Embedded Files
The following resources have been developed to help Temple ISD fully implement Blended and Personalized Learning. Due to proprietary rights of Temple ISD and the vendors with whom they partner, these materials are meant for the exclusive use of our teachers and staff.
Recommended Reading
Recommended Reading
Blended Learning In Action - Catlin Tucker ($25 - $29)
Why should I read it? Blended Learning in Action contains many practical examples for teachers and school leaders who want to get started with Blended Learning. Written by Catlin Tucker, a former 9-12 English teacher, this book contains chapters on culture, digital resources, blended learning models, and much more.
How to Create Higher Performing, Happier Classrooms in Seven Moves - Heather Staker (free)
Why should I read it? This playbook shares the findings of 3 former K-12 teachers who researched what K–12 schools can learn from the best-run organizations in America. Can classroom teachers use similar strategies to improve their students’ happiness and performance, not to mention their graduates’ readiness to work in America’s top organizations someday?
Personalized Learning Playbook - Anthony Kim (free)
Why should I read it? This playbook describes the why, and the why now, behind the shift in classroom instruction to personalized learning. The playbook parts include 1) What is Personalized Learning and Why Does it Matter?, 2) What is the Role of Technology and Why Does it Help, and 3) What is Whole School Design and Why is it so Important?
Developing Responsible and Autonomous Learners: A Key to Motivating Students
This online teacher module from the American Psychological Association explores holistic nature of individual student learning and the most effective practices for helping them develop into autonomous and responsible learners. It offers related insights from:
- Cognitive neuroscience, including recent brain study findings.
- Inquiry-based learning approaches.
- Blended learning with instructional technology, gaming and digital learning research
Who to Follow?
Who to Follow?
A curation of great blended learning tips by Kahoot!
Education Elements contains lots of resources on personalized and blended learning.
Raise your Hand Texas is a non-profit agency that promotes innovative learning in Texas. Use the hashtag #RaisingBlendedLearners for blended learning tweets.
Tracy Enos is an innovative 8th grade ELA teacher in Rhode Island. Check out her blog at blogspot at http://enosela.blogspot.com.
Catlin is a high school ELA teacher that is the author of several Blended Learning books. You can learn more about her at https://catlintucker.com.
Raymond Steinmetz, 7th grade math teacher at Portsmouth Middle School in Rhode Island. You may want to check out his resources (by grade level) at blendedlearningmath.com.
Training Videos and Examples
Training Videos and Examples
Blended Learning Printables
Blended Learning Printables
Blended Learning Guiding Principles and Progression
Blended Learning Guiding Principles.pdfTemple ISD Possible Blended Learning Models
The First 20 Days of Personalized Learning
The First 20 Days of Personalized Learning.pdfPersonalized Learning Models for Secondary Schools
Education Elements Secondary Instruction Model Infographic.pdfPersonalized Learning Models for Elementary Schools
Education Elements Elementary Instruction Model Infographics.pdfBlended Learning Poster
PLC Training Ideas to Get Started and for Each Guiding Principle
PLC Training Ideas to Get Started and for Each Guiding Principle
Blending 101
- Watch the video together.
- Discussion Questions:
- How is blended learning being implemented in these classrooms?
- According to the video, what are some of the benefits of blended learning?
- How is technology being used in these classrooms?
- Reflection:
- What parts of this video (if any) resonated with you? Why?
- What challenges to do think you will face when you try Blended Learning (or a new model in Blended Learning?
- Watch the video together.
- Discussion Questions:
- Why do you think Daniel Walsh, teacher, said that "Blended Learning is like a video game where you unlock a level and move at your own pace"? (1:23)
- What do students who need additional support do? (2:15)
- Lauren Danielson, teacher, talked about data tracking and grouping. What does blended learning facilitate for her? Do you think that would be helpful in your classroom? (2:47)
- Sometimes Blended Learning is thought of as only using technology. What do these teachers also do in their classrooms? (3:10)
- Reflection:
- How do you differentiate for your students?
- Blended learning is about shifting time, place, path, and/or place. What do you think you would like to try to shift?
https://www.legendsoflearning.com/blog/27-tips-blended-learning/
Student Ownership
- Read the Article "5 Tips for Infusing Student Reflection into Blended Classrooms".
- Check for understanding (and compete with your friends) at this Quizziz!
- Discussion:
- .... the most successful personalized classrooms have a culture of student ownership that comes from scaffolded, regular, and supported student reflection. Is student reflection a part of your classroom?
- What are some ways you already have students track their progress (or would like to try)?
- Reflection:
- What did you learn today that you would like to try in your room?
Read the article, "Three Ways to Promote Student Ownership of Reading" before coming to your PLC time. Be prepared to share with the group how you use, or want to sue, the three points below:
- Providing choice to promote student ownership
- Providing different ways for students to demonstrate they have done the reading
- Capture key contributions in post-discussion summary
How can this article apply to math? Science? Social Studies?
(You will need 5 index cards per teacher)
- Read the article, "25 Self-Reflection Questions to Get Students Thinking About Their Learning."
- Without sharing, pick the top five questions you might use in your room. Put the question number and your initials on an index card.
- When everyone is finished, place the cards in numerical order.
- Did anyone choose the same questions? Tell why you chose that questions.
