 would speak to the majority of the teachers out there who are still in areas where digital technology education and funding haven't quite caught up to the times and/or demand of current educational practices. A lot of times, it takes a lot of planning ahead to incorporate digital programs/education/opportunities into the broader lesson or unit due to building constraints (be it lack of available lab space, lack of 1:1 devices, schedules, etc). With the changing landscape in digital education and as access becomes more and more frequent and easy, I think it's important to slowly shift some of your old standard materials to the online space. When I look at my own teaching materials, I often ask myself if the students will have more access to information that they can interpret for themselves and how quickly or easily they'll be able to find it. For me, that is the most important component of moving things to the digital space.
Chapter 4
ReplyDeleteIt is true, the relationship teachers develop with their students cannot be duplicated by a digital representation. On the subject of mindset, I have read basic information surrounding this topic and the differences between a fixed vs growth mindset. The book explains each fairly well and I work with several teachers who would not make it past this category. Many of the willing teachers would become frustrated on the technical level. We do have a few that would be wonderful at developing blended learning content for their curriculum.
Chapter 5
Our high school, like most schools in Montana, offer the option to take an online course offered by the Montana Digital Academy. There are several courses offered both as original credit and ones for credit recovery. As it was explained in the reading, students who sign up for these are not as prepared for the self-discipline it takes to always be successful. This LMS fits a few of our students but for most, no, they are not self-motivated enough to pass the classes offered through MTDA. Many are not expecting it to be that difficult and there have been ‘train-wrecks’ as far as final grades are concerned. Of course, we have had a few that remain on track and accumulate several credits in courses we do not offer in the high school. The mindsets of students and staff tend to be ‘fixed’ but a couple teachers are realizing the online courses are not always the best fit for every student.
Chapter 6
This ‘Super’ subject classroom sounds good in theory but in reality at least in my district, it would be difficult for several reasons. This includes teacher ‘fixed’ mindsets, lack of an extra computer lab, professional development for the teachers, a lack luster substitute teacher list from which to draw from, poor technology and high absenteeism. Let alone the fact that we have a hard time attracting teachers to the reservation. I actually use the ‘Super’ subject concept in my art room but without some of the technology aspect. I create a weekly checklist as well as accompanying rubrics for each new assignment and as students get to my class daily they know my procedures which include: a warm-up, assignments, rubrics and clean-up, unless there is a presentation to be observed, typically on Mondays.
Vivian S.
I feel, as I'm sure the vast majority of us teachers, that we do have a growth mindset. Its hard to love your subject and not want to learn more about it and how to better deliver it to a group of students without one. However, I have been trying to work on this with students for the past two years, more specifically Metacognition techniques, and it is hard!!!! I have blended my content for 5 years now and I'm constantly changing my delivery on it, including revamping it this summer to include more formative assessment and remediation assignments. But that doesn't necessarily translate to students realizing when they need help or understand something. I give my students a check list and I'm adding a section for each quiz on what content they got wrong, it tells them through the LMS the review video that corresponds with the content, this summer. I'm hoping in the act of writing it down they will see the content that they need to study more than that they don't have to. In addition, they will have to try different types of review concepts and then eventually pick one that works for them throughout the year. This is the hopes that students will learn how they learn and grow and hopefully this will motivate them to continue to do better both in High School and College.
ReplyDeleteChapter 5 had us looking at traditional programs. As you were reading were you wondering if, at your face-to-face institution, you could create (or increase) the digital offerings to students? How would you determine if this was a fit for your school? Finally, as you are considering this post, would you need to assess the growth mindsets of the staff and students?
I think for the traditional teacher who is in the slow to grow category this may be a disaster in the making. However, for a student teacher or long term sub this could be great while teachers are "getting their feet wet" in classroom management and the logistics of running a classroom, they wouldn't have to spend as much time on content. Even for a new teacher, less than 5 years experience, or a new teacher to the district this could be beneficial. However, as I stated in last weeks discussion, I live in Idaho and realistically there are very few districts that can provide a team to create highly engaging and standard based content. We do have IDLA and I work with them, which is great but it is not currently used in a blended manner, it is used solely as the content with a high qualified teacher working with them at a distance. It has worked great for credit recovery or offering courses that we don't have the resources to offer, but I do wonder, especially for credit recovery, if the blended approach with the IDLA content would be better
Chapter 6 both terrified me and made me think outside the box to the possibilities. The idea behind the super classroom sounds amazing and what a great opportunity for students especially in accelerated or credit recovery situations. A great opportunity that seems like a low cost, high impact solution to both ends of the spectrum. However...... the logistics from a teachers point of view seem overwhelming at first. I"m sure as time goes by and this becomes your new reality, it gets easier. However, I feel like you would have to have so many things in place to make this successful and not burn out a teacher. I really liked the model that they have with the co-teaching approach, both using their strengths to best serve the kids. The content teacher could easily meet with each group and help with content, and the special education teacher could work with students data, strengths and areas that they need to work on. It's a great idea, but I would want to shadow someone already doing it and brainstorm with them before I ever attempted it.
Agree, shadowing might be a good way to get orientated to this.
DeleteCh 4 comments:
ReplyDeleteI have been fortunate for most of my teaching career because I had principals and district administrators who embraced and encourage new ideas. Perhaps it was teaming, block scheduling, advisory, interdisciplinary units or the expectation of using technology in weekly lesson plans. Sometimes it started off with a small group or one grade level on a trial basis. Most of the time it was a school wide (or district wide) approach to improve student learning. This was preceeded by many months of prior work with committees of teachers, administrators, parents and sometimes, students, to help develop a program. I already know that everything won’t go smoothly and there will be days of frustration. But students love that they are on the cutting edge of new ways of learning, just like their teacher. Most of the time when dealing with technology, there are students in your class who can be your problem solvers. Regardless, it is best to be on the cutting edge rather than waiting until being told that it is mandatory.
Ch 5 comments:
Now that I teach only online, I find that IDLA is constantly offering new tools for teachers that can help student learning. They do this at the monthly Just In Time webinars at which teachers share ideas that have been successful for them. They also offer professional development and yearly conferences to share new programs, software and best practices. There is a high level of expectation of their teachers as they offer an increasing number of courses, including AP and Dual Credit. If you teach for IDLA, I would expect that you would have a growth mindset or you wouldn’t teach online for very long.
I was glad to see student mindset was also addressed. They really can’t be passive in their learning and must have the self discipline to accomplish learning the curriculum online. I do like the idea of having a one on one conference every week with a f2f teacher. I call students/parents who are below 70% every two weeks (after one unit) or email them about their progress. But this is not f2f, which would be much more effective.
