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Getting Started with
Blended Professional Learning
Andrew Miller
@betamiller
#iste2014
Getting Started with Blended Professional Learning - ISTE 2014
3
By the end of this session you will:
 Clarify Blended Learning
 Examine Sample Blended Learning
professional learning implementations
 Uncover best practices in blended
professional learning
 Gain strategies for planning blended
professional learning
Getting Started with Blended Professional Learning - ISTE 2014
Benefits of Online, Face-to-Face Professional
Development Similar, Study Finds
“One group of teachers in the study participated
in 48 hours of face-to-face workshops spread
over six days, while their counterparts worked at
their own pace through an online workshop
covering the same content. “
Benefits of Online, Face-to-Face Professional
Development Similar, Study Finds
In both groups, the researchers found, "Teachers
reported increased confidence with new
curriculum materials, enacted those materials
consistently with curriculum designers' intent,
and their students learned from curriculum
successfully and in equal amounts."
Why do you think the results ended up as they
did?
What can each model learn from each other?
How might we capitalize on the benefits of both
models?
Benefits of Online, Face-to-Face Professional
Development Similar, Study Finds
13
= Blended Learning
Getting Started with Blended Professional Learning - ISTE 2014
Getting Started with Blended Professional Learning - ISTE 2014
Problem/
Project Based
Learning
Constructivist
Principles
Collaboration
Figure 1.1 – “Engaging the Online Learner.” Conrad and Donaldson
“True Professional Development is deliberate
process, guided by a clear vision of purposes and
planned goals. These goals form the criteria by
which content and materials are selected,
processes and procedures developed, and
assessments evaluations prepared”
- Guskey
Steps to Ensure Intentionality
• Begin with a clear statement of purposes and
goals.
• Ensure that the goals are worthwhile.
• Determined how the goals will be assessed
- Guskey
Research shows that professional development
is most effective and can impact student
classroom achievement when it is long-term,
collaborative, school-based, focused on the
learning of all students, and linked to the
curricula that teachers have to teach (Cohen &
Hill, 2001; Garet, Porter, Desimone, Birman, &
Yoon, 2001; Hiebert, Gallimore, & Stigler, 2002;
Wenglinsky, 2000).
Blended teacher professional development: A synthesis of three program evaluations
Ron Owston ⁎, Herb Wideman, Janet Murphy, Denys Lupshenyuk
“Blended learning lends itself well to
incorporating these design principles.
For example, blended learning programs can be
designed to extend to a full school year or even
longer because teachers do not need to be
removed from classrooms for extended periods
in order to participate. Face-to-face sessions can
coincide with district professional development
days or teachers can be replaced with
substitutes for several days throughout the
school year to attend face-to-face sessions.”
Blended teacher professional development: A synthesis of three program evaluations
Ron Owston ⁎, Herb Wideman, Janet Murphy, Denys Lupshenyuk
Specific Goals
Meaningful Formative and
Summative Assessments
Cohorts and Teams
Online Facilitation
Problems of Practice
Structured Voice and Choice
Major Models of Professional Dev.
• Training
• Observation/ Assessment
• Involvement in development/ improvement
process
• Study Groups
• Inquiry/ Action research
• Individually guided activities
• Mentoring
- Guskey
THINK SH SHARE
How might some models of Professional
Development be blended?
Strategies for Time
• Add Days to Calendar
• Add Hours to Day/ Contract
• Add Staff for Release Time
• Alter Schedule/ Shared
Planning
• Flexible Staff FTE
• Compensate Out of Contract
Time
• Flip the Staff Meeting
Getting Started with Blended Professional Learning - ISTE 2014
What are your initial ideas for blending
professional learning?
What are your biggest take-aways so far?
@betamiller
Getting Started with Blended Professional Learning - ISTE 2014
Tech Integration Sample Plan
Developed Purpose Statements
• How can technology enhance and support what
students need to know and be able to do?
