(Re)Making Learning: Creating a Space for Young Makers

Many educators are looking for tactical ways to bring the buzz of the maker movement to their schools and classrooms. In an effort to support educators and open-source the implementation process, here is a glimpse inside how one community in the Bay Area is redesigning their learning spaces.

LosRobles Makerspace

Robert Pronovost, STEM Coordinator for Ravenswood City School District in EPA is bringing the maker movement to life through the Ravenswood Makerspace Collaborative.  In partnership with Mario Cuellar, After School STEM Coordinator, and with support from his district, Pronovost transformed a portable at the back of a school into a vibrant and engaging space for students to tinker and explore hands-on learning opportunities.

Prototyping a Pilot

This video depicts early user testing Pronovost conducted to get a sense of what the students were most interested in and how best to design the space and curriculum around those interests. In keeping with the open-source ethos, Pronovost shares much of the reading and research he conducted to fuel his efforts and adds that “‘Invent To Learn‘ by Sylvia Martinez & Gary Stager, Ph.D. is a must read.” The curriculum which serves TK-8th graders currently focuses on three main areas; coding, making and robotics, which clearly have overlapping activities and learning goals. Pronovost then adds a layer of design thinking concepts across these three content areas, introducing kids to empathy building, rapid prototyping and user-centered design. For a deeper look into this process he has documented details of designing the space and curriculum on his own blog, ElementaryEdtech.

The space is equipped with a couple 3D printers, a laser cutter, several chromebooks and a set of BeeBots. Add in carts with the standard prototyping materials (post-its, pipe cleaners, etc) and you’re ready to go. Maintaining materials is a work-in-progress and he shares a list of other tools/materials they would love to get donated.

During this pilot period students are free to tinker in the space during recess and after-school time, however, as this initiative secures more funding the plan is to hire a full-time instructor and expand the content offering.

Robert w/Kids

Next Up

What began as a pilot at Los Robles Magnet Academy this past January will scale to the 7 other schools in the district this fall. In addition to expanding the sites, the goal is to broaden the content offering to include all students and not just those that currently choose to attend. In exploring models from other schools, Pronovost is considering a 4-6 week ‘Intro to STEM’ course that all 4th and 5th graders would rotate through.

Beyond serving EPA, the Ravenswood Makerspace Collaborative was recently selected to join the small and prestigious group of makerspaces in Stanfords’s FabLab@School network. In participating in this program they will likely collaborate with students at another makerspace in Russia or Thailand.

To further engage the local community and share learnings from this early pilot, Pronovost will be hosting an Open Make Day in May. (Details are still TBD.) If you’re interested in learning more about building a makerspace in your community, a good place to start is requesting a free copy (downloadable pdf) of the Makerspace Playbook.

 

Creating Learning Innovation Hubs

Building Bridges Between Educators and Edtech

SVEF NSVF

The Silicon Valley Education Foundation (SVEF) and New Schools Venture Fund (NSVF) Seed Fund have constantly been exploring ways to deepen relationships and meaningful exchanges between educators and the edtech community. With support from the Bill & Melinda Gates Foundation, they teamed up to launch the iHub program earlier this year. (Many regions are testing different approaches with similar programs being piloted in NYC and San Mateo County.) Curious to hear how these efforts were progressing and provide insights for others trying to connect these communities, I recently caught up with Ritu Tandon and Jennifer Li who are leading the efforts for the SVEF team.