All the ideas that were described in this chapter seemed to be in place for IDLA, with the exception of one model. I don’t know of anyone who teaches a course online and also works with a f2f teacher that has the same students in the same course, such as the credit retrieval model.
Ch 6 comments:
I am still trying to understand this model. Is the online teacher also the f2f teacher? If not, how do they coordinate? How does the f2f teacher know what is included in the online curriculum to then be able to interact in small group settings or have one-on-one interactions? There would have to be a lot of extra communication between online and f2f teachers. I would really like to go to a school in which this type of super classroom works and spend several weeks experiencing this model.
I wasn’t encouraged, however, but the description of pulling students out of elective courses to have the time to credit recovery. And then, when that was accomplished, they could return to the former elective course. Wow! What about the elective teacher and his/her class dynamics? Did anyone consult with them? I know that many students who may not be doing well in required courses, come to school for those elective subjects. There has to be better options.
You make an interesting point about the effect of "pulling students out of elective courses to have time for credit recovery" on both students and teachers. This sounds like a scheduling nightmare and a detriment to the elective course learning community.
DeleteChapter 4,5,6.
ReplyDeleteIt was good to see how "the teacher's interactions" were not forgotten and how much of an impact it can have. Those in power often forget that "the teacher" still has the highest impact on the student (good and bad) versus, content, pace, delivery, etc.
Data was also discussed - which I think our district really needs PD on for the teachers. We have one-to-one and a LMS but teachers have not been trained on how to access the data, how to use the data and really how to use the LMS in the best scenario.
Different online classroom designs were discussed. It was interesting to see the idea of pulling students from their electives for credit recovery. I do like this model in middle school. Too often, we have students who choose not to do the work, because in the elementary system they still move on. At our middle school student's must earn credit to move to the next grade. I have had many 8th graders in my 7th grade class because they did not earn credit and now there was a consequence. I would rather see them earn credit during the year then have to repeat as a grade. School is a process in which student's learn how to handle adversity and what their personal choices will be to correct mistakes. Will they fall or will they push through? Life is about handling adversity and making tough decisions - if you don't pay your taxes, then you face multiple other consequences. If you don't earn credit then you face being pulled from your elective. I would rather see them earn credit during the year versus summer school - where the rates are very low.
Those of us from the GROWTH MINDSET book study had to smile in Chapter 4. As the sidebar on p.61 notes, "When adopting a digital learning initiative, a growth mind set is a must."
ReplyDeleteThe iNACOL framework for blended teacher competencies rang true. The infographic efficiently presented the teacher Mindsets, Qualities and Skills needed. And I support the idea that PD for prospective blended learning teachers should be online. How else will teachers directly experience the digital classroom from more than one perspective? This may be the 21st century, but (sadly), universities lag behind in preparing teachers for online classroom management, curriculum design and instruction.
The teacher mindset is important in our primary end of our school. We spend lots of time telling our students about training your brain... We also try to reinforce the idea of having to work at a skill. I personally can feel fixed mindset creeping up on me. As a district, we are looking into new curriculum this fall and I find myself getting those "fixed mindset thoughts " so it is something I personally need to train my brain on. I try to surround myself with positive people in my district and really listen to the positivity that I tell my students. I can see a shift in my kids when they are struggling with curriculum. The way we in a primary setting get back on track is with peer help, teacher positivity, and a break doing something that feels successful to them.
ReplyDeleteIn my school we are using our technology programs as a reinforcement of skills. This year we are doing more with online learning curriculum in addition to our math textbook pages. I will be leading a small group while others are working one on one curriculum math program on their devices.
In our small school setting I feel this would be a good suggestion. The idea of having small sections and students who can go from one level to the next seems like a logical progression in content areas. In small school settings we struggle getting classes covered so going to this model might make sense but has to be a nightmare to schedule.
As I read Chapter 5, I kept referring to my face-to-face district and it’s attempt at developing their own online courses at record setting speed. I then would reflect back to Chapter 4 and my firm belief that one must encompass a growth mindset in order for a blended or online curriculum to be developed and implemented in such a manner that truly helps students learn and achieve every outcome defined. I think that often times the “effort” and “time” it takes to build a program that meets the goals intended is not fully defined and/or understood. This past year I sat in a faculty meeting where the staff was informed that in less than 4 weeks online courses would be developed and implemented for students. It was almost like this was decided at an administrator’s meeting and the decision was made that next month the district would offer such classes. I was shocked and had so many questions. What I later found out was curriculum was purchased and down the road the outcomes did not meet the same course goals and objectives of the face-to-face courses. Teachers that had volunteered to teach the courses were now requesting not to teaching these online courses in the future. Contemplating Chapter 5, I think I would sum it up with the word “Caution” when thinking about increasing digital offerings for students. Caution in developing a product that consumers truly desire.
ReplyDeleteIn my work with professional learning I have to have a growth mindset in order to have the flexibility to change instruction as needed to support learners. I found that in this chapter the mindsets were very accurate to what I have seen in working with teachers, and their students. Those that have a fixed mindset truly need the pedagogy and the information to make change. When we empower learners, they become less resistant to change this is when I can see the shift happening in others. Some that have a fixed mindset simply need the time, information and persistent support in order to shift.
ReplyDeleteIn Chapter 5, I wondered what types of support/orientation is given to our students in blended learning courses both in the summer and throughout the school year. It also has led me to question what structures are in place for support of both teachers and students. I am sure that the success rate of students in these courses are directly related to the structures that are created.
The “Super” Subject classroom sounds like a great idea to provide for a need. Having taught traditional instruction with 2 math courses in one class, I would have loved to have blended learning tools at my disposal. Of course, that was all before this existed. The concept is practical but in an almost “bee hive” fashion. I would be interested in what specific class structures could be created to make this a fun learning environment and not a cold assembly line of learning.
Chapter 4 was great reminder of how important teachers are in the lives of our students. I think we often lose sight of this in the grading, paperwork, meetings, etc. It is important to remember that we are the most influential figures in our students' lives. I have been working on a Growth Mindset in my math classes for the past few years. It is a difficult task in math. Most of the students feel that they get it or they don't. It is tough to get them to see that they can do it even when they have failed before. I believe that of the four essential domains needed to transition to a blended learning teacher is the mindset. I feel that we have many teachers who are not ready for blended learning or think what they are already doing is blended learning when it is just using technology as a break.
ReplyDeleteChapter 5 gave me a lot to think about and to discuss with our assistant principal. The question of how can we expect recovery students to earn credit in a digital classroom, without the guidance and support of a teacher really caused me to pause and reflect. This is exactly what we do with our credit recovery students. We put theses students in a classroom with computers and usually the band or choir teacher monitors the students. These teachers, while great in their fields, cannot truly help students with Math, Science, etc. We are implementing something new in our advisories that will help the last 30 minutes of the day, but we need to help these credit recovery students during the hour that they have set aside to make-up the credit. This chapter also gave me much to think about with my AP Statistics students. I will be implementing some blended learning this year. I'm still not sure exactly what it will look like, but am working on a plan.
