1. Integrated Digital English Acceleration I-DEA: Flipping the Classroom for English Language Learners Refugees: Neighbors United Jodi Ruback, Program Administrator Basic Education for Adults Washington State Board for Community and Technical Colleges

2. This presentation is located at: http://tinyurl.com/jy4bu8c 2

3. ▪ 3.5 year collaboration between SBCTC and the Bill and Melinda Gates Foundation ▪ Builds upon success of I-BEST and adds critical digital learning resources ▪ Curriculum consists of 34 modules ▪ Integrates flipped instruction with instructional technology 3 Project I-DEA Overview

4. ▪ Phase 1: 34 modules designed and piloted by 9 colleges & CBO teams ▪ Phase 2: modules refined and piloted by 19 colleges & CBO teams ▪ Phase 3: Modules will be refined and piloted by 34 Colleges & CBO teams 4 Project I-DEA Phases

5. Project I-DEA materials will be able to be: ▪ copied or redistributed in any format ▪ adapted for any purpose including commercial use ▪ provided the rules of the Creative Commons Attribution License (CC-BY license) are followed 5 I-DEA Modules are Open Source, Contextualized, & Hybrid

6. 6 A College’s Perspective

7. Module Design & Development 7

8. Quarter 1Quarter 2Quarter 3 Introduction to I-DEA Computer Skills Time Management Writing Basics Study SkillsPersonal InventoryWashington State History Libraries and Library Resources Career ExplorationUS History & Citizenship The American Education System Math BasicsInterpersonal Communication Navigating Your CommunityBudgeting and Consumer Economics Job Search and Interviewing Health and WellnessContemporary World ProblemsWork Readiness Stress ManagementCross-Cultural CommunicationEnvironmental Issues Money ManagementCreating Powerful Presentations Effective Presentations **This table does not include assessment modules and optional Summer Quarter content.

9. ▪ Flexible Environment ▪ Learning Culture ▪ Intentional Content ▪ Professional Educator 9 Four Pillars of Flip Source: Flipped Learning Network, 2014

11. Numbers are Everywhere Numbers are Everywhere in Canvas Warm-Up Classroom Activity Topic: Where do you use numbers in daily life? 1. Ss work in pairs and help each other write sentences. 2. Each student writes at least 2 complete sentences. 3. When Ss are done, they will walk around and ask each other: Where do you use numbers? (This will reinforce how to ask questions from an earlier module.) 4. Ss will answer by reading their sentences. (e.g. I use numbers when I buy groceries.)

12. I-DEA in Action 12

13. 13 How it Works The TeamMaterials Instructor Technology Coach Flexible Students Laptop with: MS Office Suite Appropriate Browsers Access to Canvas Access to Google Apps Wifi Access Normal classroom materials: Calculators Poster/Butcher Paper Markers

14. 14 I-DEA Students Learn multiple skills simultaneously: Technology English Language Math Are asked to participate in: Independent Learning, and Collaborative Learning

15. Module Overview 15

16. Navigating Your Community Subtopics Places in Our City Services in the Community Locating Services in the Community Filling Out Forms Your School Community 16

17. Navigating Your Community Subtopic: Places in the Community Online Preparation (in Canvas)Face-To-Face Lesson (in class) Learn: Places in Our City Discuss: Places in Our City Read & Listen: Plural Nouns Practice: Plural Nouns Practice: Listening Dictation Warm-up Plural Nouns Needs Assessment Mind Map Mind Map Slides Preview of Canvas 17

18. 18 In the first section of a learn, students are introduced to the 12 vocabulary words that will be used.

19. 19 In the next section, students engage with the vocabulary using Quizlet flashcards. In the second section of a learn, students record themselves saying 5 of the words.

20. 20 They also complete a fill-in the blank activity that helps to further reinforce the vocabulary. After reviewing the Quizlet cards, students complete a listening exercise.

21. 21 At the end of the Learn, students see this positive message. As a final review students play a vocabulary matching game.

22. 22 Learn activities are followed by a related discussion question.

23. 23 Students reply to discussion question and to each other.

24. Pre-Work Remember… There is no homework in I-DEA Students complete “pre-work” 24

25. 25 After learning & using vocabulary online, students have face-to-face activities which recycle the vocabulary.

26. 26 Vocabulary is also recycled through speaking, writing, reading and tech activities in class

27. 27 Sample of student work from the Google Slides mind map compilation.

28. Navigating Your Community Subtopic: Locating Services in the Community Online Preparation (in Canvas)Face-To-Face Lesson (in class) Learn: What’s the Address? Discuss: What’s the Address? Read & Listen: Reading Addresses & Phone Numbers Read & Listen: Website Addresses Practice: Addresses & Other Contact Information Read & Watch: Google Warm-up Asking for Addresses Google Search Demonstration & Practice Local Organization Information Optional Google Search Race Preview of Canvas 28

29. 29 In Canvas, students are introduced to Google Searches.

30. 30 Handouts like this can be customized by instructors to include information that is relevant to their student population.

31. Student Stories 31

32. My name is Mirna Soto Carrillo. I am from Michoacan, Mexico. I heard from a friend about Project I-DEA and I wanted to learn how to use a computer. I decided to come to school this past summer 2015. The laptop was a little difficult at first, now I can use it at home. I like to come to class to practice my writing. It’s good to have Project I-DEA because you can practice at home and come to class to go over the information. 32 Left Beatriz Aguilar Above Right Maria Burgess Bottom Right Mirna Soto Carrillo

33. My name is Maria Burgess Simones. I am from Brazil. When I came to school the first day, I didn’t understand the teacher. I used to use my translator all the time to communicate with my teacher. I said “I don’t understand” a lot. I started class in Spring 2015. I know how to use the computer. My job in Brazil was in management. At first learning English was very difficult. My teacher said to come to class every day. Project I-DEA program has helped me a lot. The laptop helps me with the listening, reading, speaking, and writing in English. I feel a lot better now. I can communicate with the teacher and with people in the community. I still use my translator, but not too much like before. I like Project I-DEA. 33

34. 34

35. Phase 1 Results 35 2013-Implemented in 9 colleges & CBOs 408 students enrolled ▪ 50% made federal level gains (39% traditional ESL students) ▪ 60% made significant gains (51% for traditional ESL students) ▪ 2 Student Achievement Points made on average

36. Phase 2 Results 36 2014-Implemented in 19 colleges & CBOs 749 students enrolled ▪ 51% made federal level gains (42% for traditional ESL students) ▪ 62% made significant gains (46% for traditional ESL students) ▪ 1.8 Student Achievement Points made on average

37. Preliminary Phase 3 Results 37 2015-Implemented in 33 colleges & CBOs As of fall 2015, 703 students enrolled ▪ 49% made federal level gains (36% for traditional ESL students) ▪ 56% made significant gains (45% for traditional ESL students) ▪ 1.5 Student Achievement Points made on average

38. QUESTIONS? 38

39. To preview draft materials, or request access to materials after release, please email: Jodi Ruback, Program Administrator Project I-DEA jruback@sbctc.edu - or - Jess Thompson, Program Administrator eLearning & Open Education jess.thompson@sbctc.edu 39