(standards, learning goals, and curriculum)
• How can technology help students and teachers
identify what students have learned? (formative
assessment)
• How can teachers leverage technology to meet
student learning needs? (instructional strategies)
Tech Integration Sample Plan
Selected Deliverables
Unit Plans
Formative Assessments
Reflections
Tech Integration Sample Plan
Selected Model(s)
- Training
- Mentoring/ Teacher Leader
- Individual Guided Activities
- Inquiry/ Action Research
Tech Integration Sample Plan
Identified Appropriate Online Content
Tech Integration Sample Plan
Selected Structures for Learning
Virtual Coaching/ Team Meetings
In Person Kick Off and Training
Follow Up Visits aligned to Teacher Needs
Virtual Classroom Visits
Getting Started with Blended Professional Learning - ISTE 2014
PBL Sample Plan
Developed Purpose Statements
Teachers will design and implemented effective
Project Based Learning units that have students
create meaningful work, engage in authentic
challenges and scenarios in a student centered
environment.
PBL Sample Plan
Selected Deliverables
Multiple PBL Projects, 2-3
Aligned Standards Based Rubrics
Reflections
Backwards Design Instructional Plan
PBL Sample Plan
Selected Model(s)
- Training
- Involvement in development/ improvement
process
- Individual Guided Activities
- Inquiry/ Action Research
PBL Sample Plan
Identified Appropriate Online Content
Expert Created Webinars Based on Needs to
Teachers
Existing PBL Videos and Webinars
PBLU Courses
Virtual Discussion Boards/ Readings
PBL Sample Plan
Selected Structures for Learning
- Grade Level Teams
- Critical Friends Protocol (virtual/ in person)
- Post Project Review Protocol (virtual/ in person)
- Individual Virtual Coaching
- In Person Days for Kick off and Planning
- Follow Up In Person Visits
Getting Started with Blended Professional Learning - ISTE 2014
Customizable
Collaborative
Intuitive
PLN vs. PLC
• Unaccountable to
established school/
district goals
• Complete Autonomy
• Ongoing
• Collaborative
• “Just in Time”
• May be aligned to best
practices
• May be focused
• Accountable to
establish school/ district
goals
• Limited Autonomy
• Ongoing
• Collaborative
• May be “Just In Time”
• Aligned to best
practices
• Focused
Getting Started with Blended Professional Learning - ISTE 2014
Getting Started with Blended Professional Learning - ISTE 2014
twitter.com/betamiller
andrew@andrewkmiller.com
www.andrewkmiller.com

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Getting Started with Blended Professional Learning - ISTE 2014

  • 1. Getting Started with Blended Professional Learning Andrew Miller @betamiller #iste2014
  • 3. 3
  • 4. By the end of this session you will:  Clarify Blended Learning  Examine Sample Blended Learning professional learning implementations  Uncover best practices in blended professional learning  Gain strategies for planning blended professional learning
  • 6. Benefits of Online, Face-to-Face Professional Development Similar, Study Finds “One group of teachers in the study participated in 48 hours of face-to-face workshops spread over six days, while their counterparts worked at their own pace through an online workshop covering the same content. “
  • 7. Benefits of Online, Face-to-Face Professional Development Similar, Study Finds In both groups, the researchers found, "Teachers reported increased confidence with new curriculum materials, enacted those materials consistently with curriculum designers' intent, and their students learned from curriculum successfully and in equal amounts."
  • 8. Why do you think the results ended up as they did? What can each model learn from each other? How might we capitalize on the benefits of both models?
