In terms of me explaining my job I say that I don't, I don't teach as much as I am guiding them to become better people. And sometimes it's to me the learning is secondary.

Well ,the learning is, of course, primary.

But I come in with knowing these are going to be transformational leaders of change and they need to know math and they need to know measurement.

And that's what get's me, that's what gets me at the end of the day. the real lessons like they need to know to go to college.

They need to go to college to become transformational leaders of change. And that's what I tell my friends.

>> My role as a blended learning teacher is a little different in three main ways I would say.

First I'm able to spend a lot of time doing small group instruction while my students are interacting with

adaptive, adaptive learning programs.

So I'm able to work with small groups of

students and interact and increase my

impact in that way.

Second while my students are not with me,

they are still spending a lot of time learning.

They are still learning through visual spacial math programs. They are still learning through apps that

reinforce basic skills like Math Facts.

So they're learning at their own pace, even when they're not in front of me.

And third, I'm able to maximize my impact by collecting data and having students interact with technology

as we integrate it into the core curriculum.

So I'm able to have students take quizzes online and I get instant feedback, about how they've mastered the standard that day without even grading papers.

I can just see it on a graph online.

or when my students are publishing their papers for writing, rather than writing it out in black pen, they're able to type

it up, just as they will in high school, in college and in life.

So, I'm able to maximize my impact, through technology in a lot of different ways.

>> As we shift to looking at Kipp LA, what we see and what jumped out to us, was that, this, teachers there are really

focused around three things, in their new roles as blended learning teachers.

The first one is driving small group instruction.

The second one is instilling character and values.

And the third one is that they actually still take the best

of traditional teaching, and weave it into these new blended learning environments.

>> So to that plane of their holy grail, it is small group instruction. And it's an interesting story of how they

came to this focus of blended learning, in many ways because of budgetary pressures that forced them to think about new models.

Beyond that though it's also fascinating how much they've embraced this role of small group instruction and that for them, they just see the gains from this amount of time,far out pacing any other thing they can do as part of their

educational model.

>> We believe in small group instruction, because it allows for one on one conversations for so much language

practice and for repeated hits.

[INAUDIBLE]

with a skill. So that students are able to get to mastery even faster.

>> Clearly, many teachers around the country, are already doing small group instruction or what we call a workshop model.

But what's different in blended learning is that, rather than just being rotations through worksheets or other assignments that may or may not be connected to an individual's needs.

Because students are working online.

You can really focus and tailor that instruction to the individual student's needs.

>> For my students

[INAUDIBLE].

It's especially essential that they get lots of practice with the language, around whatever I'm teaching.

So we have a lot of English language learners, so because they're in a small group, they're able to talk frequently.

Both to me and to partners, and I'm able to follow up with them, to make sure that they're using that academic language the way that they need to. They're also able to get a lot of feedback.

So I'm able to interact with each student throughout the course of the lesson on an individual basis.

As I go through the lesson and I figure out which students are mastering the content quickly, which students need more reinforcement, I'm able to pull.

I usually end up with a group of two to four students in front of me. Just working with them to address any misconceptions they may have.

So I'm able to have that powerful one on one impact, even when the classroom ratio is one to 27.

So at KIPP the teachers explicitly see their role as building the character and value of their students.

You cannot step foot on this campus without understanding how it permeates every part of their soul.

And they want to teach things like grit, determination, values, ganas or desire for learning.

It is the core job of a teacher in their school.

>> We would argue that in

[UNKNOWN] learning environments, focusing on

character and values is really important, because we're

really giving the power to the students to be their self-directed learners.

>> Character education at

[UNKNOWN]

begins day one of summer school.

During summer school we really focus in on the character and we do that through values.

And we have four school values, courage,

ganas, honor and reflexion.

courage means to take risks, ganas means

never giving up, honor is to respect oneself and their community and reflexion to our youngest kids means making the right choice.

And when you don't make the right choice, which happens to all of us, is really turning it around.

you know, we really focus in on the values and on this character development, to make sure that our students are growing social and emotionally.

You know, for us, the academics is what's

going to get are kids to college, but it's not going to get

them to and through.

We really believe that it's going to be the character, their character that's going to get them through college.

>> Educating the, the mind is just as important as educating the heart.

And when I think of our student's, I see them as transformational leaders of change.

And I want them to go to college and I want them to come back and serve their community.

And part of that has to do with having empathy for your fellow, for your fellow man.

And it starts in kinder, it starts in first, it starts in second.

So we actually have developed in second grade a Social emotional learning program about about empathy, about relationships, about relationships with people.

I developed it actually and the way that, to bring it back to the concrete we do it through books, we do it through role

plays, we do it through writ, writing exercises. its something that definitely is at the forefront of of what we, we want them to be.

and we also teach character through our values courage,

[UNKNOWN]

honour and refraction and then we anchor all of our actions through our values.

so our friends don't break the rules there our friend is not

showing honour toom is my eye net when they are talking on the rug.

it's not that they're breaking a rule.

So it's definitely ingrained in our language going beyond that, we do see a need

[COUGH]to teach students more about qualities like empathy and responsibility things that will take them so far in life.