I really liked the idea for Chapter 6 - Single Content Super Classroom. We have started having Algebra I and Geometry classes that are made up of students who have failed those classes. However, the Algebra and Geometry are separate classes. I think the super classroom model to implement the recovery of those credits would be a better use of our teachers. We started these Algebra and Geometry classes last year. The admin put very few students in each one. After students dropped out and with absences, some of the teachers only had 1 or 2 students on a regular basis. Why not pool all of those students into one hour and use the super classroom model? I am going to speak to our admin about this and see where it goes....
Chapter 4:
ReplyDeleteThe first things that comes to mind is that Blended learning is an open ended kind of learning. There are various opportunities, directions, experiences and ways to accountable for what is learned. To reflect on my teaching for the CIA- I feel that with my choice classroom, it does engage students because it based on their individual interests, it encourages them to practice what they like while adding new techniques, processes, and skills. It is ideal for presenting and assessing their understanding. They are taking what they learned and applying it in their own ways. Only, for my f2f classroom, it not entirely digital. For one of my online classes, students do have some choice.
Guided Instruction: I feel this step is all about trying to keep that trust and relation growing online that we naturally get in person. Students need to continue to feel that a teacher is present guiding learning, improvements and successes.
Authentic Assessment: In my f2f school, students self assess themselves first before I assess their progress. This allows them to check over their work and communicate with others about their work. When I hear students explaining art standards to others, this is another form of assessment. When they are building upon what they have learned in the next projects, I also see this as a connection assessment. I do not use paper quizzes to evaluate students as my online classes pre made curriculum tend to do for some units.
Chapter 4- I like the quote on the first page of Ch 4-- " People in a growth mindset don't just seek challenges, they thrive on it." I would take that once step further-- I feel they seek, apply, reflect, and thrive more. Growth mind-setters never stop.
ReplyDeletechapter 5: Mindsets-- On page 89, it is so true, teachers are no longer the keeper of all the knowledge. Tech has brought it all to our fingertips and in a safe way, we need to open those doors to students. Online learning is not for all kids, I like the way this chapter addresses the topic of how students can't just show up and they need to actively learning. It gives the ownership of their learning to them. Just as when I did my Master's degree entirely online. I look back and think I taught myself with the links and curriculum provided.
Chapter 6: This chapter reminds me of my own HS experience, we were tracked- meaning we took courses based on choice of what we wanted for our future. I was college bound, so college bounds courses were my path including the types of electives I took. In my senior year took Library 3 and 4, and Drama 4 and then Art 1. ( Funny to think, since I am an art teacher to take Art 1 my senior year, but I had private art lessons every Saturday.) These classes were completely individual learning experiences and today I could see how tech could have played a huge roll in this structure. My Library 4, which many students never go to was considered an independent course. All of my high schools electives were structured in this way. 1, 2, 3, 4 all by the same teacher. As for credit recovery courses, IVS provides these types of classes.
gary norris chapter 5 and 6
ReplyDeleteChapter 6 stressed the importance of teacher training as well as student orientation in regards to online learning. As we introduced online learning to our school, we discovered that the teaching training we received was sketchy at best. Our training began several weeks before the fall semester began. There were many elements of the vendor product that and not been finalized before the semester began. Also, our student orientation session consisted of showing students how to log on to their courses and how to navigate the classes. Of course there were many problems and questions on the part of teachers and students during the first semester of converting to digital learning. As Chapter 6 emphasizes, when beginning an online vendor learning program it is most important that teachers are thoroughly familiar with all aspects of the program and review each course before allowing students to enter any course. Another point that is stated in Chapter 6 is establishing methods of observing time students spend on activities required for the class. Our school decided that students complete a given percentage of the course each week. Should students fail to meet the percentage requirements, a conference between the student and the teacher will be set up to determine why the student is behind and what help the teacher may need to give the student.
Super Classrooms is a great idea when a teacher observes that many students are having difficulties with certain concepts such as higher math or language mechanics. These sessions can be set on specific days or on an impromptu basis.
Chapter 6: We have a math teacher who teaches a flipped classroom. He has told the admins several times that he can teach more than one math level (algebra, geometry, etc) at a time, but they are nervous about it. I think the school board, parents and admins also need to be sold on this concept and I think it would really be beneficial at a small school like ours.
ReplyDeleteChapter 7: We could def do this at our school and SHOULD do this at our school. Currently when our students are making up failed classes they either do it at home on their own during the school year or summer. And as the chapter stated the results are seldom positive. This plan is so much better and it reminds us that the teacher is still very important. I loved the examples in the chapter. Having the right material is not enough. These students tend to be unmotivated and all we are doing is setting them up for failure when we send them off on their own to make up these credits. I'm going to copy this chapter, highlight sections, and give it to my admin.
ReplyDeleteChapter 4 - I look for an incorporate new items and ideas into my class often. I also often to tell Students to just give a try or if they have a different idea to run with it. This is a little more difficult in my online teaching as it doesn't give students as many opportunities to explore.
ReplyDeleteChapter 5 - I think that digital offerings could be useful. This may be an opportunity for more course offerings to students but my favorite part of the chapter was the advice:create due dates, have hard deadlines, and expect high quality. Weekly communication is key.
Chapter 6 - I have taught this way in the past and it has not always gone well. They put online students doing a different course in my history class because I was the history teacher and could help them while teaching the other students in a traditional classroom. This did not go well because I could not dedicate the time to the online students. This policy has been revamped they have changed it. I do like the idea of grouping students by subject to allow for collaboration.
I often tell new teachers that the only thing constant in education is change. Teachers have to be flexible and adaptable and able to just roll with the punches otherwise they will get burnt out way too fast and be ineffective in the classroom. It is imperative to have a growth mindset for teachers but also necessary for students to have a growth mindset. As a math teacher people often tell me they have never been good at math, or they just can’t learn math. Those statements are always a huge indicator that a person does not have a growth mindset. It is one of many challenges faced by math teachers, to help students overcome that way of thinking and realize that they can learn math and they can be good at math even if they have struggled in previous math classes.
ReplyDeleteAs I read chapter 5 I did think about the face to face school where I teach and the digital course offerings we have to offer students. Most of them focus on credit recovery but we also do have digital courses for students wanting AP hard to fill courses and elective courses that our school does not offer. We have a computer center with an in room teacher who monitors the room and she is great at pushing the students, answering questions, and helping them to stay on track so they can complete their courses. She is very personable and adds the “heart” that was mentioned that educators bring to the classroom. We could use more digital access for our mainstream classes and while I do attempt to bring blended learning to my courses I know I still have a long ways to go.
