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ALOE Blended Math Project Berkeley Adult School. February 22 nd , 2013 Presenter: Wendy Hoben, ABE teacher [email protected] Our goal. Increase learners’ math & computer skills and confidence through instruction that is: Differentiated Personalized Self-Paced Measurable

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Aloe blended math project berkeley adult school

ALOE Blended Math ProjectBerkeley Adult School

February 22nd, 2013

Presenter: Wendy Hoben, ABE teacher

[email protected]


Our goal
Our goal

  • Increase learners’ math & computer skills and confidence through instruction that is:

    • Differentiated

    • Personalized

    • Self-Paced

    • Measurable

    • Manageable

  • Our goal was a small “tune-able” pilot rather than trying to maximize # of learners & staff



Successes
Successes

  • Students liked math more than in previous years:

  • They also learned more:


Successes cont
Successes cont.

  • Use of “appropriate” technology for these learners led to new computer skills and confidence, & minimized technical issues

  • Blended model supports “each one/teach one” & use of great classroom volunteers—sense of community is enhanced, not lost

  • Active learning: less time “correcting” work = more time to learn and analyze mistakes


Challenges
Challenges

  • Making time for monitoring—& how to continue after ALOE ends…

  • Orienting learners and volunteers

  • Acknowledging and managing student frustration

  • Aligning online (and paper) resources with students’ needs and with each other

  • Working without adequate IT support


Changes
Changes

  • Stopped differentiating between “distance” and “in-class” only learners

  • Other changes were student-initiated:

    • Un“flipping” instruction/change in lab time

    • Better alignment of online practice assignments to in-class lessons

  • Some were enabled by new technology:

    • Use of smart board/pens for group practice

    • Development of Hippocampus playlists of best video resources from NROC, Khan, YouTube, etc.


Show and tell
Show and Tell

  • Usable reports are key for effective blended environments: www.ixl.com

  • Hippocampus playlist—capturing what worked for my students for future use: www.hippocampus.org/?user=whoben


What we learned
What We Learned

  • Benefits accrued to all students

  • In-class lab time facilitated dispersion of knowledge throughout class

  • Most incoming ABE math learners did not have all the skills to succeed in a pure distance learning setting, but became enthusiastic about learning in a blended setting


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