 

While the broader goal is bridging the gap between educators and edtech, the more specific mission of this pilot is to “facilitate collaboration and product feedback for more effective and impactful edtech tools,” according to SVEF.
iHub Pilot Group

Pilot Group: Educators and entrepreneurs focused on middle school math

Pilot Group
The four teams and eight fellows, all with a focus on middle-school math, are approximately half-way through the pilot now, capturing results through case studies, video reflections and measuring student engagement.  The iHub team was very thoughtful in their approach to identify and pair up the educators and entrepreneurs. Once the eight fellows were identified, their school and classroom details were shared with the NSVF team who looked to their portfolio and beyond to identify the startups.  “In selecting the startups it was important to look at the stage of development of their tool, would their product work on the platform/devices for the schools they had chosen, as well as if they had rich content for teachers to delve in to,” Tandon explains. She goes on to share, “one of the main selection criteria was the ability of the entrepreneurs to work with teachers.” The group of semi-finalists went through a ‘shark-tank’ style competition where the winners were chosen by a panel of school administrators, educators and business leaders.

 

With the selection process complete the match-making began, pairing teachers with the startups in regionalized groups to meet regularly, mentor each other and talk about product implementation feedback and strategies. The pilot culminates in May with a collaborative session to reflect back on the experience and redesign certain aspects of the program to be implemented for the fall cohort. Tandon shares they have been “extremely cautious about jumping to any assumptions about impact on student achievement because the pilot is only three months long and classrooms differ on pacing and structure.”

 

In designing the program, there were a few key factors that have led to the positive results so far, including compensating the educators (each receive a $1750 stipend), incorporating their feedback in iterating on the pilot and the timing of the selection process. “We were looking for educators that had more experience teaching, previously worked with tech and excited to try new things,” shares Tandon. She adds, “it was also essential that the schools we chose have capacity to support this type of work and have a philosophy for embracing tech in their classroom.”
blendspace screenshot
One of the fellows, Gabriela Rios, clearly embodied this philosophy, as she was already open to experimenting with new tools. (One of her students learned about Knowre, an adaptive math platform, while attending a MouseSquad conference and spoke so passionately about this product that they decided to pilot it in their classroom.) That culture set the perfect stage for a successful iHub experience implementing Blendspace to organize content and create personalized lesson plans for students. Rios shares that using this tool has improved her ability to flip her classroom more effectively, which “allowed me to have more conversations with my students, more often. This experience has made my students more comfortable with math and has taught them to be more independent and proactive around their learning.”

 

In reflecting back on the experience so far, the main critique Rios shares is how she wished fellows were more involved in the first round of the selection process. She explains that, “the (judging) panel was impressive but many of them are not in the classroom and it would have been useful to have someone who is in the classroom give their input.”

 

Beyond Silicon Valley
When efforts like this see pockets of positive results we often think about how that can scale to other communities. Many startups (BetaMatch and TinkerEd are the two most recent that come to mind) have explored how software can possibly support this type of match making to bridge the educator and edtech divide, however no one has been successful, yet. SVEF and NSVF clearly see value in the early results and are looking for ways to scale this type of program by emphasizing the local and centralized approach. According to Li, “rather than run the program ourselves in other locales, our thought is to engage others and provide support for them to execute this model. This is similar to our approach in scaling our Elevate [Math] program to Alameda, Contra Costa and San Mateo counties over the past two years.”

 

The team has been very happy with the progress so far. “For me it has been really exciting to see the community reaction to this project as it is something we’ve been trying to launch and facilitate for a while,” says Li. “One area we are looking to improve the next time around is to draw from a more diverse pool of teachers.”

 

Hear that, Bay Area educators? If you’re a local educator or edtech entrepreneur and want to get involved you can apply for the next round of the fellowship (applications open later in April) and attend the next pitch event slated for this summer.

Can After-School Programs Bring Blended Learning to the Masses?

BL at CSC

McNair Middle School’s 1:1 experience

It is clear that school is not the sole provider in a community’s educational system and after-school programs play an integral role in extending the learning day for many students. Given the flexibility around content and program model, out-of-school time (OST) providers often have the unique ability to innovate more quickly than traditional public schools. These innovative after-school programs can drive better blended learning adoption, bringing effective personalized learning opportunities to students beyond just those in charter schools

I witnessed this first hand during my time at Citizen Schools, a nonprofit founded back in 1995 with the mission to revive the apprenticeship model and bring relevant, project-based learning opportunities to students after school. In California, they have forged strong partnerships with prominent tech companies such as Google and Cisco to introduce students to web development, creating Android apps and the BizWorld entrepreneurship program. 

