Observing In A Blended Learning Classroom - TNTP
Observing in a Blended Learning ClassroomOctober 2014Observing in a blended learning setting is different than observing in a traditional setting. Specifically, it is much easier toidentify effective classroom management than it is to know if students are learning since students are working on multiplelessons at any given time and since deep engagement with content is more difficult to detect on a computer. It is moredifficult to parse out whether students’ individual plans are aligned to appropriate grade level standards since observers aren’tlooking at just one lesson. You may see a student appear engaged in a virtual lesson but in reality they may just sit quietlywithout progressing through the lesson at an appropriate pace.Most schools and districts utilize a specific rubric when observing teachers. Any good rubric will work well when observing in ablended learning setting, but most will need to be modified. On the pages that follow, we have modified TNTP’s Core Rubricfor blended learning considerations. You can use this rubric or use as a guide to modify the rubric used in your school.2014 Edition 1
Thank you for your interest in the TNTP Core Teaching Rubric!TNTP Core describes excellent instruction aligned to theCommon Core, and provides a common language toarticulate what it looks like in practice. Even in schools anddistricts not adopting Common Core standards, this short butcomprehensive tool can train focus on the essentialcomponents of instruction that can be identified in aclassroom observation. By rating only four performance areas,TNTP Core allows observers and teachers to focus onfeedback and development. It is not a comprehensiveevaluation system, but should be one of multiple measures ofperformance.Schools are encouraged to pilot this rubric and customize thelanguage to fit local context. Consider the following guidance: To maintain focus, we don’t recommend adding morethan one additional performance area. The current selection of teacher actions and skills wasdeveloped based on TNTP’s experience training anddeveloping teachers. Be flexible in adding and adjustingthe Core Teacher Skills, and encourage observers andteachers to create their own additions in the field. Afterobservers and teachers agree on a Core Teacher Skill tofocus on, they should then discuss and agree on thespecific and bite-sized action that the teacher will takewithin the next week. We reserve the Exemplary rating for teachersdemonstrating truly exceptional practice. A teacher ratedEffective is meeting all performance expectations.Exemplary descriptors are based on teachers who havewon our national Fishman Prize for Superlative ClassroomPractice.The TNTP Core Teaching Rubric is used to describe andassess teacher performance across four performance areas: STUDENT ENGAGEMENT: Are all students engaged in thework of the lesson from start to finish? ESSENTIAL CONTENT: Are all students working withcontent aligned to the appropriate standards for theirsubject and grade? ACADEMIC OWNERSHIP: Are all students responsible fordoing the thinking in this classroom? DEMONSTRATION OF LEARNING: Do all studentsdemonstrate that they are learning?Each performance area has three components:1. Essential Question: The core question to answer aboutthe particular performance area. In an effective teacher’sclassroom, the answer to each Essential Question is “yes.”2. Descriptor Language: Descriptions of the essence ofeach performance area, used to differentiate five levels ofperformance: Exemplary, Effective, Developing, MinimallyEffective, and Ineffective. The TNTP Core Teaching Rubricuses descriptors that focus primarily on student actionsand responses.3. Core Teacher Skills: A non-exhaustive list of the teacherskills and behaviors that contribute to the studentoutcomes in each performance area. After observing andrating a lesson, we recommend that you select or identifyone or two Core Teacher Skills to prioritize for the nextdevelopment cycle.When observers use the TNTP Core Teaching Rubric, theyselect the rating where the combination of descriptors mostEven the best rubric will fail to help teachers develop if it isclosely describes the observed performance, using anot implemented with care. Thoughtful introduction andpreponderance of evidence for each performance area.deliberate training with ongoing practice will ensure that allObservers do not rate the teacher on Core Teacher Skills;stakeholders share an understanding of the rubric’s meaningthose are included only for coaching and developmentand use. Principals, coaches and teachers should also be wellpurposes. The Core Teacher Skills can help an observertrained on the rubric and its use, and have opportunities tonarrow in on development areas based on ratings inpractice observing instruction together to ensure consistent, accurate ratings.performance areas, and guide conversations about specificTake what you learn from a pilot to inform ongoing training and norming.And teachersplease tellususewhatlearn,andat info@tntp.org.strategiescanto youdevelopgrow.The TNTP Core Teaching Rubric and all associated materials for download are licensed under a Creative CommonsAttribution-Noncommercial 4.0 International License. Under the terms of this Creative Commons license, you are free to use2014 Edition 2
and modify the TNTP Core Teaching Rubric and associated materials at no cost. Modified works must be attributed to TNTP; for example, “Thisrubric was adapted from the TNTP Core Teaching Rubric (CC BY-NC 4.0).”2014 Edition 3
