Submitted by Greg Klein, Director of Blended Learning, Rogers Foundation
Note: The information in this profile represents SY2012-13 unless otherwise indicated.
School/organization overview
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School/organization background
History and context
Dr. Taylor didn’t have to sell blended learning to the students. Students realize they are at vastly different levels in different subjects that whole class instruction often wastes their time if they are behind or ahead of their classmates. Madison Middle School has worked closely with Education Elements on developing an innovative blended-learning instructional design.
Blended-learning program
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Program model
Program model: Individual Rotation
Model description
Madison teachers generally use a two-group in-class rotation model. Students on computers use personalized, adaptive digital content primarily to reinforce concepts learned with the teacher, though at times they receive direct instruction online.
Program description
How much time do students spend on campus in this blended-learning program? How much of this time do students spend learning online or with educational software?
Students are on campus 8-3pm, and school is also open with an after-school program. Students spend approximately 1/3 to 1/2 of their day learning with educational software.
Students are on campus 8-3pm, and school is also open with an after-school program. Students spend approximately 1/3 to 1/2 of their day learning with educational software.
Briefly describe the offline components of this blended-learning program.
Typically students spend half the class period working with online content and half the class period in a small group lesson with the teacher. Teachers organize students based on grade-level pacing guide, as well as data-driven re-teach and extension groups. Both mathematics and English Language Arts classes use SpringBoard curriculum.
Typically students spend half the class period working with online content and half the class period in a small group lesson with the teacher. Teachers organize students based on grade-level pacing guide, as well as data-driven re-teach and extension groups. Both mathematics and English Language Arts classes use SpringBoard curriculum.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
In both online and offline spaces, teachers assign content and tasks, monitor progress and adjust small groups based on achievement data.
In both online and offline spaces, teachers assign content and tasks, monitor progress and adjust small groups based on achievement data.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
A series of AmeriCorps volunteers support in many of the blended classrooms monitoring students on computers, pulling data reports and doing one-on-one tutoring. Additionally, the site has grant-funded on-site Level I tech support for 3 hours per week.
A series of AmeriCorps volunteers support in many of the blended classrooms monitoring students on computers, pulling data reports and doing one-on-one tutoring. Additionally, the site has grant-funded on-site Level I tech support for 3 hours per week.
Briefly describe the set-up of physical space for this blended-learning program.
The typical blended classroom has chair-desks for 4-5 groups of students near the front of the room, with laptops set up along the sides and back walls.
How are students grouped within this blended-learning program?
Classes are traditionally age-based heterogenous cohorts, and then teachers create more meaningful small groups as needed within the traditional context.
Classes are traditionally age-based heterogenous cohorts, and then teachers create more meaningful small groups as needed within the traditional context.
Do students have some element of control over the pacing of their learning? Are students tied to a semester-based course schedule or can they complete courses at any time? Briefly describe any requirements or benchmarks in place to ensure student progress.
This varies by teacher, but increasingly, teachers are “letting go” and allowing students to move through more and more of the content at their own pace. Currently, students move through online content at their own pace.
This varies by teacher, but increasingly, teachers are “letting go” and allowing students to move through more and more of the content at their own pace. Currently, students move through online content at their own pace.
Describe any other distinctive characteristics of this blended-learning program if they have not been captured above.
Traditional urban district school context, with 1/3 of teachers and classrooms currently piloting blended models.
Traditional urban district school context, with 1/3 of teachers and classrooms currently piloting blended models.
Describe the academic results of the program, using quantitative data where possible.
Having just launched, there is little formal academic results to report at this time. Anecdotally, teachers reports having more success teaching more standards to mastery more efficiently.
Having just launched, there is little formal academic results to report at this time. Anecdotally, teachers reports having more success teaching more standards to mastery more efficiently.
Describe any financial impact this blended-learning program has had on your cost of operations. Use numbers when possible.
Infusion of $150k of hardware, online content and PD, allowing for longer-term returns of creating teacher leaders to carry on the work, as well as refurbishing existing hardware for significant future cost-savings.
Infusion of $150k of hardware, online content and PD, allowing for longer-term returns of creating teacher leaders to carry on the work, as well as refurbishing existing hardware for significant future cost-savings.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
Ensuring a just-in-time PD model that helps teachers direct their own learning and get what they need as quickly as possible to push their own practice — particularly when learning specific online content programs.
Ensuring a just-in-time PD model that helps teachers direct their own learning and get what they need as quickly as possible to push their own practice — particularly when learning specific online content programs.
Have you or are you planning to scale your program model to more/other schools?
This pilot is continually expanding at this site as more teachers come on board using web 2.0 tools, and adaptive online content. Oakland Unified School District is currently planning how it might expand access to Connected Learning infrastructure across the district, and in parallel Rogers Family Foundation is selecting for an additional cohort of Oakland schools to create similar pilots.
This pilot is continually expanding at this site as more teachers come on board using web 2.0 tools, and adaptive online content. Oakland Unified School District is currently planning how it might expand access to Connected Learning infrastructure across the district, and in parallel Rogers Family Foundation is selecting for an additional cohort of Oakland schools to create similar pilots.
Contact information
Name: Greg Klein
Title: Director of Blended Learning
Email: gklein@rogersfoundation.org
Phone: 510-290-4005