Tinkering with the Model

Over the past few years Citizen Schools has experimented with various blended learning approaches, drawing on best practices from tech-focused charter schools to bring personalized instruction to more students. In California, pilots began in 2010 using  TenMarks and Khan Academy during homework help sessions. Those early informal trials showed the potential for these online tools to augment math instruction without it feeling like ‘more school.’ This year Citizen Schools is continuing with pilots at two sites, Ronald McNair Academy in East Palo Alto and Bronx Writing Academy in New York, with plans to expand pilots to approximately ten schools this fall.

Leadership, at the school and program level, is integral to running an effective site. In launching the program at McNair this year, Citizen Schools recruited Adrian Breckel who was formerly Academic Dean at Rocketship, a leading blended learning charter network. Breckel has worked tirelessly with Ravenswood School District and McNair’s Principal, Jen Gravem, who have been cautiously optimistic about how the Citizen Schools team can help implement this model.

iReady

Let Me Upgrade You

The shift to blended learning at McNair has been in the works for years. In 2011 the school received a School Improvement Grant (SIG) from the Department of Ed, which they used to fund a major technology upgrade which included going 1:1 and and installing state of the art projection and sound systems in each classroom. This tech overhaul also included an investment in selecting iReady as their core software system. Breckel shares that “the usage of this technology (hardware) is fairly integrated throughout the day in different ways; teachers use projectors and doc cams fairly regularly and also assign homework that includes using the districts portal and tools such as the internet and Google Docs.” However, the usage of online software is inconsistent since there is not official guideline or push on how to integrate iReady into instruction. This is where Citizen Schools stepped in to help integrate iReady and create more consistent personalized learning opportunities.

Early Signs of Success

Though the blended learning pilot just launched back in November there have been some clear signs of effectiveness. The iReady dashboard and other software tools help streamline communication between the school day and after-school educators, making it easier to meet student needs. Another benefit is teachers have more flexibility with flipped classroom approaches, including assigning homework via Google Docs, knowing the kids will have access to laptops and the network after school. (This is such an important piece of this work in communities where most kids do not have access to devices and internet at home.) Beckel is most excited about the ability for her educators to conduct small group instruction, which was a crucial aspect of Rocketship’s model.

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One class’s system for tracking time and success on program

The district recognizes that creating a culture of experimentation during the after-school hours enables them to test other approaches, such as the new computer-based assessment coming from SmarterBalance. The District’s STEM Coordinator, Robert Pronovost, who has extensive knowledge of blended learning has been a strong ally. Pronovost and colleagues from the district, Soloman Hill and Liz Gordon-Stoll, have gone above and beyond to show their support by teaching apprenticeships themselves. Hill, the Director of Technology, combined his own passions to design an apprenticeship entitled “Jedi Consulting” which allows students to learn about many new technologies and become consultants for school districts who are looking to implement technology successfully. This apprenticeship requires that students gain an intimate knowledge of different aspects of tech tools including usage, pricing, success rates, functionality, as well as assessing school needs.

This type of collaboration between the school, district and Citizen Schools is instrumental in making the program successful. This marriage between integral entities in the school system models how after-school providers can bring much-needed energy and talent to help schools create effective blended learning environments for more students.

Hacking the Future

HSHacks- Paypal

Getting ready for the final round of judging

Inside the High School Hackathon Scene 

My ongoing exploration of coding opportunities for kids led me to the HighSchoolHacks event this past weekend at PayPal HQ.  I felt this invigorating energy as soon as I walked in and to some it probably represented the ideal high school of the future. Beyond the space itself, the organizers clearly have a strong grasp of how setting the right tone and expectations is an important aspect of building a healthy hacker community.