STUDENT ENGAGEMENT Are all students engaged in the work of the lesson1 from start to finish?1. INEFFECTIVE2. MINIMALLY EFFECTIVE3. DEVELOPINGVery few or no students completeSome students complete instructionalinstructional tasks, volunteer responses tasks, volunteer responses and/or askand/or ask appropriate questions.appropriate questions.Most students complete instructionaltasks, volunteer responses and/or askappropriate questions.Very few or no students demonstrate a Some students demonstrate a clearclear understanding of behavioralunderstanding of behavioralexpectations and/or directions through expectations and/or directions.their actions.Students execute transitions, routinesStudents do not execute transitions,and procedures in an orderly androutines and procedures in an orderlyefficient manner only some of the timemanner.and/or require substantial directionfrom the teacher.Students are left without work to dofor a significant portion of the classStudents are idle while waiting for theperiod.teacher or left with nothing to do forone or two minutes at a time.Most students demonstrate a clearunderstanding of behavioralexpectations and directions.Students execute transitions, routinesand procedures in an orderly andefficient manner most of the time,though they may require somedirection from the teacher.Students are idle for short periods oftime (less than one minute at a time)while waiting for the teacher toprovide directions, when finishingassigned work early, or duringtransitions.4. EFFECTIVE5. EXEMPLARYAll or almost all students complete All descriptors for Level 4 are met,instructional tasks, volunteerand at least one of the followingresponses and/or ask appropriate types of evidence is demonstrated:questions.Students assume responsibility forAll or almost all students followroutines and procedures andbehavioral expectations and/orexecute them in an orderly,directions.efficient and self-directed manner,requiring no direction or narrationStudents execute transitions,from the teacher.routines and procedures in anorderly and efficient manner withStudents demonstrate a sense ofminimal direction or narrationownership of behavioralfrom the teacher.expectations by holding eachother accountable for meetingClass has a quick pace andthem.students are engaged in the workof the lesson from start to finish.Students who finish assigned workearly engage in meaningfullearning without interruptingother students’ learning.BL: Never think “lesson” in a blended learning context. Always think “lessons.” It will take more time and more post-observation follow-up (through teacherconferencing and data-mining) to know if most or all students are engaged in their lessons.12014 Edition 4
Core Teacher SkillsMaintaining High Behavior Expectations Providing specific, concrete, sequential, and observable directions for behavior and academicsAddressing all negative and off-task student behavior immediately and in a way that does not slow or disrupt lesson momentumIssuing logical and appropriate consequences as needed without hesitation, such that consequences are successful in changing student behaviorUsing voice and presence to maintain authority and convey caring for studentsInvesting time in knowing individual students and in forming relationships to best support their learningDeveloping an active interest in students’ well-being and demonstrating that interest through his/her engagement with studentsMaximizing Instructional Time Using efficient techniques for starting and ending lessonsUsing efficient routines and proceduresBL: Responding to student requests without interrupting instruction (Learning is happening through multiple modalities. Some interruption should be expected.)Planning for and providing work for students to “say yes to” and using strategies to maintain a quick pace throughout the lesson2014 Edition 5
ESSENTIAL CONTENT Are all students working with content aligned to the appropriate standards for their subject and grade?1. INEFFECTIVE2. MINIMALLY EFFECTIVE3. DEVELOPING4. EFFECTIVEThe lesson does not focus on contentthat advances students toward gradelevel standards or expectations and/orIEP goals.The lesson partially focuses on contentthat advances students toward gradelevel standards or expectations and/orIEP goals.The lesson focuses on content thatadvances students toward grade-levelstandards or expectations and/or IEPgoals.All lessons focus on content thatadvances students toward gradelevel standards or expectationsand/or IEP goals.Most of the activities students engagein are not aligned to the stated orimplied learning goal(s) or to eachother.Only some activities students engagein are aligned to the stated or impliedlearning goal(s).Most activities students engage in arealigned to the stated or impliedlearning goal(s) and move studentstoward mastery of the grade-levelstandard(s) and/or IEP goal(s).All activities students engage inare aligned to their stated orimplied learning goal(s) and arewell-sequenced and build on eachother to move students towardmastery of the grade-levelstandard(s) and/or IEP goals.Instructional materials students use,such as texts, questions, problems,exercises and assessments, are notappropriately demanding for thegrade/course and time in the schoolyear, based on guidance in thestandards and/or students’ IEP goals(ex. Lexile level and complexity of text).Some instructional materials studentsuse, such as texts, questions,problems, exercises and assessments,are not appropriately demanding forthe grade/course and time in theschool-year, based on guidance in thestandards and/or students’ IEP goals(ex. Lexile level and complexity oftext).Most instructional materials studentsuse, such as texts, questions,problems, exercises and assessments,are appropriately demanding for thegrade/course and time in the schoolyear, based on guidance in thestandards and/or students’ IEP goals(ex. Lexile level and complexity of text).5. EXEMPLARYAll descriptors for Level 4 are met,and the following evidence isdemonstrated:Students make connectionsbetween what they are learningand other content acrossdisciplines.Students independently connectlesson content to real-worldsituations.All instructional materials studentsuse, such as online programs,texts, questions, problems,exercises and assessments, arehigh-quality and appropriatelydemanding for the grade/courseand time in the school-year, basedon guidance in the standardsand/or students’ IEP goals (ex.Lexile level and complexity oftext).2014 Edition 6
