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Making Self-Paced Learning Work for Younger Kids

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April has embedded questions and adds visuals/annotations to engage students.

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How does this teacher determine which students are getting small group instruction during blended learning time?

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This video includes many examples of students working off screens

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There is not direct instruction from the teacher

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Teachers don't actually have to teach in the classroom.

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Only used during eLearning days or pandemic remote teaching

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It is more time consuming to create than traditional teaching/learning activities.

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That blended learning doesn't support relationships (teacher separated from students).

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It is basically the Flipped Classroom

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The teacher does not have an active role

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Kids are looking at screens all day long.

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Thinking that direct instruction is missing or that an instructional video can't be effective.

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Kids are on the screen all the time.

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It takes too much time to prepare

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Students are on devices all the time

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Students don't learn as well from a video.

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You have to be a tech expert or a wiz at video creation.

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Students don't learn from a computer

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Students spend a disproportionate amount of time on the technology and don't benefit from the teacher instruction

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Students spend a disproportionate amount of time on the technology and don't benefit from the teacher instruction

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that students will not receive instruction from the teacher.

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Teacher's don't have to really plan, but uses videos or online platforms to teach.

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Just digitizing worksheets qualify as blended learning

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Students do not watch video instruction at home.

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It is not an effective use of instructional time.

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It is not an effective use of instructional time.

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The teacher plays a critical role in the classroom, working with small groups and one on one.

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Teachers have more time to build relationships in a one on one setting.

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All students have learning at their level, and the teacher does work with students in small groups and the videos help provide direct instruction. Students can play as many times as they want, which is something that doesn't always happen in the whole group setting. So students do get direct instruction.

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student practice happens off screen + at times collaboratively

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Students working on other things offscreen

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still involves whole group instruction

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Collaboration between students

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Teacher is able to truly work with students and meet them where they are in order to differentiate the instruction.

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Teacher is able to truly work with students and meet them where they are in order to differentiate the instruction.

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Students were able to get 1-1 time with the teacher and work collaboratively with other students to move along their roadmap.

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Students are active not just sitting on a device. They are learning at their pace

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Students becoming more independent and taking ownership of their learning.

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There was a balance of technology and non digital learning and they were paired to balance.

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Students understand the course of learning

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Students understand the course of learning

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Students were learning independence and were able to see the course of their learning.

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Instruction is planned out for all levels, not just taking a canned approach for all.

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What is the biggest barrier to larger-scale implementation that you have seen?

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How will principals best support teachers with this, since they have not all participated in extensive learning around it?

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Now that teachers are trying to implement it they are becoming overwhelmed. What would you suggest teachers start with when trying to take it one step at a time?

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Do you have any videos of students working in a Title 1 school?  How does this work for diverse learners?

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How do you blend in support with ELL, SpEd and interventions?

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How do you blend in support with ELL, SpEd and interventions?

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How are teachers finding time to do the front-load (videos, etc.)

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What is the best way to start small and then scale up?

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I love the examples of a class that is fluid and working, but I think teachers would benefit from a Smart Start or launch unit to see how to begin building this structure. More of a thought.

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Should students watch videos at home and do activity in class?

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What is recommendation for resources as each district is different and has different access. Video recording? Tracking? etc

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There's a daily routine that involves both live, whole-group learning as well as blended/self-paced learning.

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She has taken the time to clearly define routines and expectations for her class.

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I heard her say that she and her co-teachers share the planning load.

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Teachers share the work with creating videos.

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The established routine was great to see and allow predictability for students. The model showed had group and small group and individual practice built in.

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She worked with her team to create lessons.  Team created MCP lessons.

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She worked with her team to create lessons.  Team created MCP lessons.

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Who will vet the videos that teachers make?

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The 'independent work' on Canvas sometimes includes station work, as she has the flexibility to pull a small group for supplemental instruction/reteaching

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Collaboration with other teachers is effective for lesson planning. I would like to know how  they share their roles.

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She set up the videos so the students could do self assessment and redo the video if needed without teacher intervention.

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What is their PLC structure like? What measures are in place to encourage co-planning and sharing materials?

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routines and expectations are clearly defined so that students are able to clearly know their tasks

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routines and expectations are clearly defined so that students are able to clearly know their tasks

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How many "versions" if this were refined to get to this point?