In the summers I teach remedial courses at the alternative high school in our district. They are mostly credit recovery courses and I often have 15 to 20 students working at their own pace at several different levels of math from Pre-Algebra to Algebra 2 and it is really exhausting. It is sort of like the “super “ subject classroom idea but I must be doing it all wrong because it often feels more like I am running a three ring circus than actually teaching students math concepts. We do have 1 to 1 devices but they are used mainly for level 1 and 2 DOK, I would love to blend better and work towards level 3 and 4 DOK and am hoping this book study will give me a better idea of how to do that.
Week 2 – July 1st-7th Chapters 4-6
ReplyDeleteChapter 4 :
I liked this chapter because it addressed that teachers, guidance counselors, and administrators are not always happy and excited to just jump on board when a new idea or technology is introduced. I hope I have a growth mindset, but I might be part of the 6 that need additional guidance and support.
Before I retired, I use to tell my family and colleagues that I HAVE to stay up on technology and new ideas because that is where we are in our educational system.
Can I identify a growth mindset in my students? Yes. I think students are just like adults, meaning they like routine. An example is come back to the classroom after they have had a substitute. They wish the teacher was not gone. I do think students are not afraid of technology. They might not know how to create a presentation, but they are not afraid to try. BUT, students should be introduced to new ideas and technology just like administrators and teachers-just don’t overwhelm and change in one step.
Chapter 5:
I am a retired teacher for 1 ½ years now, but when I left, we didn’t have digital offerings as described in the reading. We only used on-line as resources like a text book or encyclopedia.
I talked to my son who is a music teacher. Students tell him often they cannot join choir because it’s the only time they can take Consumer Economics or Algebra 2. He would love for his school to incorporate on-line learning or blended classes. He had the same concerns addressed in the book when we discussed this….where will they meet, when will they meet, who will supervise or facilitate?
Mindsets? His superintendent wants each student to have possession of a computer, so I would think that would be step 1. I know my former school district purchased carts of computers for classes to use. I just think for smaller school districts, the overall mindset is not where it needs to be, although it doesn’t mean that teachers don’t want what is best for their students. They just don’t know how to get there. I do like that this book gives options, step by step.
Who pays? I work for an on-line school and some students pay for the course and some schools pay.
Chapter 6:
I should have read Chapter 6 before asking all the questions in Chapter 5. I understand this super classroom. I’ve said before that I have several smaller school districts around me, but I think this would work great in smaller districts. I even did a form of this in 8th grade computer class. Students had several choices of assignments and on Thursdays and Fridays they could choose what they wanted to work on. I was able to go through the room and help with questions. The only thing, students were not divided up according to assignments.
Marva -- Thanks for sharing your son's experience as a music teacher. These sort of online options can certainly help make room in student's schedules. I taught journalism for years, and I definitely had students who had to make difficult scheduling choices. Take care, Travis
DeleteA common topic of the assigned chapters for this week is “Mindset.” In particular, Chapter 4 hit me really hard...Fixed Mindset versus Growth Mindset. This is something that I think about on a regular basis as I work through each school year. The “Questions to Consider” at the end of the chapter (p. 72) asks us to reflect on our colleagues. I can certainly say that when I think about “who” resists change in the school, there are a few teachers that come to mind. Those teachers are the ones that have been at my school for several years and are very confident in what they have traditionally taught, seeming to fear changing with the times. They are the ones that don’t get excited when the district is able to purchase technology and they’re certainly not willing to buy into using it on a regular basis.
ReplyDeleteWe know as teachers that it is crucial to model our expectations for our students. Why would the concept of growth mindset be any different? If we expect our students to believe in themselves, to try new things, and to learn from others shouldn’t we do the same thing? Maybe it’s a fear of failure, not understanding tools (technology), or even being comfortable with where we’re at and not wanting to put forth the extra effort that keeps us from adopting blended learning in our schools. Whatever the issue, our main focus has to be found in training (p. 68). I believe that the “fixed mindset” teachers can change if they are properly trained...maybe we just need more of the “growth mindset” teachers to step up to the plate (myself included). Chapter 5 lays out a wonderful map of how to begin the process. The “Key Points” on page 91 are a must!
Chapter 4-
ReplyDeleteThe part that resonated most with me was the idea that having a growth mindset is realizing that "this work matters to the future of our students and society." (pg. 63). Wow! This little reminder brought me back to something that was focused on in the book study I participated in last year that said something along the lines of "if we don't change our students will learning without us". Our students live blended lives with the instant access to information (both social and global). In order to be facilitators of education, shouldn't we be teaching the way they are learning? If we don't strive to integrate blended learning, we are doing a great disservice "to the future of our students and society."
As for me, I can recognize that I slip in to a fixed mindset in that I, as a default, "stick with what [I] know". One of the many benefits of teaching online (in addition to the f2f classroom) is that I have the opportunity to see first hand how beneficial the blended classroom is and I have access (albeit required) to PD opportunities that continually reinforce this. It has made me reflect on the traditional classroom and the fixed mindset it enables. Students, on the other hand, in my f2f classroom demonstrate a growth mindset and they continually demonstrate a desire to learn and embrace challenges! I think kids are hungry to learn and it's our job to learn how best to feed them (sorry for the corny reference!).
Chapter 5-
ReplyDeleteIn my f2f school, digital offerings are available for students through outside institutions, though they are given a modest amount of space at the school to work. I found this chapter interesting in that it was the first time I had thought about a self-blend model. The idea of schools creating a digital classroom with their f2f teachers was very new to me but I think it could work extraordinarily well in my f2f school. The district I teach in is the largest in our state and the city has one of the fastest growing economies in America with, unfortunately, a budget that isn't growing nearly as fast. Creating a self-blend school would alleviate classes size and allow the school to continue to offer elective courses, even if there is no available classrooms. As I mentioned in my last post, our student's minds are already ready to embrace "outside the box" education! I believe, however, it is more 50/50 when it comes to teachers being ready and even less when it comes to administration.
Chapter 6-
ReplyDeleteAs a foreign language teacher I can absolutely see implementing a "Super subject classroom" and I can see it being embraced by not only the educator (me) but also the students. Too often I see elective teachers (especially foreign language) struggle in combo classes due to low numbers. Unfortunately the combo classes are usually advanced classes that require the most specialized attention for student growth. If a "super subject classroom" was utilized, students could more easily navigate their own course content then take advantage of having designated instructor time for support. The only obstacle I foresee is funding to develop these courses. If no funding is available the courses would be developed by the full time teachers who are already at capacity and not trained in digital content development. The author addressed this as a problem in an earlier chapter and I absolutely agree. But how do you navigate these obstacles with such little funding and resources?
