Blended Learning 2021-22

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Blended Learning 2021-22 af Mind Map: Blended Learning 2021-22

1. Advisory Team Meeting

1.1. March 24

1.1.1. Our end goal for this meeting is to:

1.1.1.1. We need your help

1.1.1.2. We need them to be willing to rethink blended learning

1.1.1.3. Establish a partnership

1.1.1.4. get their input on the "why"

1.1.2. (10:35-10:45) Clear up any misconceptions that might exist around Blended Learning - Carrie

1.1.2.1. What do you think it looks like, sounds like, feels like?

1.1.2.1.1. "Pre-work"

1.1.2.1.2. Enter into the chat

1.1.2.2. Encouragement of participation..."lend us your expertise" while crafting this plan

1.1.2.3. Watch video

1.1.2.3.1. Task: Identify your "Aha's" and put in the chat

1.1.3. (10:45-10:52) So now what does this look, sound, feel like for MNPS (our "how")? - Carrie

1.1.3.1. in chat

1.1.3.2. Separate by prompts

1.1.4. (10:52-10:59) Elevator Speech - Marrie

1.1.4.1. (1 minute) What is an elevator speech

1.1.4.2. (1 minutes) Instructions and assignments

1.1.4.2.1. Post link to shared doc

1.1.4.3. Teacher

1.1.4.4. Principal

1.1.4.5. Parent

1.1.4.6. Student

1.1.4.7. Dr. Battle

1.1.5. (10:59-11:00) Next Steps - Jason

1.1.5.1. Continue writing your elevator speech

1.1.5.2. Crafting the overarching "Why"

1.1.5.3. Aligning Work to the Core Tenets

1.1.6. *Alignment of Blended Learning to the Core Tenets

1.1.6.1. hopefully they will be prompted to do this on their own

1.2. Next Meeting

1.2.1. Circle back to the values section in the Implementation Options page

1.2.2. Go to results of the form from last meeting

1.2.2.1. Identify top priority

1.2.2.2. Are we at a consensus that this our top priority?

2. Guiding questions

2.1. What does the research say?

2.1.1. https://www.blendedlearning.org/basics/

2.1.2. How can we include in presentations?

2.2. What form of Blended learning are we going to share?

2.2.1. Focus on the "Hallmarks" as themes for the sessions.

2.2.1.1. Need to make sure we include specifics on strategies, tools, or models in the descriptions of each to create interest/intrigue

2.2.1.2. Blended Learning: Connecting Your Online and Offline Work

2.2.1.2.1. Seamless Connection Between Online and Offline Work

2.2.1.3. Blended Learning: Increasing Student Collaboration and Ownership of Learning

2.2.1.3.1. Increase student-collaboration (student to student and student to teacher) & Control - Time, Pace, Place, Path (SEL, teachers learn more about their students through collaboration, students learn more about their peers through collaboration)

2.2.1.4. Blended Learning: Growing Your Online Classroom Presence

2.2.1.4.1. Online Classroom Presence – A space that teachers and students will use both within the classroom and beyond its walls.

2.2.1.5. Blended Learning: Repurposing Your Teaching Time

2.2.1.5.1. Repurposed Time (personalize, differentiate, Interventions, scaffolds)

2.3. What does the professional learning look like?

2.3.1. Summer

2.3.1.1. Soft launch

2.3.1.2. Summer sessions

2.3.1.2.1. Principals: June 15th (afternoon, 17th (morning)

2.3.1.2.2. AP's, Deans, and Coaches: July 12th (afternoon), 16th (morning)

2.3.1.2.3. Use the guiding questions from the PAG

2.3.2. Fall

2.3.2.1. Need to make sure we include specifics on strategies, tools, or models in the descriptions of each to create interest/intrigue

2.3.2.2. Blended Learning: Understanding the "Why" and "What"

2.3.2.2.1. Flipped with followup of four "hallmark" sessions during the school year

2.3.2.2.2. The Why

2.3.2.2.3. MNPS Definition

2.3.2.2.4. How can we connect this to other areas in the district?

2.3.2.2.5. Blended Learning video

2.3.2.2.6. Research?

2.3.2.2.7. Professional Learning Outcomes

2.3.2.2.8. Agenda

2.3.2.3. Blended Learning: Connecting Your Online and Offline Work

2.3.2.3.1. Seamless Connection Between Online and Offline Work

2.3.2.3.2. Transforming the role of teacher

2.3.2.3.3. Review research

2.3.2.4. Blended Learning: Increasing Student Collaboration and Ownership of Learning

2.3.2.4.1. Increase student-collaboration (student to student and student to teacher) & Control - Time, Pace, Place, Path (SEL, teachers learn more about their students through collaboration, students learn more about their peers through collaboration)

2.3.2.5. Blended Learning: Growing Your Online Classroom Presence

2.3.2.5.1. Online Classroom Presence – A space that teachers and students will use both within the classroom and beyond its walls.