>> our friend is not showing honour toom, because in my classroom during math for example we have a rotational model.

Where the one group of students is on the carpet learning the lesson with me, one group of the students is on Chrome books and one group of students is on iPads.

And then they rotate through those three stations throughout the math block.

So all three groups of students see me, see Chromebooks, see iPads. So during that time, I am able to work with a very small group of students that's leveled.

So I'm able to push some of my students, who need pushing, beyond the bounds of the lesson. I'm able to give reinforcement or reteaching to my students during the course of the lesson, if they need it.

Because I have a group of, a small group of students, between seven and 11 students in front of me on the carpet, while the rest of the class is doing technology.

That time that they spent on technology is incredibly intentional, because for example, they may be working

on ST Math. Which is a program where they are learning Math concepts through visual and spatial strategies.

And, so I'm able to sink up the curriculum of ST math to match what we are teaching in contact.

So, that maybe pretty thing, something that we are going into next week.

It maybe reteaching something, that's something we need reinforcement on, or it maybe directly related to the lesson

of today.

So, today we are teaching measurement, on ST Math, they may have done measurement last week, or they may

be doing measurement currently to reinforce it.

So, I'm able both have my hands in, what's going on with the students right in front of me and also know exactly what's happening with the students who are not with me.

>> It's interesting to see that KIPP

still does do a lot of direct instruction and we raised this point as a reminder that, this is not a all or nothing proposition. You don't have to have a religious conversion to blended learning.

If you're going to still do direct instruction, go for it, but just like KIPP do it with purpose and fidelity.

So when you watch a KIPP classroom, when you see these KIPP LA schools.

Their direct instruction, the moves they use are tight and purposeful, and it's that attention to detail that keeps the kids on the edges of their seats in the learning process.

>> By the end of the lesson today, you will be able to measure objects in feet or in inches.

That is your first job. Your second job is to

look at an object and tell, should I measure this in feet?

Or should I measure it in inches?

So you will know you're successful when you can answer those two questions.

Ready to rock?

>> Ready to roll.

>> Hold up your pencil.

Would you measure it in inches or feet?

Think to yourself.

Whisper to your pencil.

I would measure you in.

>> 

[INAUDIBLE]

[CROSSTALK]

>> The other essential thing that you

have to know before you measure, is what the

halfway point is.

Say halfway point.

>> Halfway point.

>> The halfway point is a smack dab in

the middle between two numbers.

Mark, why would you measure a book in

inches?

>> Because a book is too small.

>> because a book is small

[INAUDIBLE].