Chapter 4 made me do some self reflecting and I have come to the realization that I fall somewhere in between having a growth mindset and a fixed mindset. Change is not always easy but today's student is not the same as they were even just 5 years ago. Knowing this has made me start seeking new methods of teaching the digital minded students. On page 71 it said, "Too often we see classrooms and entire schools use technology only as a substitute." This struck me hard because as more and more schools are equipping students with their own laptop or ipad they are not equipping teachers with a plan of how to restructure the classroom with a "new innovative environment".
ReplyDeleteChapter 5 I loved reading and being reminded of the students mindset. It is not only important for the teacher to have the proper mindset but the student must be open to a change as well. Students "must take ownership" and "actively persue instruction" Too often in a traditional classroom students are just physically present but not actively learning.
Chapter 6 reminded me that my scchool does use the super classroom for students who need credit recovery. It is used after school during the second semester and for summer school. However, the teacher acts only as a moderator rather than an intructor who is well versed in the content who can guide the student. To me this does not seem to have the students best interests in mind and is something my school needs to address. As page 93 points out, "Students must feel that they are not left to their own devices to complete the online courseware."
Chapter 4 - I often think many teachers I work with, and who teach their students about growth mindset, have a fixed mindset. I think I fall somewhere in the middle. Theoretically I want to be pushed out of my comfort zone to try new things, etc. However, if I don't feel there is interest or buy-in from my administrators, or that I am taken seriously, I digress from whatever the idea was.
ReplyDeleteChapter 5 - I noted, regarding the student mindsets on pages 89-90, "In the online classroom, the life of a student also changes. Students must actively pursue instruction." Ideally, students would be actively pursing instruction in the face-to-face classroom as well, however, many (maybe even most) are able to get by being passive learners through elementary and middle school without making necessary growth or grades to show they are ready to move forward. When they get to classes that require earning credits, they are so set in being passive learners that they don't know how to engage in instruction. Likewise, the author states, "Create due dates. Have hard deadlines. Expect high quality assignments. Make students re-do work if it's not acceptable...Don't accept procrastination from students nor staff." Shouldn't this be how we think and set our expectations in any classroom setting?
Chapter 6 - I don't have a "credit recovery" situation teaching at the elementary/middle level. I would like to see more blended learning options in my district for making up snow days or participating in some flipped learning opportunities. However the decision to offer online coursework would be a district or building level decision, not something I could decide to offer on my own.
I think a great opportunity to model blended learning with districts that are looking to incorporate virtual snow days is to provide staff with one of their district professional days designed the same way. Staff would be able to stay at home for the day and master the PD goals that would have been accomplished face to face. Teachers can then take what they experiences and apply it to the design and implementation of their virtual snow day classes.
DeleteI agree - that would be phenomenal for a SIP or Institute Day. However - that is again up to the administration. I often find administrators are so far removed from the classroom they do not think in terms of how they train/teach us should mimic what they expect us to do with and for our students.
DeleteSummary of Ch 4 - I believe that most teachers try to maintain a level of innovation and not get in a fixed mindset. I do believe that due to time limitations, budget concerns, and just old habits that the majority of teachers have a fixed mindset. Inservice Days, increase in technology in classrooms, and the belief that students learn different is helping change this trend.
ReplyDeleteSummary of Ch. 5 - As we know, students are different than they were 5,10,20 years ago, due to a changing society. However, I do believe the mindset of education goals has maintained the same. Complete elementary, middle, high school, and hopefully College.
Summary of Ch. 6 - Credit recovery in our district has changed. We offer IDLA (online), Plato, and summer courses. I do believe that a more blended and flipped model will be coming soon.
Hello --
ReplyDeleteThe opening pages of chapter five perfectly outline what IDLA has brought to the schools of Idaho. I am often asked by people outside of education, “What type of students are taking online classes?” It oftentimes feels like the person asking the question is fishing for a confirmation of an assumption he or she has already made, which is online classes are mainly for credit recovery. But, that is certainly not the case. Many of my online students are represented by the examples provided in chapter 5, such as students with busy schedules; students looking for additional electives (ones not offered locally); students looking to graduate early; etc.
I really appreciate this point by Loomis: “Blending the student’s schedule with face-to-face and online courses allows for student choice and changes the way we look at the typical day for students” (81). This point is further emphasized by addressing the student mindset at the end of the chapter: students “must take ownership of their learning” (89). They cannot think of themselves as “passive recipients.”
Obviously the mindset of the teacher is challenged as well, as teachers become content experts as well as tech support, motivational coaches, and scheduling aides.
Thanks for reading, Travis
In response to chapter 4, I pretty much had the same feelings as jon_oestreich waaaay up there (because I am late with my readings). However, I feel like my growth mindset can be both a blessing and a curse. I am always willing to try new things and to jump on the bandwagon when it comes to pedagogical shifts. The curse is that I see the challenge posed by many fixed mindsets regarding pedagogical shifts and I am more than fired up to accept the challenge and prove them wrong. This tends to kill me in the collaboration department, as I tend to forget that all of us are in this together, no matter what mindset others choose to adopt. I don't want to listen to the fixed mindsetters and just want to do my thing! I often feel like I'm being held back by those people as well as our limited $$$ resources. I've also found it very difficult to prepare students to adopt a growth mindset, especially when the fixed mindsetters have a lot of influence on them. I try to remain excited and energetic and hope a few catch on! Anyone else out there have this issue?
ReplyDeleteChapters 4 -6, I can see how making the transition from face to face teacher to a digital learning is a huge step. Chapter 4 talks how about growth mindset is a must. Working in a K-12 district, this is a huge overtaking. As staff we are reading the book, The Happiness Advantage by Shawn Achor. In the book, he discusses how our thoughts, daily activities and behaviors can change our brain. "You can teach an old dog new tricks."
ReplyDeleteI like how Kim Loomis listed the Four Mindsets by using $$$ symbol to show the mindset cost. Over and over again the book states the teacher is not losing control ot being replaced by technology. I feel that the cost, lack of professional development and the fixed mindset are the reasons blended learning is not growing as fast as the author hope.
Chapter 4
ReplyDeleteAs I read this chapter I couldn’t agree more with the comment on page 62” Numerous articles are directed towards teachers on how to support the development of a growth mindset, however there is little information on changing a teacher mindset from fixed to growth.” During the past two years we have had a consultant that has come into our district discussing the growth mindset and although I can understand what she is talking about it is a very difficult thing to change. I can see where I need to make improvements but actually making them on a daily basis has been a very difficult task. I do believe that the other teachers I work with have some of the same issues of slipping between the different mindsets. My students from last year, on the other hand I think they were still on a fixed mindset that they couldn’t complete the task at any cost.
