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

Resources Office of Digital Learning Wiki: https://bcpsodl.pbworks.com BCPS One: http://bcpsone.bcps.org BCPS One Manual: http://bcpsone.pbworks.com http://lighthouse.bcps.org/ http://www.bcps.org/academics/stat/

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

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

Instruction as the Driver

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Visit the Padlet link below to find examples of Tests & Quizzes that use many of the question types: http://tinyurl.com/TQExamples

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

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Office of Digital Learning Wiki Visit http://bcpsodl.pbworks.com Click on the “Toolbox Index” page.