All teachers know that you need great

systems in your classroom, even the little

things.

It's as if if there's any one problem,

create a system for it.

I remember one of my teachers was

frustrated by her bookshelf at

the end of free reading time because the

books were a mess.

So after lots of lecturing she finally

decided

to take a picture of what she wanted it

to look like, and post the picture on top

of the bookshelf, and it essentially

solved her problem.

It's so simple but if you find a

structural systematic approach

you can solve a lot of problems.

>> And so blend to learning teachers

are coming

up with great systems to make their

classrooms run smoothly.

>> I would say like as far as systems

go there's not,

there's not much different from a regular

general ed classroom, so to say.

Like, the same directions apply.

Like ,we have signals for when they need

to use the restroom.

Like, we have hand signals.

We have

like expectations for what you bring to

class.

Like, we talked about in the first week of

school like, how

we're going to pass out papers and what we

expect you to do.

I think the difference is like them having

computers all

the time, and like how specific you need

to be it.

And like how important it is to teach them

to like treat

their important with respect, and like

it's a tool, and not a toy.

We're not like looking up different

things,

like it's an educational resource for us

while we're at school.

>> so the first two weeks are

procedures, and

that includes when they go to the computer

labs.

So, Mrs. Sarah, who is my

Paraprofessional, she's going

to show the kids how to walk into lab.

If they do not walk in quietly with their

hands behind their back and sit

down at their computers, she takes them

out, lines them up, and they do it again.

If they don't enter quietly, takes them

back out, lines them back up.

And we can do this seven, eight, nine

times if that's how long it's going to

take.

most the time it doesn't.

and then as they know as soon as they get

into the

lab, Mrs. Sarah tell them, she models what

she wants them to do.

She says headphones on, they all put their

headphones on.

[NOISE]

>> Watch how smoothly it works when you

have good systems, for a student to

know exactly what to turn in, and then

easily transition to working on a tablet.

[INAUDIBLE]

There's a clear theme that emerges from

all these structures and systems.

And it's that the teachers are creative.

The teachers find solutions to the

problems, and they're getting ahead

of the problems, and mapping out where we

need to go.

And we know that the things we've raised

are just the tip of the iceberg.

I'm sure at home there's a lot of you've

already had a really great system

or structure that you've been thinking

about, that

works really well in the blended learning

setting.

So we want to move that discussion onto

the discussion board.

So get online, post a good

example of something you've seen or you

think is essential, and let's vote

up and down and get some really good

responses bubbling to the top.

>> Now there's one other idea that

Brian and I have

been toying with, which is that as we move

to these

blended learning environments, what are

the right signs that we should

be looking at to see if students are truly

engaged in learning?

>> I think about this as stop measuring

proxies

of learning, and start trying to actually

measure learning.

And I remember when I

was running a summer pilot, we've talked

about with blended learning

This, there was a student who wasn't there

the first day.

So I came back the third day and I saw

this

kid and he was standing in the doorway

eating an apple.

And I kind of, I was an old school, like

law and order kind of principal.

I went up to this kid, I was like, what

are you doing in the hallway?

Why are you eating an apple, where were

you day one?

And he just looked at me and said hey,

slow down.

I'm the top scoring kid in the class right

now.

And I took a breath, and I said come show

me.

And we walked in and he opened his laptop

and he had

made more progress in his one day than

everybody else had in two.

So I said go finish your apple, right?

It's like, he had proven to me that he

knew this material.

And I could finally get inside the black

box and see some indications of learning

versus whether

I, his head phones were in, or whether his

eyes were on the teacher the whole time.

>> Now, this idea of actually following

the actual learning and

paying attention to those signs, it's

clearly not fully there yet.

But the idea here is

that as educators, we should start

focusing on how we can move more toward

actually observing signs of learning,

rather than

what we think of typically, as engagement.

>> So kids get off task and, as in any

classroom.

when I have noticed that kid is off task

I usually go over and ask them what

they're doing.

that might mean as I'm walking over they

just closed

down the tab on what they were just doing,

and we might check the browser history or

whatever.

It depends on how much you actually care

about that nonsesense.

but kids, if, I generally find that kids

who are off task are not engaged or motivated,

or understand why that task is the right one

for them at that moment to help them in their

learning.

So if you're convinced that it is the

right task for them,

that it's the right module in Khan Academy

or whatever it may

be, then that's a conversation I think is

worth having with the kid.