Chapter 5
We already have most of our textbooks online. What I do think we need to do is use the digital curriculum better. Having an online textbook is great you don’t have to carry books & you can access the book anywhere you have internet. I think we need to find a way to have a blended learning situation that everyone understands from the top administrators to the parents & students at home. Unless we have the support of the entire community & everyone uses this design the same way, I see us always having issues.
Chapter 6
I wouldn’t mind having a few students who I know are bored in the classroom moving forward with a digital curriculum & just being there to support them. I however, feel that most of my students need the day to day interaction to keep them on track. I also do not believe that most of them are ready to go completely digital.
In all honesty, chapter 5 was hard for me to get through simply because I felt like it did not pertain a whole lot to me. We have IVS courses at our school, and the students who take those courses sit in my room while I have a face-to-face class going on. I had one student last year who had a difficult time with her online course because of the absence of face-to-face interaction. She would constantly ask me to visit another teacher for guidance. She needed to pass the course, as she was a senior and it was for credit recovery. It did make me realize that online courses are not for everyone. The other two who took the IVS courses worked well on their own without the face-to-face interaction. I see how a student orientation (as mentioned on page 85) would be essential. These courses are taken solely online, and the support from their online teachers is solely online as well. Students have to wait for answers to questions or concerns. It works for some, but definitely not all.
ReplyDeleteAs I began chapter 6, I became excited. I have been wanting to teach an E.A. Poe course for years. Maybe this could be my chance. The downside of this is that it is adding another prep to my course load. The upside is, well, it's Poe! Does anyone else in this book study have issues with this? Our classes are 49 minutes long. Would the length of our classes pose a problem? All of the classes I teach are required for graduation. This would not only open up an elective for the students, but also for myself as well. I could even teach a study skills course or something along those lines. Oh, the possibilities. But, I know that due to our limited funding, the online designing of the curriculum would be placed upon me. It would be a neat addition as an original credit option. I already kind of do this, but I have nothing to do with the teaching of the course. I am simply a babysitter to those taking the IVS courses (see my chapter 5 reflection). It is more of a "set it and forget it" type of class. I have nothing to do with the curriculum, nor do I know anything about the courses. Like I said, I just babysit.
ReplyDeleteWhen I got to chapter 4 it reminded me of a blog article by Thomas Arnett our on the Digital Learning Collaborative site around "There's a reason why teachers do not use the software provided by their districts" and it looks at the "Jobs to be Done" theory and understanding why teachers would hire a practice or a software etc. You can check out the article at: https://www.digitallearningcollab.com/blog/teachers-dont-use and the research can be found at: https://www.christenseninstitute.org/publications/teachers-jobs-to-be-done/ and these four reasons teachers tend to adopt new instructional practices:
ReplyDelete1) Help me lead the way in improving my school
2) Help me engage and challenge more of my students
3) Help me replace a broken instructional model so I can reach each student
4) Help me to not fall behind on my school’s new initiative
Chapter 4 I enjoy opportunities for continuous learning and embracing challenges, which are parts of a growth mindset. However, I do worry about failure. This fear can sometimes keep me from trying new things. I like to analyze data and make improvements to my courses to help students be successful.
ReplyDeleteChapter 5 I do not teach at a face-to-face school. However, I do like the idea of using online programs to meet a variety of student needs. I think it can be helpful to set students up for success with online learning by offering an orientation and helping students manage their time. It is also important to provide teachers with training and resources about the expectations of online instruction.
Chapter 6 I think a “Super” Subject classroom seems like a good idea. With a teacher proficient in the topics the students are studying, the students can get help learning concepts and completing assignments. I like that the teacher can work with different groups and can also help students individually as needed.
Cathy Howlett
Chapter 4: I sometimes have a hard time not falling into one mindset. I have text books and I have chromebooks in my room and bridging the two has been difficult. I do not feel like I have enough knowledge/training to fully have the digital mindset. I feel that I am letting the kids down and not teaching enough by using the digital software that we have.
ReplyDeleteChapter 5: I have textbooks in my classroom, but only 1 classroom set and 1 classroom set of technology (Chromebooks). I do feel that neither of them gets used properly. I wish that we had a book for every student that they could take with them. I also wish that every kid had a computer that they could take with them. At times we need to books but we don't get through enough and I would like to send it home, but cant. The same is true with the computers. We do certain things, but they have to leave the computers and projects get lost or forgotten about. If the students have access at home, they could finish at home. IN the big picture I think that the mindsets of all need to be changed. The students don't think they can do it no matter what is said. We encourage them, but they have it in their heads and that is hard. I don't always feel I can accomplish it, due to lack of support. Or being questioned as to why something is being done. I feel that too often we are not allowed to try something new, for fear of what the outcome might be. We need to teach and are not always able to do that. With mot enough teaching on how to properly use the digital tools in our classrooms many are hesitant to even try to use them.
In our district we have a technology person who circulates the elementary buildings showing them all new programs, but our middle school has no one. It makes things difficult.
Chapter 6: I think the super classroom is a great idea, but in my building I think we would need more training or more tools to help monitor what they students are doing. I would like to have multiple groups working in this way, but we have no way to watch what they are doing. They find themselves very easily distracted and going on things they should not be on. I would want more training on how to avoid this and keep them engaged and focused. I feel like we have been given the technology and told go teach with it, but we don't necessarily have the support that we need!
Your chapter 5 reflections made me feel like you work in my school! We are fortunate to be a one-to-one school in regards to technology, but not every kid has internet at home. We also face the misconception in our community that using technology as an educational tool is simply happening because it makes teachers' jobs easier..."oh...you just have the kids sit on Chromebooks and then you don't have to teach them!". If only parents knew!
DeleteIn regards to chapter 6, we've employed a variety of trial software programs that allow the teacher to monitor the students' chrome book usage and "get them back on task" by allowing the teacher to close those "off task" web pages right from the teacher computer. Once kids know you're onto them, they seem to stay more on task!
Chapter 4
ReplyDeleteI think growth and fixed mind set is identifiable in both students and teachers. In students, In the first couple weeks of class it becomes apparent which student are going to have a hard time seeing the value f technology. I have two type of students, ones that have been raised with technology and are eager to learn as much as they can, and ones that have not been raised with technology and do not think they will need to learn it. Because I teach computers and business, I think I see the differences with student right away.