  • 9. Benefits of Online, Face-to-Face Professional Development Similar, Study Finds
  • 10. 13
  • 14. Problem/ Project Based Learning Constructivist Principles Collaboration Figure 1.1 – “Engaging the Online Learner.” Conrad and Donaldson
  • 15. “True Professional Development is deliberate process, guided by a clear vision of purposes and planned goals. These goals form the criteria by which content and materials are selected, processes and procedures developed, and assessments evaluations prepared” - Guskey
  • 16. Steps to Ensure Intentionality • Begin with a clear statement of purposes and goals. • Ensure that the goals are worthwhile. • Determined how the goals will be assessed - Guskey
  • 17. Research shows that professional development is most effective and can impact student classroom achievement when it is long-term, collaborative, school-based, focused on the learning of all students, and linked to the curricula that teachers have to teach (Cohen & Hill, 2001; Garet, Porter, Desimone, Birman, & Yoon, 2001; Hiebert, Gallimore, & Stigler, 2002; Wenglinsky, 2000). Blended teacher professional development: A synthesis of three program evaluations Ron Owston ⁎, Herb Wideman, Janet Murphy, Denys Lupshenyuk
  • 18. “Blended learning lends itself well to incorporating these design principles. For example, blended learning programs can be designed to extend to a full school year or even longer because teachers do not need to be removed from classrooms for extended periods in order to participate. Face-to-face sessions can coincide with district professional development days or teachers can be replaced with substitutes for several days throughout the school year to attend face-to-face sessions.” Blended teacher professional development: A synthesis of three program evaluations Ron Owston ⁎, Herb Wideman, Janet Murphy, Denys Lupshenyuk
  • 25. Major Models of Professional Dev. • Training • Observation/ Assessment • Involvement in development/ improvement process • Study Groups • Inquiry/ Action research • Individually guided activities • Mentoring - Guskey
  • 26. THINK SH SHARE How might some models of Professional Development be blended?
  • 27. Strategies for Time • Add Days to Calendar • Add Hours to Day/ Contract • Add Staff for Release Time • Alter Schedule/ Shared Planning • Flexible Staff FTE • Compensate Out of Contract Time • Flip the Staff Meeting
  • 29. What are your initial ideas for blending professional learning? What are your biggest take-aways so far? @betamiller
  • 31. Tech Integration Sample Plan Developed Purpose Statements • How can technology enhance and support what students need to know and be able to do? (standards, learning goals, and curriculum) • How can technology help students and teachers identify what students have learned? (formative assessment) • How can teachers leverage technology to meet student learning needs? (instructional strategies)
  • 32. Tech Integration Sample Plan Selected Deliverables Unit Plans Formative Assessments Reflections
  • 33. Tech Integration Sample Plan Selected Model(s) - Training - Mentoring/ Teacher Leader - Individual Guided Activities - Inquiry/ Action Research
  • 34. Tech Integration Sample Plan Identified Appropriate Online Content
  • 35. Tech Integration Sample Plan Selected Structures for Learning Virtual Coaching/ Team Meetings In Person Kick Off and Training Follow Up Visits aligned to Teacher Needs Virtual Classroom Visits
  • 37. PBL Sample Plan Developed Purpose Statements Teachers will design and implemented effective Project Based Learning units that have students create meaningful work, engage in authentic challenges and scenarios in a student centered environment.
  • 38. PBL Sample Plan Selected Deliverables Multiple PBL Projects, 2-3 Aligned Standards Based Rubrics Reflections Backwards Design Instructional Plan
  • 39. PBL Sample Plan Selected Model(s) - Training - Involvement in development/ improvement process - Individual Guided Activities - Inquiry/ Action Research
  • 40. PBL Sample Plan Identified Appropriate Online Content Expert Created Webinars Based on Needs to Teachers Existing PBL Videos and Webinars PBLU Courses Virtual Discussion Boards/ Readings
  • 41. PBL Sample Plan Selected Structures for Learning - Grade Level Teams - Critical Friends Protocol (virtual/ in person) - Post Project Review Protocol (virtual/ in person) - Individual Virtual Coaching - In Person Days for Kick off and Planning - Follow Up In Person Visits
  • 44. PLN vs. PLC • Unaccountable to established school/ district goals • Complete Autonomy • Ongoing • Collaborative • “Just in Time” • May be aligned to best practices • May be focused • Accountable to establish school/ district goals • Limited Autonomy • Ongoing • Collaborative • May be “Just In Time” • Aligned to best practices • Focused