And in the blended classroom, you often

have the

minute to three minutes it takes to have

that conversation.

Because other students are generally

working hard and on task.

And you, you can, you can, you can get

that done.

it could be that, that kid particularly as

you

get into middle grades and high school

grades, really disagrees

with the task they've been assigned with

them.

And I try and respect that as much as

possible.

If that kid can articulate to me that

they actually should working on something

else at that

time, I generally say sure, that works for

me

and what's your plan for coming back to

this.

And like, put it, put it back in their

hands

to take responsibility for coming back to

that original learning.

>> The first move of a blended learning

teacher, is to explain the purpose.

Before the student's

interact with the program they need to

know the why of the program.

The second move is to organize in a

consistent and predictable way.

So I have stations in each of my classroom

where the technology is set up, where

students are completely

self sufficient and getting an iPad,

moving to the

spot on the carpet where they work on the

iPads.

Getting a Chromebook, carrying it over to

their seat, working on

it there.

The systems have to be predictable, have

to be consistent.

third, have systems for troubleshooting.

So, in my classroom, I have a

student who's assigned to be

troubleshooting the iPads.

I've seen that this student is really good

at being the point person for this.

Other students can go straight to her to

help troubleshoot any issues before

they come to me, because I am teaching a

group on the carpet.

So, using the strengths of the students in

your classroom

in order to enable you to spend more time

teaching.

>> So one of the things that most

schools fail to do in a

blended learning model is really look at

the data that the software programs are

providing.

Almost all of the programs can tell you,

these are the

five kids that are in trouble right now on

the software program.

And I've seen in cases where sometimes a

teacher will let a student go three weeks

with

absolutely no growth.

And the information was there every single

day on that report that was never looked at.

So we have each of our, our each of our

teachers or Paras, print out that report

daily, and know exactly

who are the five kids I need to talk to

tomorrow

when they come in the lab about their

performance from yesterday.

That's become part of our staff culture

and it's been extremely

successful at driving our achievement in

blended learning and software programs.

One of the most important components of

using a lab or a Chrome Book lab effectively, is that the

teacher's up and monitoring students at all time.

We ask the teachers every two to three

minutes to step

back, scan the room, and look for

behaviors that are not acceptable.

You know, typically, you'll find students

that may not have

their headphones on when they need to have

their headphones on.

It's really about having your head on a

swivel, when

you're in the computer lab, because kids

will occasionally drift off and get off task.

So, just like in a traditional classroom,

you

want to be tracking the classroom at, at

all times.

We also have a, two different chance that

we use

when we're logging in, and one when we're

logging off,

so that we have a, a very quick transition

from

being on the computer to being ready to

exit the lab.

And other technique is really critical to

have in your

blender learning program is a way to

reward student performance.

So, we have several different awards

that students can win in a week.

Who grew the most?

Which were the students that had the

greatest improvement one week to the next?

>> Before students go on technology, we

map out what it should

look like, what it should sound like, what

it should feel like.

What it should look like is you are on

your technology.

Your eyes are on your iPad.

Your eyes are on your Chromebook.

Your hands are moving, you're interacting

with the program.

What it sounds like is it's quiet in the

classroom.

So that the students

on the carpet can work.

What it feels like is it feels purposeful.

It feels intentional.

It feels like you are showing honor to the

people who are learning.

Like you are showing love and respect, you

feel happy.

So mapping out the purpose, and mapping

Out exactly what those clear expectations are

is essential.

>> Its really important to help

students

understand that you're going to be honest

with them.

It takes a long time as a teacher to come

to a place where you

feel comfortable being honest with your

students about

what they know, and what they don't know.

Because you're really worried that you're

going to break their morale.

But you have to do it if you want o move

the needle,

and you want to help students change the

projector y of their lives.

You need to empower them with information.

And so a lot about the next generation model

is taking what students know, and what

they don't know.

And putting it in their hands and saying

you have,

you have the power, you have the power to

decide what to do next.

This is where you're at, what do you want

to do?

But we're going to be here with you and

have that conversation along side.

And we're going to be here and these are

the tools and these

are the structures that are in place so

that we can support you.

But I need you to understand that like we

see what you see, and your parents see

what you see, and you need to see what you

see so that we can make movement.

>> Throughout the course of a day,

found myself starting to just ask kids a

lot more questions.

To help them come up with their own

answers to things.

Whether that is to understand content,

whether that is to understand

instructions,

or whether that's to like, you know,

resolve conflicts with their friends.

