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ALOE Blended Math Project Berkeley Adult School

ALOE Blended Math Project Berkeley Adult School. February 22 nd , 2013 Presenter: Wendy Hoben, ABE teacher wendyhoben@berkeley.net. 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

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  1. ALOE Blended Math ProjectBerkeley Adult School February 22nd, 2013 Presenter: Wendy Hoben, ABE teacher wendyhoben@berkeley.net

  2. 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

  3. Our Project Plan

  4. Successes • Students liked math more than in previous years: • They also learned more:

  5. 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

  6. 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

  7. 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.

  8. 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

  9. 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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