Making Learning Personal
Summer 2018
Vanguard Launch
Vanguard
Vanguard Personalized Learning Marathon
Vanguard Launch
I’m in! On January 5th, FCPS welcomed the second cohort of 53 teachers to the Vanguard Teacher Program. Check out the list of talented teacher leaders on “The Team” page on the Vanguard website. This page features a fusion table that you can sort by clicking the headers.
On March 19th, the Vanguard Teacher Program launched with a welcome event at Hood College. Guest speakers included Dr. Alban and Dr. Cuppett from FCPS and Dr. Ricker and Dr. Boulton from Hood College. It was a great night of networking and fun that was capped off by teams participating in a competitive GooseChase game that had 40 missions and ended at the Vanguard Summer Academy in June.
The FCPS Central Office Board Room was filled with excitement and energy for two days during the Vanguard Summer Academy. Christine Chadwick, Kendra Hinson, Casey Keenan, Alia Knight-Dahl, Kristi McGrath, Stacey Morrissey, Anne Navazio, Stacey Sisler, and Kent Wetzel from cohort 1 joined the team to lend their expertise as Vanguard mentors. After celebrating the GooseChase winners, Vanguard Teachers got things going with several fun activities. The academy's professional learning focused on blended learning, micro-credentials, and preparing for the year ahead. Vanguard Teachers took a scenario-based pre-assessment for the four Vanguard competencies designed by FCPS, Kennesaw State University, and Microsoft. This helped them to create plans and control the time, place, path, and pace of their own professional learning for the year. Then Vanguard Teachers participated in a personalized learning marathon through downtown Frederick. It clearly demonstrated that personalization is all around us, and showed the connection between industry and the classroom. The academy set the stage for the three-year program as Vanguards teach, lead, and coach others in blended learning.
The Effective Blended Classroom
Going the Distance with Blended Learning
Amy Cordes, Curriculum, Instruction, & Innovation, @AmyAchievement
Eric Haines, Curriculum, Instruction, & Innovation, @EHaines24
We have been running the blended learning race in Frederick County Public Schools (FCPS) for over two years. Project One, our collaboration with Houghton Mifflin Harcourt to begin blended learning, started in fall 2016. With the evidence gained from this curriculum project that blended was changing the game for students, we began to scale our work with an intentional focus on innovators and early adopters across the district. To date, the Curriculum, Instruction, and Innovation department has supported blended learning projects in every curricular area, worked directly with teams of early adopters at fifteen schools across all levels, and began work with over one hundred teacher leaders in the Vanguard Teacher Program. We have gained valuable insights from engaging with teachers and schools beginning to implement blended learning across the district. As we have become more seasoned runners, we have added some more advanced elements to our training plan.
Focus on Form
Form is critical to maintaining a steady stride and avoiding injury. In blended learning environments, teachers use the “Jobs to be Done Theory” to stay on course, limit distractions and seed success. Alignment to an instructional problem is critical. Starting with the problem they are trying to solve, then hiring the right model and tools for the job, allows teachers to design lessons within a framework that keeps their goals visible, attainable, and paramount. Our district has seen many teachers choose student agency as their instructional problem. They desire students to have more ownership of their learning and actively seek out models and tools that support learning salient skills and content through their own interests. It’s a big departure from traditional practices that have teachers commonly choosing activities, strategies and resources based on the teacher’s comfort levels and interests. When the student experience is designed to solve an instructional problem unique to the classroom, we’ve seen the investment increase for both teachers and students. Time and time again, student agency grows as student voice becomes visible within the instructional design. As for teachers, they recognize the power of the alignment. The difficult running conditions of behavior management dissipate and the time to personalize within the model becomes a reality.
Follow a Program
Successful runners train for a big race by following a program that helps them adjust and build up to longer distances. Similarly for teachers, transformation does not happen overnight, but it happens when you start making small, sustainable changes. According to Michael Horn and Heather Staker, the discovery-driven planning process should be used “when you are implementing something that is unfamiliar and unpredictable” (p. 268). The discovery-driven planning process has four steps. First, list desired outcomes. Second, determine what assumptions must prove true for outcomes to be realized. Third, implement a plan to test the assumptions. Fourth, implement a strategy when the assumptions are proved true. (Horn & Staker) Discovery-driven planning reduces risks in innovation.
This process is familiar to most teachers: The lesson did not go well during first block, so the teacher makes some quick changes to adjust that lesson for their second block class. The formative assessment did not show high student achievement, so the teacher adjusts their upcoming lesson plans to try to ensure student success. However, when teachers expand iteration beyond their instructional cycle to apply this thinking to their instructional design practices, they begin to change their mindset. Teachers take on the belief that instruction is iterative. Successful teachers make faster, shorter iteration cycles. This reduces the fear of failure, reduces the fear of change, and reduces the amount of risk that the teacher feels.
Click here to read the full article
In the Spotlight
Finding Common Ground
Becky Hunter, Brunswick High School
@bhunter74
I was blessed to attend Common Ground in Ocean City, MD. I hoped to walk away from the experience with some tricks and tips to take back to the classroom, but what I walked away with was much more valuable; I walked away with a better understanding of my students. Here are some of my takeaways:
Fun is Fantastic!