Core Teacher SkillsPlanning Effectively BL: Allocating instructional time to address the most important content for the grade or courseDeveloping and clearly communicating a well-framed, standards-aligned and appropriately rigorous objective to describe the goal(s) of the lessonDeveloping and/or using appropriately demanding instructional materials, such as online programs, texts, questions, problems, exercises and assessmentsDeveloping a vision for student success and standards-aligned, big goal(s) that are ambitious, measurable and appropriate for all studentsBL: Developing and/or using a long-term, sequential plan that leads to mastery of the most important content for the grade or courseDeveloping and/or using daily lesson activities that are well sequenced and move students toward mastery of grade-level standardsDeveloping and providing accommodations and modifications as needed to ensure all students are able to attain learning goalsConsidering students’ IEP goals and other specific learning needs in developing learning goals and preparing lessons (where applicable)Anticipating common student misunderstandings given the content, and ensuring strategies are in place to overcome those misunderstandingsBL: Using instructional time smartly to maximize individual student needsBL: Ensuring students are moving at an appropriate pace through their learning goals in order to meet long-term goals in a timely manner.BL: Developing plans in coordination with other teachers working in the BL model.BL: Vetting online materials for quality and rigor.BL: Using student data generated by online programs to inform instruction (groupings and lesson content)Note to observers: When assessing the content of the lesson, your goal is to first examine what students are being asked to do during the lesson, and with what materials.Then, compare this to the expectation of the relevant Common Core or state standard for that particular subject/grade to assess whether or not the students are working withappropriately rigorous content.2014 Edition 7
ACADEMIC OWNERSHIP Are all students responsible for doing the thinking in this classroom?1. INEFFECTIVEVery few or no students providemeaningful oral or written evidence tosupport their thinking.Students complete very little of thecognitive work during the lesson, suchas reading, writing, discussion, analysis,computation, or problem solving; theteacher completes all or almost all ofthe cognitive work.Students respond negatively to theirpeers’ thinking, ideas, or answers.No students or very few students tryhard to complete challengingacademic work or answer questions.2. MINIMALLY EFFECTIVE3. DEVELOPINGSome students providemeaningful oral or writtenevidence to support theirthinking.Most students providemeaningful oral or writtenevidence to support theirthinking.Students complete some of thecognitive work during the lesson,such as reading, writing,discussion, analysis, computation,or problem solving, but theteacher or a very small number ofstudents complete most of thecognitive work.Students complete anappropriately challengingamount of the cognitive workduring the lesson, such asreading, writing, discussion,analysis, computation, orproblem solving, given thefocus of the lesson.Students do not respond to theirpeers’ thinking, ideas, or answers,or do not provide feedback.Students respond to their peers’thinking, ideas or answers, andprovide feedback to theirclassmates.Some students try hard tocomplete challenging academicwork and answer questions.Most students try hard tocomplete academic work andanswer questions, even if thework is challenging.4. EFFECTIVE5. EXEMPLARYAll or almost all students provide meaningful oral orwritten evidence to support their thinking. (BL: Maynot happen during independent virtual time)All descriptors for Level 4 aremet, and at least one of thefollowing types of evidence isdemonstrated:Students complete an appropriately challengingamount of the cognitive work during the lesson,such as reading, writing, discussion, analysis,computation, or problem solving, given the focus ofthe lesson.Students respond to and build on their peers’thinking, ideas or answers. (BL: May not happenduring independent virtual time)Students routinely provide constructive feedback totheir classmates and respond productively when apeer answers a question incorrectly or when they donot agree with the response.Students synthesize diverseperspectives or points ofview during the lesson.Students independentlyshow enthusiasm andinterest in taking onadvanced or morechallenging content.BL: All or almost all students consistently tryhard to complete academic work and answerquestions, even if the work is challenging.BL: Students know how their virtual work fitstheir larger learning goals.2014 Edition 8
