1. February 22 nd, 2013 Presenter: Wendy Hoben, ABE teacher wendyhoben@berkeley.net

2.  Increase learners’ math & computer skills and confidence through instruction that is: ◦ Differentiated ◦ Personalized ◦ Self-Paced ◦ Measurable ◦ Manageable  Our goal was a small “tune-able” pilot rather than trying to maximize # of learners & staff

3. Feb 1 2012 (A) Schedule lab time - DONE Feb 28 2012 (B) Complete initial recruitment - DONE Mar 31 2012 (C, D) Complete assessment of recruits - DONE Complete IXL training for instructors/tutors DONE June 30 2012 (H) 1st semi-annual report - DONE Nov 30 2012 (E) Complete eval of OTAN ABE- approriate math offerings - Pilot of NROC Developmental Math DONE Jan 31 2013 (H) 2nd semi-annual report DONE Mar 31 2013 (I) Complete final "share out" for other instructors – Participate in TDL Symposium and present to dept. May 30 2013(H) Final report

4.  Students liked math more than in previous years:  They also learned more: Academic year # of students w/pretests # w/paired scores # of students w/pretests % w/paired scores Average gain** 2010/2011* 38103826%1.42 2011/2012 28182864%4.06 Fall 2012 279 33%5.0

5.  Use of “appropriate” technology for these learners led to new computer skills and confidence, & minimized technical issues  Blended model supports “each one/teach one” & use of great classroom volunteers— sense of community is enhanced, not lost  Active learning: less time “correcting” work = more time to learn and analyze mistakes

6.  Making time for monitoring—& how to continue after ALOE ends…  Orienting learners and volunteers  Acknowledging and managing student frustration  Aligning online (and paper) resources with students’ needs and with each other  Working without adequate IT support

7.  Stopped differentiating between “distance” and “in-class” only learners  Other changes were student-initiated: ◦ Un“flipping” instruction/change in lab time ◦ Better alignment of online practice assignments to in- class lessons  Some were enabled by new technology: ◦ Use of smart board/pens for group practice ◦ Development of Hippocampus playlists of best video resources from NROC, Khan, YouTube, etc.

8.  Usable reports are key for effective blended environments: www.ixl.comwww.ixl.com  Hippocampus playlist—capturing what worked for my students for future use: www.hippocampus.org/?user=whoben www.hippocampus.org/?user=whoben

9.  Benefits accrued to all students  In-class lab time facilitated dispersion of knowledge throughout class  Most incoming ABE math learners did not have all the skills to succeed in a pure distance learning setting, but became enthusiastic about learning in a blended setting