Collaborative Learning Hybrid Classroom Kirby A. Maness Riverside High School Martin County

What is the Governor’s Teacher Network? A talented group of 450 outstanding teachers were selected from 1400 applicants for Teachers identify instructional needs, create innovative digital instructional resources and design professional development to support key Race to the Top initiatives in Home Base. Network Teachers continue their current educator roles in their schools and districts and serve in one of two pathways.

What is the Governor’s Teacher Network? Pathway 1 Teachers: Professional Development Identify problems of practice around instructional needs and conduct action research projects in their schools. Investigate and analyze the effectiveness of strategies and practices on student learning. Create professional development sessions and materials to be posted in Schoolnet and the Professional Development System in Home Base.

Action Research Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is Action Research? Classroom and school research conducted by teachers to: –Positively impact student outcomes –Identify and promote effective instructional practices –Create opportunities for teachers to become reflective practitioners –Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Discussion What does collaborative learning mean? What does the Hybrid mean in Collaborative Learning Hybrid Classroom?

The collaborative learning hybrid classroom consists of students receiving mini-lectures (10-15 minutes) from their teacher on particular units. Every unit of study will have problem questions that the students must answer in their collaborative learning groups. Combination of Problem and Project based learning with mini-lectures. What is the Collaborative Learning Hybrid Classroom?

American History 1 Topics Exploration Colonization Revolutionary War Articles of Confederation – Constitution US Foundations Early 1800’s Reform – Manifest Destiny Civil War Reconstruction

Activities The students will have a list of activities provided by the teacher as options for answering the questions. Essays Posters Charts Maps Skits Pictures Thinking maps Timelines Historical Speeches Resumes Obituaries Videos Power Points Etc.

Process for each Unit of Study Daily Notes – minutes (Teacher) Research Problems (Student) Present Research (Student) Test on information and Problems (Student)

Teacher Roles Yes Present Mini- lectures Facilitate Feedback Technology Resolve Conflicts Move About No Tell activities to complete Bail out students Complete their work Kick Back Limit Choices

Student Demographics Three American History 1 Classes Honors AH Regular AH1 – Female 39 Male 42 Caucasian 28 African American 4 Hispanics 1 Asian 1 Native American

Data Sources Pre-tests Projects/Presentations Study Island Exams Survey Monkey

Traditional vs. CLHC Scores Traditional 2013 Honors 1 st Six Weeks – nd Six Weeks – rd Six Weeks – Exam – Average – CLHC 2014 Honors 1 st Six Weeks – nd Six Weeks – rd Six Weeks – Exam – Average – 93.32

Traditional vs. CLHC Scores Traditional 2013 Regular 1 st Six Weeks – nd Six Weeks – rd Six Weeks – Exam – Average – CLHC 2014 Regular 1 st Six Weeks – nd Six Weeks – rd Six Weeks – Exam – Average – 86.43

Traditional vs. CLHC Failures Traditional Honors (27 Students) –0 Regular (22 Students) –1 st Six Weeks – 7 –2 nd Six Weeks – 3 –3 rd Six Weeks – 2 –Exam – 5 –Overall - 2 CLHC Honors (31 Students) –0 Regular (45 Students) –1 st Six Weeks – 0 –2 nd Six Weeks – 2 –3 rd Six Weeks – 0 –Exam – 4 –Overall - 0

Honors AH1 DataRegular AH1 Data Data SourceGrade % Pre-Tests31 Projects/ Presentations 90 Exams76 Study Island81 Data SourceGrade % Pre-Tests39 Projects/ Presentations 97 Exams85 Study Island93

Survey Results 1 st Six Weeks QuestionStrongly Disagree DisagreeNeutralAgreeStrongly Agree AH1 introduced me to leadership skills that are important for effective class leadership. 0%8%20%60%12% AH1 provided me with knowledge and skills that were as important as the instructional knowledge. 0%3%17%62%18% AH1 projects provided the necessary learning environment to openly share my ideas without criticism by others. 3%15% 47%20% AH1 projects increased my understanding of the material provided by the teacher. 7%18%13%37%25%

Survey Results 3 rd Six Weeks QuestionStrongly Disagree DisagreeAgreeStrongly Agree AH1 introduced me to leadership skills that are important for effective class leadership. 0%3% -5% 68% +8% 29% +17% AH1 provided me with knowledge and skills that were as important as the instructional knowledge. 2% +2% 3%75% +13% 20% +2% AH1 projects provided the necessary learning environment to openly share my ideas without criticism by others. 0% -3% 9% -6% 65% +19% 26% +6% AH1 projects increased my understanding of the material provided by the teacher. 0% -7% 8% -10% 55% +18% 38% +13%

Student Survey Comments I've learned through the completion of these projects team work, to get more out my comfort zone. Leadership skills and communication skills. Time management, working with others, and the importance of sharing ideas. Presentation Skills as well as Research Skills. I have developed better presentation skills and the knowledge of what it takes to be a leader. I learned to able to work with others and speak with other people that have different backgrounds and cultures. I also learned better speaking skills in front of the class when I’m presenting.

How did it change the outlook of the class? Collaboration Feedback Student-Centered Learning Controlled Chaos Student Leadership Real World Environment

Traditional vs. CLHC Teacher Lectures (30-45 minutes) Bell Ringer Quiz 1 Activity Average 5-10 students speaking per class Mini-lectures (10-15 minutes) More time for review Students have minutes to work on projects Every student speaks every class

Sample Questions – Early 1800’s Investigate the causes and effects of the 2nd War for Independence (War of 1812) and describe how this war was as important for the long-term sustainability as the Revolutionary War. Analyze the Era of Good feelings as a peaceful political time period in the history of the United States to the rise of Jacksonian Democracy and the political mudslinging that ensues. Evaluate the sectional differences of the United States and how the United States was becoming two very distinctive countries. Examine the political, social, and economic issues that affected the United States relationship with foreign countries, treatment of African Americans, Native Americans and Women during the early to Mid- 1800s.

Sample Student Work

Benefits Less Students Failing Higher Averages Students know what to expect for exams Great Review Materials Continued learning during Substitute Days Leadership Communication Time Management Research Skills Teamwork Working with unmotivated students

Challenges Technology Instructional materials Misconception of teacher roles in CLHC Student Buy-in

Ways to Overcome Challenges Discuss with your media coordinator/technology department Create problems that address complex topics Clearly explain roles and demonstrate work ethic Grades, less lectures, other student support

Questions???

How to create your own CLHC? Use standards as guidelines Think of main topics for each unit and develop questions around those topics Have the basic need to know information in your notes to share Experiment with timing of projects –More detail, more time

Think-Pair-Share Create 3 Problem Questions Pair with a partner to discuss your questions Share with the group

Helpful Tips Think with the End in mind Experiment Contracts Grouping +/- Google Drive, Google Docs, , videos (IPhone), test out other platforms (emaze, prezi, powtoon, etc.) Surveys

Thank you for your participation. Contact Information: –Name: Kirby A. Maness –School/District: Riverside High School/Martin County –Phone: – –Website:

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