Having supported #HackLynbrook, a student-organized hackathon at a local high school, I had a general sense of what to expect, however, this event blew me away.  According to HSHacks Founder, Shrav Mehta, there were over 1000 students present throughout the course of the weekend, with 550 staying overnight and 150 teams presenting their projects. (You can read about some of the specific hacks in this post from VentureBeat.) Between the impressive list of sponsors and judges (including usual suspects Pearson and Amplify) there was no shortage of support for this event.

One of the judges captured the essence of the event perfectly, telling the room full of students that “you’re challenging  teachers to do more and I’m taking that message back to them.” As schools explore how best to integrate computer science into their curriculum, it is essential that they consider the role of space and culture on teaching kids to code. However, it was clear that as K12 schools struggle with introducing authentic CS learning opportunities, many students are already figuring it out themselves.

NCLB: No Coder Left Behind

Witnessing the energy and enthusiasm these students put into their projects over the course of the weekend was inspiring, but the lack of diversity in the room illustrates how efforts like this often perpetuate the digital divide.  The lack of girls present was stark, and not surprisingly the male attendees were predominantly Indian and Asian. This reality makes programs that help bring under-represented students into the hacker community, like GirlsWhoCode, TechBridge and CodeNow, even more important.

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Wendy, sharing their app Pen, which turns any web page into a shared document

I tracked down a few female participants, including Michelle Yeung, who started the GirlsWhoCode chapter at Lowell High School in SF and recruited fellow members to join her for this event.  Wendy (pictured above), who made the trek all the way up from Irvine, was one of the only girls to make it to the final round.

The team with the highest energy was definitely the trio from East Palo Alto Phoenix Academy, who also took  the opportunity to promote CodeCamp, a free summer camp and after-school program they run to teach kids to code.  The impact of these authentic hacker experiences, especially for new coders, is profound. Shadi Barhoumi, one of the CodeCamp instructors shared that “our kids were so focused and excited to code today after the hackathon, because they finally understand why coding is cool and useful and fun.”

It was amazing to see the level of student engagement and learn how attendees keep that energy flowing beyond the weekend. Resources like Hackers Under 20 and StudentRND are just a couple that support young hackers. While education policy wonks debate the best way to teach kids to code and if CS should take the place of a foreign language, many students are ready to hack their future and are clearly not going to wait for schools to figure it out.

STEM Expo: Not Your Typical Science Fair

If you’re a regular reader you know I’m a big fan of Angela Estrella and the community at Lynbrook High School. This afternoon I attended their annual STEM Expo, which Estrella describes as “a science fair on steroids,” and was blown away by the students and their projects.

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Pragna Upputri’s – The Application of Optical Lift on Micromotors

The STEM Expo is the school-level showcase event for students to practice their presentations before the Synopsis Regional Championship, which takes place on Wednesday, March 11th at the San Jose Convention Center. Lynbrook will have 90 students competing (full list here), 30 of which are members of the STEM Research class that was started 10 years ago by science teacher (and fellow Stanford alum), Amanda Alonzo. What began as an after school club with 6 students has grown into an award-winning program that introduces students to science, engineering and design thinking concepts. (Did you hear about the teenage girl, Eesha Khare, who invented a device that could charge your phone in 20 seconds? She’s one of Alonzo’s former students.)

Not So Weird Science

It is clear these kids are doing much more than tinkering in their science labs. One group conducted their research on gene synthesis at DNA 2.0 and many are coached by local experts and researchers from Stanford, Berkeley and Santa Clara University. The quality of the projects is so impressive that winners from the Santa Clara County regional competition bypass the state level and move directly on to Intel’s international competition, ISEF.

Having seen several startups and Stanford students try to hack the Kinect, I was impressed with Abhishek Johri’s Vision Kinection, which uses depth and RGB sensors to see how far an object is from a person without looking at the object. He described possible use cases for the visually impaired and the military.