- Take your index cards back and adjust your choices if you wish.
- On the back of your index cards, re-write your questions to reflect your students' ages, etc.
- When finished, share with the group.
This EdTechTeam blog looks at feedback from a different angle:
Feedback goes beyond a summative or formative academic accounting of what students learn. Part of what we do as educators is to encourage students to grow and be better. The article observes that “employees who effectively solicit feedback from management, and implement that criticism wisely, inevitably end up becoming the top performers in their fields.” Don’t we want this for all of our students?
Read through the 3 suggestions for students initiating feedback at the bottom of the article.
- How do you currently get student feedback?
- How could you use the suggestions in this article to improve how students can solicit and use feedback?
Flexible Learning
Supplies: blank paper, pens/pencils, scissors
In this video, high school English teacher Catlin Tucker talks about "going horizontal" to move your lessons plans from a vertical progression into stations. Watch the video and then do the activity below:
- On a blank piece of paper, list the steps you would put in your lesson plans for a unit of study. Be sure and put a little space between each list item.
- Using scissors, cut your list items into separate activities
- Arrange your activities into different sections: direct instruction, collaborative station, digital station, independent station, teacher-led station, teacher made video, etc.
- Share your ideas with your group.
Steve Morris, Staff Development Specialist for Riverside Unified School District in California, has developed many resources for using choice boards and interactive playlists. He bases his materials on the Depth of Knowledge levels (Webb's Depth of Knowledge (DOK) Levels). Click on the picture on the right and choose the 1st activity, "A Choice Board on Choice Boards". You can work on your own or with a partner.
Group Discussion:
- Which design video did you watch (Designing a Playlist, Designing a Choice Board, Design a Video Choice Board)? Share what you learned.
- How can a playlist or choice board help you create time for small group instruction in your room?
- Did you learn something that you would like to try in your classroom?
Innovative Instruction
How do I deepen Differentiation and Personalization within a Station Rotation Model?
Read this article from Learning Accelerator and watch one video in each section prior to PLC meeting.
Meeting Activity
Materials needed: 3 sheets of chart paper (labeled Flexibility, Data, and Grouping), marker/pens, Post-it notes in 2 different colors
Have each person fill out Post-it Notes for each section - Flexibility, Data, and Grouping. Post them on the appropriate piece of chart paper.
- One color Post-it Note: what you learned
- 2nd color Post-it Note: questions you have
Review the Post-it Notes as a group.
Re-imaging Classrooms: Teachers as Learners and Students as Leaders
In this TEDTalk, Kayla Desler, a 2nd grade teacher in West Fargo, North Dakota, talks about how to look at traditional classrooms differently. Listen for these key points:
- Release the power
- Embrace purposeful technology
- Don't feed the fears
Have one person on your team create a Google Doc and share it with your team. Add comments to the Doc as you listen to the video together.
Group Discussion:
- What resonated with you?
- Was there something you disagreed with? If so, what was it? Why do you disagree?
- Did you find an idea that you want to take back to your classroom?
Integrated Content Resources
You can use Google forms to create self-paced or mastery quizzes. A great way to use these forms is at an independent station in station rotation or as part of a playlist. Using this method, students cannot submit the form until they have answered all the questions correctly. You can even shuffle the answer choices to minimize cheating.
When using EdPuzzle, a digital tool that helps students interact with video assignments and that helps teachers gather data from those assignments, set a goal to use at least one open-ended question amid the multiple choice and true/false questions to encourage students to use critical thinking.
Use Vanderbilt University’s Center for Teaching website as background on what are the Bloom’s Taxonomy categories. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Questions for the Students to Ponder
- If you were the teacher what question not asked would you have asked over this material?
- Was there any question that was more difficult to answer than another? If so, which?
- Now that you have watched the video and answered the questions, are there any questions you have that were raised by the mateiral?
Questions for the Teacher to Consider
- Were all Bloom’s fields covered? Is it possible or necessary to cover all of the Taxonomy with this material?
- What type of question was mostly asked: Recall/Remembering? Understanding? Applying? Etc.
- Is there a topic or TEKS left out of the video that needs to be covered? If so, is there another video better suited or that would fill the gaps?
- Should I redo the video or, if I used someone else’s video, should I create a replacement video myself?
Using Flipgrid for Student Reflection
Flipgrid is a social learning app for students to share their ideas and reflections via short, authentic, self-created videos!
- Begin by reading "What Meaningful Reflection Can Do For Student Learning".
- Click here to create a Flipgrid educator account. Hint: Log in with Google!
- Check out the Flipgrid resources on this infographic.
- Select 1 reflection activity from the Reflection Activities Choice Board.
- Record a Flipgrid reflection to the article "What Meaningful Reflection Can Do For Student Learning". Here is the link to the Flipgrid Topic. Use this grid code: TISDBlended
- Once you've posted your video, respond to another faculty member's post.
Video in the Classroom
Video can be a powerful tool for learning. Enhance learning opportunities by encouraging students to become active and engaged viewers.
- Go through the Google Slides presentation on "Using Video in the Classroom".
- Complete the Padlet activity in the Google Slides presentation.
- Take a look at the info graphic, "Before You Record".
- Click here to watch and answer the question on the EdPuzzle, "What if Students Don't Watch the Video?"
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