I think I do at times switch between the two mind sets, but for the most part staying up to date as I can with technology definitely takes a growth mind set. Updating my blended courses is a ongoing process. It seems like with ever changing technology it is a process that is repeated every summer. And people envy teacher having summer off…
Chapter 5
I think when considering offering online courses taught by traditional face to face staff you almost have to assess mindsets. I know at my school there would be a few teachers that would not even consider doing online teaching. I am ask daily to help show teacher how to do simple tasks on the computer and I know they would really struggle with trying to teach online. I do think having the staff do a online course as a student, maybe a course on how to use the online management system, would be a great start. I do think there would be some staff that would flat refuse.
I think online course would be great for most school because of the ability to increase the number of course offerings for the students. Also for the students that just want to get ahead and graduate early this would be a great option.
Chapter 6
Yes, I would definitely consider this type of curriculum. I actually have computer applications student that start out in Computer applications 1 and in one semester some progress through computer applications 2, while some barely finish computer applications 1. I think it works great in my classes because as they progress, they can earn more certifications the further they progress. In fact, because of this my school is number one in the state for the last 2 years in number of Microsoft certifications. 404 last year!
The digital natives (today's students) are favorably disposed to technology. But their first and favorite use is for social presence, instant information, and gaming. Asking them to use tech as a learning tool in core classes is a leap for them. That positive view of tech now carries the tinge of whatever feelings they have about the subject matter at hand.
Delete*Not everyone likes to read on screen.
*Not everyone learns best from video lessons.
*Using tech with school-specific goals blocks the opportunity to use it for typical delights (like gaming, Instagramming, vining, snap chatting, etc.).
John Sonnenberg EdD
ReplyDeleteContact me at John.Sonnenberg@eDynamicLearning.com
Chapter 4 on Mindsets is very important. However, it is presented in binary. 1 or 0, On or Off, Fixed or Growth. The reality is that it is a continuing spectrum that changes constantly for each person. This is what I call Perceptions. We constantly adjust our perceptions based on the latest information. Including Perceptions would support the CIA process and encourage educators to understand that it isn't binary. It is a process.
I use this model exclusively in my classroom to implement my regular curriculum so it really made me think about credit recovery and advanced topics. Like I've stated earlier, these are great options for larger districts but I think it would be hard to implement this for a smaller district because of the time and effort to make a curriculum however pairing this concept of having a teacher in there with online schools curriculum would be beneficial. As far as growth mindset is concerned, I believe I have one and many of the teachers that I work with do as well but it is hard to push teachers to adapt to a blended model unless they are willing to explore and try it themselves.
ReplyDeleteI love our digital school for additional course offerings. Several students have taken extra or additional courses through IDLA and I think that is a great thing. I love the environment of a small school because we can really make sure that the kids are doing well in our face to face classrooms however, due to the amount of teachers on staff we are limited to the extra courses or electives that we can offer. This is a great niche for online school or courses to have filled because our kids can get a chance to take those courses in their high school career and potentially look into a potential career they might not otherwise have the opportunity to otherwise.
The idea of super classrooms was really intriguing to me but like I said I live in a small area and there is just no way that we could manage to hire two additional full time content area specialist to be in a classroom to help with this model. However I thought it was a great area where they do have several students are trying to make up credit or get ahead on credits but again you would have to be in a larger area for this to be financially feasible.
I teach in a small rural school district in southern Idaho. We have for several years relied heavily on additional course offerings through IDLA in our school for both credit recovery and to take required content for graduation. I mainly teach math in middle school and have used online courses to support advanced math students.
DeleteI have also been discussing in the past few years about how to redesign math in the middle school. There are 1.5 math teachers in MS and I would like to try the Super Classroom model but curriculum and logistics have not ever been worked out. I am hoping after completing this book study I have some more ideas. T Dodge
Chapter 4 made me feel validated and frustrated all at the same time. I am very comfortable with digital education and an excited to help others in my school "get up to speed". I feel like I have really worked on my growth mindset and it has definitely helped me learn the ins and outs of digital course content, structure and delivery. It frustrated me because it reminded me that so many of my fellow co-workers have very fixed mindsets when it comes to technology and their unwillingness to be open-minded about digital course delivery will prevent us from being able to move forward and use the technology our district has purchased (we're a one to one district) in the way it was intended.
ReplyDeleteChapter 5: We rely heavily on online courses in our school as we are so rural and our district is so small (50 students in grades 9-12). We've used a combination of credit recovery, original credit and dual credit course offerings. As a teacher, I like that my students are able to take more courses that are in the areas they're interested in and as a parent, I appreciate that my children can take college classes while in high school for a fraction of the tuition costs when they enter college after high school graduation.
One obstacle that I feel we need to address in our school and in our community is that there is this idea that online classes are dumbed down versions of the real thing. We've had several highly motivate students that will log into their online courses and complete all of their course work by Tuesday of that week, which leads to them having nothing to do during those assigned hours at school. It's not that the course is necessarily easier, but the flexibility in the course schedule allows them to put in more time at the beginning of the week.
Chapter 6: I would love to think that I would be up for this idea...and that I'd be ready to do this right now. I find it a little overwhelming!
Chapter 4 - Fixed mindset versus growth mindset has become an important part of education in recent years. It’s important for students to understand as well as for teachers, which is something I appreciated being acknowledged in this chapter. Students are more adaptable when it comes to having a growth mindset as it relates to technology in the classroom. Students are growing up in an age when technology is ubiquitous and therefore they are easily comfortable using it and adjusting to new forms of it. For teachers, we weren’t raised in an age of ubiquitous technology, therefore it takes more effort for us to adapt by first having a growth mindset. We, as teachers, are often very comfortable with what we already know about teaching, through our learning experiences as kids and what we learned in college. It seems to be very easy for most teachers to have a fixed mindset when it comes to technology. Teachers who have easy access to PD in their district or ones who often seek it out on their own, however, tend to have a better growth mindset.
ReplyDeleteChapter 5 - For there to be any level of blended learning implemented in any district, there would need to be two big things. For one, availability of resources would be a major concern and for two, how much support would this get from the administration. My district is privileged to have many resources to help buy into a program. I do wonder about other, less privileged districts and who pays. If it’s left up to the families to pay, what happens if there are families that can’t afford it? Are they left out completely? I also believe that districts can have as many teachers support blended learning in their school as possible, but it ultimately comes down to the administration and whether or not, administrators have fixed or growth mindset towards using blended learning in their district.
Chapter 6 - In theory, I agree with a “super” subject classroom and that there is more fluidity within it for students. I do, however, have some major concerns with it in practical terms. My biggest concern is overburdening one teacher. A “super” subject class can effectively lead to four different classes in one class period. How does a teacher facilitate the learning of four different areas for one period instead of the more traditional one class for one period? The chapter acknowledges the importance of the relationship between a teacher and student, but with too many students and/or a wide range in content, this relationship building and maintaining is extremely difficult.
