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.
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.
2 replies on “Preparing Educators to Blend Learning”
An interesting post, thank you! It is funny that when you are teaching teachers it is ok to forget all the lessons learned about teaching and learning. I remember sitting through lectures when I was studying to become a teacher and the lecturer would tell us to do what he was telling us to do, not what he was doing. And this same method seems to reappear in teachers’ PD event.
I’m happy that the development of your online learning material includes someone who thinks about what we need to know about students in order to assess their learning on online platforms. Unfortunately, developers of online platforms do not know anything about learning or the data that is mined is dictated by what can be programmed by the programmers (who are also not education specialists).
Thanks for sharing your thoughts– It’s unfortunate to think how long it will take teacher training programs to catch-up to all the innovation in the space but I am hopeful. I have also observed a growing number of edu-focused startups seeking to deeply engage educators in their product development process, which keeps me optimistic.