我对自己的工作的解释是，我并不会教授给学生成为多么优秀的人才，甚至有些时候，对于我来说学习位列其次。

当然，学习也是很主要的。

但是，我所了解的会进行转型变革的领导们，他们需要了解数学，需要知道测量。

这就使我在一天结束的时候可以明白，在学校里他们所需的真正课程是什么。

他们需要上大学成为转型变革的领导人。我将这一观点告诉给我的朋友们。

我将会从主要的三个方面阐述在混合式学习中教师角色的一点点不同之处。

首先，我会在小组指导上花费大块的时间，即在学生们彼此打交道互相适应的这段时间，可以自主适应学习计划的时间。

所以我能够在小组内工作，和学生互动,以增加我的影响力。

其次，当学生不和我在一起时，仍会花费一些时间在学习上。

他们仍可以通过视觉空间数学课程进行学习。

他们仍可以通过应用程序进行学习，加强基础技能，类似于数学事实这一方面。

所以即使他们不是在我的面前，他们也可按照自己的节奏学习。

第三点，通过收集数据，我可以最大化的影响学生，

可让学生间进行技术交流，可以集中成为一项核心课程。

所以，我要求学生进行在线测试，我可立即得到反馈，关于学生是否达成了每日标准，而不是年级的论文。

当学生们在完成的书写测试而不是用笔书写的时候，在网上我可以看到图示。学生可以用键盘打出字体，就像是他们在高中，在大学，在生活中那样。

所以，我能够通过技术且用不同的方式最大化我的影响，

当我们转向看着洛杉矶的时候，我们脑海里迸发的是教师在混合式学习中的新角色主要集中在三个方面。

第一是：推动小组指令。第二是给学生灌输的性格和价值观。第三是他们实际上采取的最好的传统教学，把它改造成新式的混合式学习环境。

所以，关键是小组学习指导。用多种方式找到混合式学习的重点是有趣的，主要由于预算压力,迫使他们去思考新的模型。

尽管它是有趣的，但除此之外，他们从小组教学中得到了多少，他们所看到是时间收益，远没有看到教育模式中他们利索能及所做的事。

我们相信小组指令的作用。因为它允许在多语言环境练习和重复过程中还可以一对一对话。

这样，学生能够掌握得更快。

显然，我们周围的很多教师已经开始实施小组教学，也就是被我们称之为的车间工作模型。

但是混合式学习的不同在于，不仅仅是只通过工作表进行运作，或者是仅与个人需求相联系的额外作业。

由于学生是在线学习，你可以真正的集中或者调整教学，已满足学生个人所需。

对我的学生而言

尤其重要的是，学生们可以得到很多的语言练习，在我教授范围之内。

我们可见有很多的英语学习者，他们可以在小组内自有熟练交流。

对于我以及家长来说，我可以及时跟进学生，以确保学生们正在按照他们的所需使用学术语言。

他们也可以得到很多反馈。

所以，在个人基础上的整个学习过程中，我能够跟每个学生互动。

在课堂中，我可以很快判断出哪些学生能很快掌握知识内容，哪些学生需要再多些的巩固。

我通常会与2到4个人的小组一起，与他们合作，以解决任何误解。

所以一对一下我可以有很大的影响，即便是在一对27的教室内。

所以，在KIPP，教师们明确的看到自己在塑造学生性格和价值观方面的角色。在没有了解到如何渗透到他们灵魂每一部分的时候，你不能涉足校园。

他们想要教授类似勇气、决心，价值观或者对知识的渴求感的东西，这也是教师学校工作的核心部分。

我们认为在学习环境中，个性化和价值观的确很重要。因为我们要提供给学生成为自主学习者一些力量。

品格教育在暑期学校第一天就开始进行。

在暑期学校期间，我们更关注与品格和价值观的教育。

我们有四种的学校价值观，勇气、坚持、尊重和思考。

勇气意味着承担风险，坚持意味着永不放弃，尊重意味着尊重每一个人，思考对于年轻的孩子们来说意味着做出正确的选择。

对于我们很多人来说，当你不能作出选择的时候，你真的需要方向思维思考一下。

我们真的更应该关注学生的价值观和个性发展，以确保学生们情感丰富，成长为社会人。

对于我们来说，学者就是把孩子们送进大学，但不能确保孩子们可以顺利通过大学的毕业。

我们更倾向于认为，是他们自己的性格、品格贯穿于大学始终。

教育、思想教育一样重要。

我预见我们的学生会是变革的领导人。

我希望他们都可以去上大学，学成归来后可以服务于社区。

在幼儿、小学，中学时期，你需要和你的同事、伙伴达成共鸣。

实际上，我们大约是从第二年级的阶段开始发展社会情感，包括同情心、认同感和人际关系。

通过课本与实际相结合，通过角色扮演、纸质练习相结合，给与学生的东西，肯定是我们所知的最前沿的东西。

价值观方面，我们也给教给孩子们勇气类的的价值观，并付诸实践。

所以，在我看来，我们的朋友们不要打破规则，也用不着拿到桌面上的炫耀荣誉。

这并不是说他们打破了规则。

这在我们的语言中是根深蒂固的，到目前为止，我们看到应该更多的教给学生同情心和责任感。

我的朋友们并不是只显示荣誉，比如在我们教师的数学课堂上，我们有一个旋转模型。

一组学生和我一起在地毯上学习，一组学生用课本学习，一组利用I pad 学习。

通过这三种站点，旋转数学的模块。

所有这三组学生看着我，看Chorme book,看Ipad ,在这期间，我可以跟一小组学生共同学习。

我能给予需要帮助的孩子一臂之力，超出课本的范围。如果学生们需要，我也会重复或者强化一些内容。

我有一小组年龄在7—11岁的学生，其他学生做技术学习时，他们便坐在我前面的地毯上。

这段时间，他们有令人难以置信的专注力。例如，他们专注ST 数学。即一个通过视觉和空间维度方式学习的数学概念，这是一个程序。

所以，我能更深入研究课程，以与我们所学课程相匹配。

下周，我们将会深入讨论这个问题。

我们需要再巩固那些需要重复教学的东西，这与今天的课程内容直接相关。

今天，在ST的数学课上我们将学习测量学，上周已经学习了测量，所以他们可以直接进行测量来进行巩固。

我可以清楚的掌握，在我面前的学生正在做什么，也知道不在我周围的学生发生了什么事情。

观看KIPP是很有趣的事情，可以做很多直接的指导，我们需要提出提醒的一点，这并不是可有可无的命题。你也不用特别严谨的转换成为混合式学习。

如果你继续做直接指导，也可以，就像是有目的性和很忠诚的的KIPP.

所以，当你看到一个KIPP式的教室，KIPP式的学校。

教师在直接指导，他们的变动紧张有序且有目的，

那就是对细节的关注，保证孩子们在自己座位上就可以完成学习过程。

在这堂课将要结束的时候，你可以具体衡量一下目标。

这是你的首要任务，其次就是思考一下，目标真的是可以用尺度来衡量的吗？

当你可以回答这两个问题的时候，你就会成功了。

动心了吗？

准备好开动脑筋了吗？

举起你的铅笔

你会用具体的尺寸来衡量铅笔吗？

想想自己

跟你的铅笔窃窃私语一番

我将会衡量一下你

另外，在你衡量之前，你必须知道的一件事情，中点是什么，是中点。

中点就是介于两个数字之间的一个数

马克，你为什么要测量一本书的尺寸呢？

由于一本书太小了，一本书的尺寸太小了。