Sometimes I hate technology: after writing my post some error occurred and everything was deleted... Lesson Learned: write in a different format and the copy and paste here.... rant over!!so here is my next attempt.
ReplyDeleteThere are a few things that stuck out as I read these chapters… Student success and completion being one. I have taught online with IDLA for 12 years and see that the rate of success has continued to climb. While we have improved course Orientation and have established expectations for students and teachers. One area addressed on student expectations (86) that needs to be further addressed is, “Can students be truant from the online class? If so, what is the consequence? How is truancy defined? Currently with IDLA truancy is basically students can be dropped when not active for 2 weeks. When notified students have an opportunity to login within 4 days to be considered active again. I don’t think that is enough actually. Students should not be inactive for more than a few days, but there should be some expectation that assignments or percent of completion needs to increase.
Our school district is a member of NW Rise which is a consortium for small rural districts in the NW. Here in Idaho one of the Rise members started 2 years ago Single Content Super Classroom for math and were considering to include English. I was really looking forward to learning of their success at this year’s meeting. Unfortunately that was not the case. I feel their program failed due to quality curriculum. Don’t get me wrong, I know that the teachers put in countless hours to build their program and courseware but like stated in this book it is incredibly difficult to get all that is needed in a comprehensive program. I have been talking with my district about moving to something like this already. I am hoping that after this Book Study I have a better way to work it into my f2f classroom along with the other math teachers.
T Dodge
Like you, Theresa, I am always looking for success stories. Are you saying that the NW Rise consortium has two years of data indicating that the SCSC (Single content Super Classroom) for math was a failure? And you feel it is due to curriculum ...
ReplyDeleteWas the curriculum teacher developed or purchased? What was the INSTRUCTION component?
Sorry to pose so many questions, but I am anxious to hear what data was collected and how it was interpreted. :-)
I feel like I have developed a growth mindset but only because I have really focused on learning how to have it. It's easy to fall back into the fixed mindset and when I catch myself saying "but that's how we've always done things", I now pause and ask myself why and then if there isn't a new and better way. I feel like my district has that mindset about online education...we tried it once or twice in varying capacities and now we've got this idea as to what it is and what it will do and those who were opposed to it will never consider it again.
ReplyDeleteChapter 5: We have digital programming immersed in our school district already, by only by necessity and not necessarily because our whole school wants to. We are constantly struggling to fill teaching positions and elective offerings are almost non-existent, other than ag, art and music. We have a combination of high school course offerings and dual credit offerings through our MT colleges. Personally, I feel it's a great way to offer students courses that they couldn't otherwise take. The downside of this is that the elective classes taught by our teachers in our building are often small and this leads us to wonder if it's really worth having these other programs for so few students.
Chapter 6: I tried this model in a chemistry course once (kind of...). I would give a traditional lesson on a topic and then students were assigned digital assignments that they could move through at their own pace (assuming they reached the finish line by the end of the course). I struggled with he fact that I might teach a lesson on Monday, but the student was so far behind that by the time he/she reached that assignment, they had forgotten the material I had taught. I know this could now be remedied by the addition of videos, reviews, etc. (which we didn't have the technology to do back then). I felt like I was teaching the same lesson 25 different times and it became really overwhelming.
We have had the same experience at our high school in that kids sign up for digital classes thinking that they're going to be easy and finding out they're far from that! After running into issues with supervision, students not finishing courses and athletic eligibility issues, we now have a policy that states that you have to earn a B in every online course you take, or you can't take another one. Of course, this leads to issue when we don't have an elective course to offer a student and they can't take an online course due to poor performance in a previous semester!
ReplyDeleteIn Chapter 4 through 6 I really liked the discussion of mindset. In my face-to-face school I teach a senior class and have been using khan academy to allow students to focus on what they need to focus on. I have really seen the student mindset of the passive learning and having trouble switching to being an active learner. I also have fallen into the mindset of they do not need me because it is already in the course. Reading through these really had me saying to myself this comes down to mindset and switching gears in thinking. I am going to reread through this to help make this course much more effective.
ReplyDeleteChapter 4:
ReplyDeleteSherawn's questions hit home for me about this chapter. What is my mindset? Sometime I feel torn between two worlds - teaching face to face and teaching online courses. I realized that I have two different mindsets, depending on which environment I am thinking about. I learned from this chapter that I am going to have to let go of my fixed mindset for my face to face courses and be more open minded, a healthier mindset as I have for my online courses. I asked myself why this is....I love having the freedom of offering content in a way that students are in the driver's seat and can have the flexibility to learn when they are ready. My face to face classes start at just after 7:30 in the morning - most teenagers are not "ready" to be educated at this time...however, online classes, I am always surprised by the amount of students who work late at night...even in the summer when they are not in school. So, I take this chapter as a challenge...I will focus on a growth mindset for my classes - I need to break away from the box I am in, and venture out to the CIA of learning....allow students to fail - as this will help them learn. Take advantage of the opportunity to be a more personal teacher again. I have such large numbers in my classes (39 and 40 last year in two of my classes) - having a positive digital blended learning environment will help me to be more in tune with each student or in smaller groups, working, getting to know them and assessing their learning. I am excited for this, as I realized that I have been so tied up and focused on giving content, grading assignments and giving tests and quizzes, that I am missing out on the personal connection - which is the most important factor of being a human teacher.
Chapter 5:
Fortunately, the face to face school I teach at is connected with IDLA to offer and encourage online courses. I know for the Health Professions Pathway that I teach in, we encourage students to take online Heath Professions and Medical Terminology - this is a benefit for the students since doing so opens up their schedule so they can "try out" more career CTE options - for example - they could take both CNA and Dental Assisting and determine which is a better fit for them...etc. In addition - many times, we have such high numbers of students who want to be in these classes, and only so many teachers and time slots who can teach them...it helps to open up seats when students opt to take online classes.
I liked that the author encourages many guidelines for online course options - for example - student orientation. This is very important and I know that IDLA is very active with this. I also liked the key points at the end of the chapter as guidelines. Setting due dates and deadlines is something that all students need to learn to be successful in society. That being said, I still like to be flexible - especially during my summer online courses - since I believe students staying involved in summer activities, camps and family vacations are very important.
Chapter 6:
I am glad to read that they included CTE classes in this chapter. I think it could work to have "super' classes - for example, in our Health Professions Pathways - we have 4 core classes - EMT, CNA, Dental Assisting and Sports Medicine offerings, and the teachers who teach these 4 options are subject specific. On the other hand, the Intro To Health Professions and medical Terminology can be taught by any of the 4 teachers...so we could offer these two classes to students monitored by any of the 4 of us. Something that might work in the future....