Or problems that they feel like they have

with a teacher or another adult.

I think it's sort, we really try to create

this culture as much, as a

faculty, that our job is to help kids

learn how to solve their own problems.

and I've, and I think it's been a great

thing, cause I think, instead of me

just giving kids answers, it's really

helping me

push kids to come up with their own

answers.

所有老师都知道在你的教室里有一套很系统的东西，非常具体的。

正如那里有个问题，就正好创造了解决它的方法。

我记得我的一个老师在阅读结束时总是为他的书架头疼，因为一团糟。

终于在很多节课之后，它终于拍了一张他想要的效果的图片。

并且把它贴在了书架上，

它基本上解决了它的麻烦。

如果你能发现一个解决你的问题的方法是很简单的。

因此混合式学习的老师的出现，会让你的课堂进行的无比顺畅。

我要说的是，这个模式还没有进行的很远，

与普通教室没有太大的区别。

比如我们的指令，比如当他们想去洗手间时，

比如，我们有一些手势。

比如我们希望你们带到班里一些什么东西。

比如在第一周我们讨论在学校应该怎样。

我们发试卷的时候希望你怎样做。

我认为区别是让他们一直上电脑，以及你需要有多具体。

比如教他们只是重要，还是对待他们的尊重得态度重要。

比如，电脑是一个工具而不是一个玩具。

我们不像是查找不同的东西。

比如，当我们在学校时，它就是我们的教学资源。

因此前两周他们是进入过程，包括他们进电脑室时。

Mrs. Sarah是我的助理。他展示给孩子们怎样进入实验室。

如果他们不把手背后安静的走进去坐下。她就会让他们出去再重新来一遍。

如果他们进去的时候不安静，就让让他们出去重新后退再站队。

哪怕这会占很长时间，哪怕做七八遍，都要这样执行，

直到让他们知道该怎样进教室。

Mrs. Sarah说就得给他们定型。

她说，戴耳机，他们就全体戴耳机。

当它成体系之后，你就会发现课堂有多顺利。

学生就会很清楚的知道下一环节干什么，也会很容易的转到电脑上学习。

从这些结构和系统中显露出一个很清楚的主线。

就是，老师是由有创造能力的、

老师能发现解决问题的思路，走在问题之前，并能筹划出解决问题的方向。

我们提到的这些只是冰山一角。

我们在家你一定有一套很棒的方法。

他们在混合式学习中一定很好的发挥作用。

所以我们转到讨论区。

所以上网，发布一个你看见的一个好的或者你认为最基本的案例。

让我们全体投票，并且积极响应回复。

现在还有一个我们没有认真看待的另一个方面。

我们来谈谈。

如果我们把这些挪到混合式学习的环境中。

如果学生真的投入到这种学习里，我们应该看到正确的信号是什么呢？

当停止测量这种学习变量的时候，我考虑开始实际测量学习。

我记得当我假期练习当飞行员时，我们谈论混合式学习，

第一天，        有个学生不在那。

我第三天回来时，我看到了这个孩子，他站在门口吃苹果。

我是这个学校的老教师，有点像法律秩序的代名词。

我走到这个孩子前，你在走廊上干什么呢？

你为什么吃苹果？

第一天时，你在哪呢？

他只是看着我说，你慢点行吗？

我现在是班里得分最高的学生。

我吸了口气说，来展示给我看。

我们走进去，它打开他的笔记本。

他第一天就取得了很大的进步，比别人两天的进步都大。

所以，我说那就去吃你的苹果吧。

他向我证明它知道这些事情。

我知道了黑匣子的内情，看到了对学习的适应。

不管他的耳机是否戴着，不管他是否一直在看老师。

现在，真实的跟随真实学习的想法，和对信号标志的注意力，显然还没有充分在那里。

但是这里的想法是，

作为教育者，

我们应该开始关注我们能进步多少，

朝着实际观察到的学习信号，

而不是想当然的认为的。

当我发现学生完成任务时，我就会走过去，问他们正在干什么。

也许是，当我走过去的时候，

他们正好在关闭选项卡，