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Johri, a senior at Lynbrook, explaining his Kinect-based project

She Blinded Me with Science

I immediately noticed the healthy balance between male and female participants. Though the initial group when she first started was all boys, Alonzo proudly shares that the number of female members over the years has grown steadily and this year there are slightly more girls than boys. “Girls have really excelled in this program since they seem less afraid to ask for help,” Alonzo adds.

The winner for me was Maitreyee Joshi, who is developing an automatic indoor mapping technique to create an indoor navigation system app for the blind and visually impaired. Joshi shared her passion for improving services for the disabled, which started back when she got involved in VIP soccer program that helps kids with physical and mental disabilities.

Developing an Automatic Indoor Mapping Technique to Create an Indoor Navigation System App for the Blind and Visually Impaired

Automatic Indoor Mapping Technique to Create an Indoor Navigation System App for the Visually Impaired

Through her research she learned that visually impaired people can take 30-40 tries orienting themselves to a physical space before being able to navigate comfortably. Her app creates a virtual simulation which dramatically improves that experience and cuts down on the time it takes to become familiar with a space. She has already collaborated with Google on how wifi strength fingerprinting and depth sensors can be used to automatically generate maps of indoor spaces and ideally create this simulation for any space in real time.

I wish I could have seen Ruchi Pandya, who developed a carbon nanofiber electrode based sensor for cardiac health monitoring, but was at another competition during the time of the Expo. Alonzo shares that the microchip she designed measures distinct protein composition and can detect one’s chance of having a heart attack.

Beyond the impressive ideas I was struck by the professional level of execution. If these children are the future, I am confident we are in good hands.

Supporting Edtech Newbies

My latest project was working with the Highlander Institute and the Department of Education’s Office of Educational Technology to create a guide for developers and others who are interested in the edtech space. This is a natural extension of the curation and editorial work I’ve done with the Edtech Handbook, and you can see an example of some of the overlapping content in this recent post on edtech business models.

We are looking for feedback before creating a finished product so please read through the Table of Contents and let us know what’s missing.(A formatted PDF of the draft is here.) Please let us know what topics are important, whether there are missing pieces, or if you know of success stories or challenges to use as examples. When you leave a comment, please provide your name and affiliation.

Lastly, if you are at SXSW Edu this week and want to share some thoughts in person, track down Shawn Rubin. Thanks!

Coding in the Classroom

If you’ve been paying attention you know the latest buzz in edtech is a push to teach kids to code, with much credit for the recent surge in publicity going to Code.org and their Hour of Code efforts during Computer Science Education Week last December. However, I have been curious to see how schools are pushing past the challenge of just introducing ‘learn to code’ apps to create more authentic experiences for students to gain exposure to computer science concepts. My research recently led me to Summit Public Schools, a charter network with six schools that is already fairly well-known for their innovative blended learning practices, where all students have their own Chromebook and spend time daily progressing through their personalized learning plans.

summit_logo

Beyond experimenting with blended learning approaches, Summit created their Expeditions Program to encourage more interest-based activities for students throughout the school year. Over each two month period students spend 6-weeks in their normal class schedule and then 2-weeks participating in expeditions that they select from a menu of options designed around their interests.  I sat down with Greg Ponikvar, Director of Expeditions, who manages this aspect of the curriculum across 6 schools and approximately 1700 students. He shared some details about their current STEM offerings as well as plans for the next school year. 

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Warm-up exercise– translating code screen (which in this case is the white board)

Summit currently offers a computer science elective course for 25 students at 4 of their 6 campuses through at partnership with the Miller Institute (LearningTech.org) and are looking to expand that offering by hiring their own full time CS teacher next year. Ponikvar is exploring how to require at least one week of exposure to CS related topics for each student, which includes visits to local tech companies like Google.

During my visit I got a chance to observe Sam Strasser, Platform Architect on the Summit tech team, who is currently leading an expedition to introduce students to basic web design concepts, specifically html, css and javascript. Strasser is designing the 2-week curriculum himself, leveraging free online tools like Codecademy and JS Bin with emphasis on teaching debugging strategies and getting students comfortable finding answers themselves.

