Paleobiology : Where An Online Module Meets Best Practice

1. Paleobiology:Where An Online Module Meets Best Practice ITEC Gail B. Wortmann and Nancy Movall October 17, 2011

2. Emerging Best Practice According to iNACOL’s John Watson in Promising Practices in Online Learning, blended learning, which combines the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future.

3. Emerging Best Practice According to iNACOL’s John Watson in Promising Practices in Online Learning, blended learning, which combines the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. Turn to an elbow partner and discuss how that statement makes you feel.

4. Goal for Today • Tales of Blended Learning (3 teachers) • Example of Blended Learning eCurriculum: reSOURCE IOWA module, Paleobiology • Compels students to learn by engaging them    • Anchors study of biological evolution to prehistoric Manson Crater • Incorporates best practices, i.e., Gradual Release of Responsibility, the 5E Inquiry Model, 21st Century Skills, Rigor and Relevance Framework, etc….

5. Tale tellers… • Jennifer Hand, Science, Centerville (not 1:1) • Courtney Bortle, Science, Central City (1:1, 4 yrs) • Jamaica Reed, Science, Audubon (1:1 first year)

6. Blended Learning Definition • Online course materials are used in a face-to-face environment • Shift from teacher-centered instruction to learner-centered instruction • Interaction increases between: • learner-instructor • learner-content • learner-learner • learner-outside resources

7. Power of Blended Learning • Quality of online product and what is achievable • Constructed to include best practices • Conceptual development • Using blended for 1:1 environment:

8. Conceptual Development • Unit Checklist - the whole module is carefully crafted - it is not a shopping cart for activities

9. In the Context of 21st Century Skills • 21st Century Skills: civic literacy, health literacy, financial literacy, technology literacy, and employability skills • Improves information literacy and digital proficiency • Evaluate their work based on the employability skills • Raises the rigor of f-2-f discussions

12. Ask students to do more than sit… • Inquiry-based • Students are expected to gather data that will be shared with and analyzed by the class. • Students participate in hands-on labs or activities • Students involve non-classmates in order to gathering data (family, friends, etc.)

14. Advantage of Online Learning for Students • Learning experience is well-designed with best practices included • Additional resources were available and used by learners • Learners had more control over choices (access, moving forward, replay, online tools) • There was more self-reflection and monitoring of personal progress • Paperless – Environmentally friendly SRI International

15. Jessica Parkard, Audubon, Anatomy

16. Advantage of Online Learning for Teachers • Lessons were prepared based on standards and best practice • Learner materials could be downloaded (rather than created) reducing prep time • Lessons could be more readily paced according to learner need • Lessons were more easily differentiated for learners-in-need • Language support tools were available for ELL learners • Absent-learner issues required less teacher time • More teacher time could be spent with smaller, collaborative groups rather than large-group instruction SRI International

17. Blended Learning Testimonial

18. Barriers to Online Learning • Equipment/access issues • Enough computers or mobile devices • smartphones, netbooks, or tablet computers • Enough bandwidth to insure adequate internet feed • Time management

19. Blended Classroom Teacher • Available for help with online instruction • Personalizes learningas much as possible • Encourages thoughtful reflection • Differentiates instruction • Monitors learning: • Provides guided instruction • Procures materials for activities • Grades work and gives assessment feedback on standards and benchmarks

20. Students and Blended Learning Get Engaged! Crafting a High Quality Module… Paleobiology Lessons were chosen to • Cover the essential questions • Engage learners • Make the subject of evolution relevant from both the biotic and geologic perspective • Show Iowa Core proficiency • Connect to careers

21. Adam’s Reflections: Paleobiology Pilot “I learned a lot about the Manson Crater, evolution, and other aspects of science. (Evolution was by far the most fascinating.) Reading about how different animals have adapted to survive is just fascinating to me. How hummingbirds have adapted to having longer beaks to get the nectar from the flowers, rabbits adapting to their surroundings...”

22. Evolution Pre-test Paper-pencil or: http://tinyurl.com/3zbe2sf VERY IMPORTANT: Please indicate whether each of the statements on this pre-test is true or false, in terms of how you think biologists use and understand the term "evolution" today. You do not have to agree with the statement for it to be true.

23. Paleobiology Unit: Iowa’s Own Meteor Crater • Investigate the Manson meteor crater at the end of the Cretaceous period • Tie together Iowa Core biological evolution standards from Life Science and changes in earth systems standards from Earth Science • Carefully crafted with relevant information (scenario) • Estimate 3-4 week unit • 11 lessons take more than one standard “class-day”

24. Ellie Calhoun scenario • Real-life, problem-solving • Requires higher order thinking skills of analyzing, evaluating, and creating • Compels learners to investigate biological and geological events with unpredictable outcomes • Gives reasons for why students are asked to do the learning events • Go online!

30. Online Assessment • Both formative and summative assessments are integrated for both the teacher and the learner • Probes for prior knowledge • Peer “understanding” reviews • Online quiz options • Self created learning quizzes/ practice tests (ITEDs…) • Randomized foils • H.O.T.S. multiple choice • Immediate feedback • Essential question assessments • Proctored/password protected

31. Essential Question Summative • Show evidence of learning • Choose one essential question and show evidence of understanding • Choose to present evidence via multimedia or simply writing an essay or a blog post • Instructor looks for evidence of knowledge and understanding of biological evolution using a holistic rubric

32. Technical Issues • Streaming video access • Cloud computing solutions such as Google Docs • Access to links (school filters may block sites that are important to concept development & HOTS)

33. Student Reflections… • Enjoyment was usually tied to success with time management and perseverance • One student commented, “This unit as a whole helped me be more self-motivated.” • Big idea, essential questions, learning goals, and success criteria of the unit (these headings align with Iowa Core work)

34. Fully Online with Student Coach • Student Coach monitors progress • Learner is responsible for progressing through unit at own pace (acceptable to the learner, coach, parent, and school) • Student Coach confers with teacher-of-record • Credit given by the local school district. • Help is: • Self-directed (learner uses resources to find answers) • Student Coach assists (finds resources or helps learner locate needed resources)

35. Thanks for your kind attention! Try Blended Learning!

36. Contacts Gail B. Wortmann Iowa Learning Online Great Prairie Area Education Agency 2814 N. Court Ottumwa, IA 641-682-8591 ext. 5233 gwortmann@iowalearningonline.org gail.wortmann@gpaea.org