我可能会检查历史浏览页或者其他的。

取决于你是有多关注学生。

如果我发现学生完成任务后，没有继续学习或没有上进，

或者发现所给的任务对他们的学习没有用。

如果你相信，

那个任务对他们来说正合适。

那么就值得和这个孩子说说。

在混合式教学的教室里。

你会有几分钟的时间进行那样的对话。

因为其他学生在正常的进行自己的学习和任务。

你就可以那样做。

当你进入中学和高中级别时，

那些学生就不会同意你分配给他们的任务了。

我尽力的尊重那些事。

如果那个学生能跟我说清楚，

他们实际上能在其他方面学习，

我一般会同意，说那就学习给我看，

你准备什么时候返回到现在的任务呢？

让他们回到最初的学习中去。

混合式学习的教室要做的第一步，就是要解释目标是什么。

在学生进入项目学习之前，他们需要知道为什么是这个项目。

第二步就是用一贯的和可预测的方式来组织。

因此，在我的每个教室，我都有不同的区域，在那里，技术被建立起来，在那里，学生可以完全自主，

可以端着自己的电脑，从这里挪到那里，到那些正在上电脑的同学中去。

端着自己的电脑，到自己的座位上学习。

这种系统是可预测的，应该贯穿如一。

第三步，要有排除困难的系统。

在我的教室中。

我有专门的学生来解决电脑故障。

这个学生在这点是最擅长的，最合适的人选。

这些学生不用找我，可以直接找这个学生寻求帮助，解决电脑的问题。

因为我当时正在知道其中一个小组的学习。

所以利用你们班里的学生的力量来解决问题。

这样你就能花更多的时间来教其他人。

所以很多学校没有做到的一点就是在混合式学习中，只看到了软件开发所提供的资源。

几乎所有的程序都会告诉你

有5个孩子在软件程序方面正在有麻烦。

在一些案例中我们看到，一个孩子三个星期一点都没有进步，老师就会让这个学生离开。

每天都会有汇报消息，学生从来都没有看过。

所以老师们可以每天打印汇报单，

就会知道每天都是哪五个孩子需要第二天进行谈话。

他们进入实验室，说他们昨天的表现。

那是我员工文化的一部分。

那在推进我们获取成就方面很起作用。

使用实验室最重要的成分，或者有效使用的方法，

是老师一直监督学生。

要求老师们每两三分钟巡视教室，

找出那些不按照要求做的学生，

一般就会发现学生需要戴耳机的时候却没有戴，

老师的头要来回转，

当在实验室的时候，

因为学生会不定时离开自己的任务。

就像在传统教室里，

你要不停的在教室里在巡视，

我们有两个不同的机会可能，

当我们登陆，或者退出时

我们有一个很快的转变，

从上电脑到离开实验室。

在混合式学习项目中其他技术也是很关键的。

那就是对学生表现的评价。

在一周里我们有几种不同的评价方法。

谁成长的最多？

从这周到下周谁是进步最大的学生？

在学生学习之前，我们要制定出目标，怎样看，怎样听，怎样感受。

当你学习时，应该是怎样的呢？

你的眼睛要看着电脑，

你的手在移动，你在与你的学习互动。

听起来是怎样的呢？

教室应该是安静的，

所以在一起的学生可以好好学习。

应该有怎样的感受呢/

感觉应该很有决心和信心。

就像给那些还在学习中的人展示荣誉一样的感受。

就像你正在展示爱，展示尊重，你是幸福的。

所以制定出目标，制定出我们具体的想达到的目标是最基本的。

让学生明白，你对他们是很可信的这点非常重要。

作为老师，来到一个让你感到很舒服的地方，不管你的学生知道的和不知道的，让学生感到可信，会花你很长的时间。

因为你很担心你会破坏他们的士气。

如果你想进步，你就必须去做。

如果你想对学生的一生有所改变，你就去做。

你需要给他们权利。

下一步会发生么，也许他们知道，也许他们不知道。

把权力交放在学生的手里，告诉他们，你们有权利决定下一步去做什么。

那就是你所在的地方，你要做点什么呢？

我们和你们一起变走边聊。

我们会在这里，有支持你们的工具和结构。

我需要你理解，比如我们能明白你所了解的，你的家长能明白你所了解的，你自己也要了解自己。

这样我们可以进步。

通过一整天的课程，发现自己问了孩子们更多的问题。

为了帮助孩子能提出问题的答案，

不管是为了理解知识，还是理解指令，还是为了和他们的朋友解决矛盾。

或者为了解决和老师或其他大人的问题。

我们尽力创造这种文化，事实上。

我们的工作就帮助孩子们让他们学会

怎样解决他们的问题，而不是老师代替他们解决问题。

我认为这是一件很伟大的事情，