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Always comes back to paper and pencil– Strasser diagramming jQuery selectors and functions

While he is the first to admit that he doesn’t have any formal teaching experience, Strasser did a great job creating an environment where the students were teaching and learning from each other. With the vast libraries of resources, a core aspect of teaching kids to code is empowering them to troubleshoot their own issues, building confidence and learning how to get unstuck.

With the growing number of free online tools like CodeHSTynker and ScratchEd, I’m hopeful we will see more efforts like this to get coding into classrooms and make it relevant for students.

SparkTruck: Making Educators

The K12 Lab at Stanford’s d.school has designed a series of CreativityBoosters for Educators, to explore experiments in teaching & learning and building creative confidence. On Saturday in collaboration with MakerState, SparkTruck hosted a session on how to incorporate hands-on activities into lessons.

In true d.school fashion the brightly-colored post-its and creative juices were flowing. Inspired by the truck itself, the SparkTruck team created the session on a framework of IT BEEPS Identity, Teamwork, Brainstorming, Prototyping and Storytelling.

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They did a terrific job modeling how to conduct activities like this with students and emphasized the d.mindsets that fuel their work: radical collaboration, bias to action, building to think, show don’t tell and overcoming stuck points. We began with a group activity centered around a common problem that has been frustrating teachers since the beginning of time–

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Groups jumped into the brainstorming process, moving on to prototyping and then went around and shared what they had made. Then MakerState took over and set up several stations around the room where participants could practice different maker-focused activities, such as creating a pop-up book or a 7sec stop-motion animation.

What was most impressive is the diversity of educators and enthusiasts that attend these events. In my own work with TeacherSquare I know how difficult it can be for educators to take time out of their schedules for sessions like this, no matter how engaging or relevant they may be. It is clear that schools that create a community and incentives around these experiences reap the most benefits.  For example, a group of teachers and their principal made the trip down from Tiburon together, and I’m sure it helped that they were all being compensated for their time and participation. However, I doubt everyone in the room receives that type support from their schools.

I’m optimistic that collectively we can change the face of PD by creating more opportunities like this for educators to put themselves in the place of students in engaging experiences and be compensated for their time and energy.

Wan to see for yourself? The next sessions are on March 8th and April 12th- RSVP here.

Creating a Culture of i-Can

Where was this when I was young? I’ve been researching various STEM learning programs and recently came across Imagineerz, a design-thinking focused summer camp for elementary school kids.

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Imagineerz is the brainchild of Vaibhavi Gala, a fellow alum of the Stanford Graduate School of Education (ICE ’00), whose high school dream was to create a student-centered learning experience focusing on creativity and confidence building. Once her own children were in elementary school she knew the timing was right to explore her inner entrepreneur.

In March 2011 Gala decided to take the plunge, quitting her comfortable job in corporate training to focus on creating an experience for kids ‘to become positive and confident makers.’ The first program started in the summer of 2011 and in their 4th year of programming this summer they will serve approximately 75 students a week for four weeks in July. Building on her Stanford experience, she often recruits interns from the GSE to help her with the ongoing program and curriculum design.

As the camp and community grows Imagineerz is looking to deepen engagement with parents and kids during the year through a series of books and apps. With all the recent attention on the maker movement (the White House just announced their first MakerFaire), it would be amazing to see this type of programming become part of the K12 experience.

Preparing Educators to Blend Learning

ZayaPDWorkshop

One of the most important aspects of creating successful blending learning environments is preparing educators to effectively manage the students, data and tools available to them. In this final post in the 3-part series on Zaya.org, Soma Vajpayee, Co-Founder & Director of Training, shares some insights on how they are identifying and preparing educators to run Zaya Learning Labs in India.

