Planning for the Future
- christinejpotter
- Apr 28, 2016
- 4 min read
As I mentioned in my previous post, I'm putting together a proposal to add a blended learning course in digital literacy and research skills for our incoming 7th graders. The outline below is how I envision the course being created and implemented. It's detail-heavy on the front end, as more elements would be added to the later phases as information is collected and the plan is revised.
I. Planning phase – end of 2016 school year
A. Determine interest level and viability (April - May 2016)
1. Create outline of program goals for digital literacy and research skills
2. Discussion with language arts department about needs/goals and to garner support for the class
3. Discussion with building principal about needs and plans to address
4. Faculty survey about interest
5. Meet with K-12 Instructional Technology coordinator to discuss plan
6. Meet with technology group to ensure the necessary infrastructure is in place
B. Develop support base (May-July 2016)
1. Aggregate survey information along with supporting data from literature to present to principal (May 2016)
2. Present idea to general faculty and identify interested teachers for pilot program (June 2016)
3. Present idea to K-12 department chair, superintendent, school board for approval for pilot program (Summer 2016)
C. Assess potential costs and funding (May-June 2016)
1. Course development release time
2. Ongoing professional development time
3. Time to develop data collection tools and aggregate results
4. Technology - hardware, wireless network, learning management system and research management system already in place
5. Subscription costs for learning management system (D2L) and research management system (Noodletools) - already factored into yearly budget for library
D. Content development (Summer 2016)
1. Collaboration with district librarians and language arts teachers to set goals
2. Develop modules with input from HS librarian and interested language arts teachers
3. Set up class in D2L with help from K-12 Instructional Technology coordinator
4. Develop data collection tools for use during the year
II. Pilot Course phase – 2016-2017 school year
A. Content
1. Use of existing D2L platform for continuity and lower cost
2. Teacher-developed content tied to Common Core State Standards and Standards for the 21st Century Learner
3. Use of existing research management software
B. Structure
1. Use three seventh grade classes (ideally one from each team) as pilot classes
2. One team time per cycle
3. One in-person class per month
4. Orientation classes in person to introduce goals and online content
C. Professional Development (Summer 2016-ongoing)
1. Existing D2L orientation online course already available to offer as PD prior to start of pilot program
2. Ongoing tech support for D2L
3. Training for any teachers unfamiliar with research management software
4. Available ongoing training/support for research management software
D. Data Collection (2016 school year)
1. Issue surveys to teachers, students, and parents (preferably digital)
2. Interviews with students and teachers
3. Compare and analyze student work with that of students not in pilot class
4. Tracking of library and lab usage
5. Survey to parents about the availability of technology at home to assess potential need for “loaner” devices
6. Present information to administrators and school board for approval for a permanent class.
E. Technology (Summer 2016)
1. Test out materials with laptops, iPads, and phones to ensure compatibility
2. Confirm availability of on-site technician for support during team time
III. Roll-out phase – 2017-2018 school year
A. Assess all data collected during pilot to ensure class is meeting goals and needs (Spring 2017)
B.Make modifications to pilot program as indicated by data (Spring 2017)
C. Orientation for all 7th grade students and parents (September 2017)
D. Professional development for all 7th grade teachers (Summer 2017 – ongoing)
1. Pre-roll out orientation and training
2. Ongoing PD and tech support for all teachers
3. Use of teachers from pilot to act as team leaders
E. Continuing data collection via surveys, interviews, and student work assessment (2017-2018 school year)
F. Provide updates about progress to administrators (2017-2018 school year, bi-monthly)
G. Identification of student support leaders - students who can act as mentors/tech support within the classroom (Spring 2018)
H. Modification of content as needed (ongoing)
IV. Course modification and maintenance phase (2018-2019 school year and forward)
A. Regular surveys to teachers and students to assess meeting of goals or the need to modify the class
B. Updates to class as needed to meet changing curriculum needs
C. Ongoing training made available to veteran teachers
D. Ongoing orientation and training for new teachers
E. Technology updates as determined by technology department
References
Bailey, J., Ellis, S., Schneider, C., & Vander Ark, T. (2013, February). Blended learning
implementation guide [PDF]. Retrieved from http://net.educause.edu/ir/library/pdf/CSD6190.pdf
Darrow, R., Friend, B., & Powell, A. (2013, October). A roadmap for the implementation of blended
learning at the school level: A case study of the iLearnNYC lab schools [PDF]. Retrieved from
Dellicker Strategies. (2014, December). Hybrid learning program results: Summary report for academic year 2013-2014 [PDF]. Retrieved from
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