2.3.2.6. Blended Learning: Repurposing Your Teaching Time

2.3.2.6.1. Repurposed Time (personalize, differentiate, Interventions, scaffolds)

2.4. How do we communicate the idea and plan?

2.4.1. Assets to develop

2.4.2. What do our audiences need?

2.4.2.1. Ed's

2.4.2.2. Principals

2.4.2.3. Coaches

2.4.2.4. Teachers

2.4.2.5. Student

2.4.2.6. Families

2.4.2.7. Central Office/Support Hub

2.4.3. When

2.4.3.1. Ed's

2.4.3.2. Principals (June)

2.4.3.2.1. Method of Delivery

2.4.3.3. Coaches

2.4.3.4. Teachers (July or August)

2.4.3.5. Student

2.4.3.6. Families

2.4.3.7. Central Office/Support Hub

2.5. How can we identify classrooms where this is already happening?

3. Rollout Plan

3.1. Whatever the heck we want

4. Core Tenet Alignment

4.1. How can Blended Learning practices help central office serve as a support hub?

4.1.1. By providing opportunities for the central office staff to model Blended Learning practices in professional learning.

4.2. How can Blended Learning practices help to empower and equip leaders at all levels?

4.2.1. By encouraging leaders to use the technology (hardware and software) that has been adopted by the district in not only their teaching, but also their productivity and collaboration with one another.

4.2.2. By encouraging leaders to think and plan with technology in mind.

4.3. How can Blended Learning practices help to create and support engaging, rigorous and personalized learning experiences for all students?

4.3.1. By providing students with more options for when, where, and how they learn.

4.3.2. By getting to know our learners - As a teacher, I am learning more about my students, to provide more of what they need and get more of what I need.

4.3.3. By creating an engaging online presence that connects the online and offline work.

4.3.4. By increasing student collaboration and ownership of learning.

4.3.5. By repurposing teaching time to maximize learning opportunities.

4.4. How can Blended Learning practices help to identify and eliminate inequities?

4.4.1. By getting to know our learners - As a teacher, I am learning more about my students, to provide more of what they need and get more of what I need.

4.4.1.1. Learn

4.4.1.2. Plan

4.4.1.3. Measure

4.4.1.4. Adjust

4.4.2. By providing students with more options for when, where, and how they learn.

4.4.3. By building upon the momentum of the investment in a 1:1 device to student model.

5. Look fors

5.1. Re-prioritized

5.1.1. By Hallmark

5.1.1.1. Blended Learning: Connecting Your Online and Offline Work

5.1.1.1.1. Instruction: S2 Activities & Materials

5.1.1.1.2. Instruction: S2 Teacher Content Knowledge

5.1.1.1.3. Instruction: S2 Standards & Objectives

5.1.1.1.4. Instruction: S2 Questioning

5.1.1.1.5. Planning: Student Work

5.1.1.2. Blended Learning: Increasing Student Collaboration and Ownership of Learning

5.1.1.2.1. Instruction: S1 Motivating Students

5.1.1.2.2. Instruction: S3 Grouping Students

5.1.1.2.3. Instruction: S3 Problem-Solving

5.1.1.3. Blended Learning: Growing Your Online Classroom Presence

5.1.1.3.1. Environment: Environment

5.1.1.3.2. Instruction: S1 Presenting Instructional Content

5.1.1.3.3. Planning: Instructional Plans

5.1.1.3.4. Environment: Respectful Culture

5.1.1.3.5. Environment: Expectations

5.1.1.4. Blended Learning: Repurposing Your Teaching Time

5.1.1.4.1. Instruction: S2 Lesson Structure & Pacing

5.1.1.4.2. Instruction: S1 Academic Feedback

5.1.1.4.3. Instruction: S3 Teacher Knowledge of Students

5.1.1.4.4. Instruction: S3 Thinking

5.1.1.4.5. Planning: Assessment

5.1.1.4.6. Environment: Engaging Students & Managing Behavior

5.2. Instruction (12)

5.3. Planning (3)

5.4. Environment (4)