Core Teacher SkillsMaintaining High Academic Expectations Promoting student persistence to get correct, defended responsesUsing an appropriate tone when responding to student answersRequiring that students use complete sentences, correct grammar and academic languageBL: Circulating during independent virtual learning time to probe for deeper understandingBL: Demanding that students think through difficult problemsBuilding Thinking Skills Structuring and delivering lesson activities so that students do an appropriate amount of the thinking required by the lessonPosing questions or providing lesson activities that require students to cite evidence to support their thinkingProviding opportunities for students to respond to and build on their peers’ ideasProviding support necessary for students to complete instructional tasks requiring higher-order thinking skillsProviding individualized instruction so that all students can access content and participate in the classBL: Providing virtual learning time to support small-group and large-group learning, or vice versa.2014 Edition 9
DEMONSTRATION OF LEARNING Do all students demonstrate that they are learning?1. INEFFECTIVE2. MINIMALLY EFFECTIVE3. DEVELOPINGQuestions, tasks or assessments donot yield data that allow the teacher toassess students’ progress towardlearning goals.Questions, tasks or assessments yielddata that only partially allow theteacher to assess students’ progresstoward learning goals.Questions, tasks or assessments yielddata that allow the teacher to assessstudents’ progress toward learninggoals.Students have very few or noopportunities to express learningthrough academic writing and/orexplanations using academic language.Students have few opportunities toexpress learning through academicwriting and/or explanations usingacademic language.Students have some opportunities toexpress learning through academicwriting and/or explanations usingacademic language.Very few or no students demonstratehow well they understand lessoncontent and their progress towardlearning goals.Some students demonstrate how wellthey understand lesson content andtheir progress toward learning goalsthrough their work and/or responses.Most students demonstrate how wellthey understand lesson content andtheir progress toward learning goalsthrough their work and/or responses.Student responses, work andinteractions demonstrate that moststudents are not on track to achievestated or implied learning goals.Student responses, work andinteractions demonstrate that somestudents are on track to achieve statedor implied learning goals.Student responses, work andinteractions demonstrate that moststudents are on track to achieve statedor implied learning goals.4. EFFECTIVEQuestions, tasks or assessmentsyield data that allow the teacherto assess students’ progresstoward learning goals and helppinpoint where understandingbreaks down.Students have extensiveopportunities to express learningthrough academic writing and/orexplanations using academiclanguage.5. EXEMPLARYAll descripto
2014 Edition 1 Observing in a Blended Learning Classroom October 2014 Observing in a blended learning setting is different than observing in a traditional setting. Specifically, it is much easier to identify effect
1. Definitions of blended learning 2. Advantages and disadvantages 3. Models of blended learning 4. Examples of blended learning 5. Two online frameworks of mine Myth #1: If you read the enough research you will be able to know the impact of blended learning. 1. Improved Pedagogy More interactive instead of transmissive Authentic, real .
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included in the Recommended reading at the back of this book). The potential of blended learning is almost limitless and represents a naturally evolving process from traditional forms of learning to a personalized and focused development path. What may be interesting. Blended Learning. Blended Learning.
component of online learning. The purpose of this toolkit is to provide a set of resources for the design or redesign of a course and/or subject to embed flexible, online or blended learning activities or assessments. A definition of blended and online learning Blended learning is an approach to planning and organising teaching for student learning
the blended learning approach. The results of t test for correlated data and Sandler's A-test suggest that the blended learning produced a positive effect on the ESL learners' results. KEYWORDS ARTICLE HISTORY Blended learning, online learning, face-to-face learning, academic achievement Revised Received 3 December 2015 30 March 2016
Blended learning is a strategy that combines traditional classroom teaching and an e-learning system (Zou, 2005). Consequently, blended learning aims at combining the advantages of both face-to-face and e-learning environments (Ghahari, 2013). Hopper (2003) stated that blended courses have proven to be more effective than fully online .
Chapter 2: Online and blended learning pedagogy 16 2.1 Current use of digital technology in FE 16 2.2 Defining digital teaching and learning 18 2.2.1 Emergency remote teaching (ERT) 18 2.2.2 Blended learning 18 2.2.3 Flipped learning 19 2.3 Fundamental pedagogical principles 20 2.4 Principles for an online / blended learning pedagogy 20
Coronavirus is fatal in about two to three percent of cases. Health advice for the public is as follows: Wash your hands with warm water and soap for at least 20 seconds: After coughing or sneezing Before, during and after you prepare food Before eating After toilet use When you get in from the outdoors When hands are visibly dirty When caring for the .