I’m baffled by how we prepare educators to create personalized, differentiated learning environments by asking them to all sit through the same 6+ hour training session and then hand them a binder of materials to review on their own. (Isn’t this exactly what we want tech to help change in our current learning processes?) Luckily more and more players in the edtech space recognize that in order for tech integration to truly impact learning outcomes, educators need to be prepared to lead and guide students through these new learning experiences.

The key to blended learning is the ongoing feedback, which I believe is actually more important than the content itself if we see the goal as developing critical thinking skills and not just  knowledge acquisition. We are wired to learn by doing and responding to immediate feedback, which educators need just as much as the students do.

Improving teacher PD is a major issue and even startups that are not specifically targeting the K12 space are taking on this challenge. Coursera has a growing number of Teacher Professional Development MOOCs geared towards educators looking to improve their understanding and instruction in their rapidly evolving classrooms. Last fall Vajpayee and I attempted to participate in their Blended Learning MOOC, but unfortunately neither of us made it past the first couple weeks. (This hints at the core issue with purely online PD as my early optimism waned quickly.) With this in mind, she recognizes that while there are numerous resources online, her ability to engage her instructors during their offline sessions is critical.

Adding to that, a growing number of educators are participating in self-directed PD, supported by tools such as Sanderling and Twitter chats that encourage educators to connect and share their experiences. Vajpayee created the Zaya Learning Community group on Facebook to organize and stimulate sharing within the Zaya community.

Vajpayee shares some of her thoughts from the past year of recruiting and training the first set of Zaya educators.

How did you recruit the educators to run the first set of Zaya Labs? 

Identifying the right educators to lead our programs is an important part of our process. Zaya has partnered with Teach For India (TFI) and other women’s empowerment programs like SNEHA and to selectively screen candidates who have the knowledge, passion and energy to pilot these early programs with us. Our most effective early educators have been TFI teachers as they are a bunch of motivated and young people who are mission aligned to improve the education standards by using technology as an accelerator.

How are you blending the training sessions for your educators?

Once we’ve identified those individuals they participate in a 3 day, in-person orientation conducted in a blended learning fashion using the rotation model. From the very beginning we model for the educators what we want them to be doing with the students and believe this is incredibly powerful for them. They themselves experience the new learning style we seek to create for the students.

The initial teacher training program was formulated based on detailed competency required for a Zaya teacher like pedagogy, technology and classroom management, which includes reviewing case studies from Rocketship, KIPP and learnings from other blended learning sites. We are also creating our own library of resources which includes research on blended learning and “how to” technology related videos and feedback/ideas videos from our advisors.

ZayaTeacherPDRubric

During first two months of implementation we invest a significant amount of time coaching and monitoring each class. Using a detailed teacher rubric (formulated by a volunteer from UCLA) we are able to measure at a micro- competency level where each teacher stands. This is done more frequently at the beginning of the session and then once more at the end.

Based on early feedback we are developing self-paced modules for the teachers to refer to on a regular basis. We are curating the content from free resources and making our own videos with expert teachers.

Even with all the high-quality content we’ve made available online we directly see the importance of face-to-face time. We meet once a quarter to hold small discussion sessions and share success stories. This is an iterative process and will be refined as the platform becomes stronger and Zaya will be more attuned to working with more diverse group of educators.

What could be done to share learnings across different sites and even programs beyond Zaya?

The real magic in blended learning is collecting and analyzing the data effectively to improve instruction, and doing this well is extremely difficult. Even at the top blended learning sites in the Bay Area I observed some of the challenges they face given all the different software tools that don’t communicate with each other.

Beyond that, are we even collecting the right data? We should think more about how data is being mined for “student interaction” with the content and how they are learning it. We need to be able to look beyond which videos students watched and the exercises they completed.

Lastly, we need a uniform tagging nomenclature followed by content providers and shared across schools, content providers and teachers that are mutually agreed upon so that students benefit. The US seems to be moving towards this with the Common Core but there is still quite a ways to go.

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