Just like my students, I find that it is hard to sit still all day. I love that Common Ground had opportunities to move between sessions, and that the sessions were less than an hour. I think it would be challenging to sit for an entire day like my students, and sitting helped me understand the students' desire for my coveted teacher chair. I also struggled when the sessions started slowly or the content didn't seem relevant to me. Our students face that everyday and often even express that frustration, which is often viewed as disrespect. Our world is filled with a constant influx of entertainment, so when our brains aren't engaged, we will find a way to entertain ourselves-- through our phones. I did just that. I started planning my next session or checking my email (anything to avoid the void). However, I loved the sessions where I interacted, collaborated, and learned something new. The opportunities to break out were clearly the most fun. They were also content heavy, so even though they were the most entertaining, I learned quite a bit through them.
It Matters to Matter.
I was one of the few at our conference who didn't come with a squad, and I appreciated every moment when someone reached out to include me. I realized how lonely it must be for our students who don't have a clique or a clan to parade the halls. The keynote speaker, Angela Maiers, shared some beautiful words of wisdom that resonated with me throughout the conference. She shared that students, teachers… people want to matter. I felt that need to matter when I stepped into the BreakoutEDU presentation. I arrived late and the breakout had already begun, but I tried to join the smallest group so I could offer some help. However, they were deeply embedded in the box clues, and I struggled to find my place in the group. Immediately, I was reminded of my own classroom breakout, and I knew that I was experiencing the same feelings that some of my students felt: I don't know where I fit in..I am not needed...I should just give up and watch. Because of that, I chose to persevere even though it was hard. I finally found my place in the group, and I felt the joy of celebrating as we opened locks. When we give up (like I wanted to), we feel the weight of not mattering. Angela Maiers also shared that we are not JUST something but rather we each have a GENIUS to offer the world. Discovering that you have that genius makes all the difference. When I participated in another interactive experience, the Promethean Escape Room, I realized how valuable the genius of each participant is. The experience is heavy on content, especially math (not my genius!), and we were all able to work together toward success. Another speaker, Jon Harper, reminded us that each student has a story and we must not jump to conclusions until you know the fullness of the action. So many times we want to teach students what proper school behavior looks like, and we forget that these are real people sitting in front of us with real frustrations, feelings, and backgrounds. I appreciated the reminders from both of these compassionate educators.
So what is my genius? I still have some thinking to do, but I think I found my genius through the compassion of others and the desire to be a better teacher to my students.
Leveraging Technology
The wait is over…Your Schoology account is ready!
What is Schoology?
Schoology /skoo-luh-jee/, is a robust learning management system that provides secure course management, mobile learning, systemwide communication and collaboration opportunities that teachers can leverage to embrace personalization of learning for students.
How do I Access Schoology?
You can access FCPS Schoology at https://lms.fcps.org using Single Sign-On (SSO) or your normal FCPS credentials. If you plan to use Schoology, please take a moment to log in. If you have any issues, please contact chris.heinze@fcps.org or amy.cordes@fcps.org.
I’m Not Sure if I Want to Use Schoology. What Should I Do?
Schoology is an optional tool to use for the 2018-2019 school year. Find out more about Schoology on the FCPS Schoology Help Center.
I’m Opting In! … Now What?
Read This- What Can I Do In Schoology Over the Summer?
Engage in one of Three Support/Training Pathways Opportunities
Schoology 101: Getting Started (On-Demand)
This on-demand, self-paced session covers all of the basics and important information you need to know to successfully begin using Schoology with your students. It is available through your Schoology account. Simply go to Courses → Join and then use the join code to get started. For our teachers who want to go at the own pace, anytime, anywhere, place earning about the amazing opportunities to support and create high quality instruction by learning about the power of Schoology through the lens of a student!
Schoology 101: Getting Started (Face-to-Face)
This is a face-t0-face experience that allows you to get all the good stuff from Schoology 101 on demand with extra support and guidance from our knowledgeable facilitators Chris Heinze and Kyle Eccard. For those teachers who enjoy learning together and getting the extra support and tips from the masters, this is a great opportunity! Take a look at the Summer Schoology PL Calendar and sign up for the best location for your summer learning experience.
Schoology Quick Start Videos
Visit the FCPS Schoology Help Center for FCPS Teachers and Administrators at https://sites.google.com/fcps.org/schoology. These videos are curated to help all user get quick information, especially for our teachers who have previously used a Learning Management System or would categorize themselves as a quick learner when it comes to technology.
Coming Late Summer/ Fall 2018
Information about the Schoology Gradebook
Parent Access information and Student/Parent Support Site
A La Carte On-Demand Training Opportunities
So much to learn and you can start when you're ready. How will you embrace the power of Schoology?
#FCPSVanguard
Upcoming Dates and Reminders
September 18 - Cohort 3 Application Window Opens!
September 27 - Vanguard Forum (Cohort 1&2)
October 2 - Catlin Tucker Keynote
October 3 - Catlin Tucker Vanguard Workshop (Cohort 1&2)
November 13 - Eric Sheninger Keynote
December 12 - Vanguard Forum (Cohort 1)
December 13 - Vanguard Forum (Cohort 2)
Vanguard Teacher Program
Email: eric.haines@fcps.org
Website: go.fcps.org/vanguard
Phone: 301-644-5182
Twitter: @EHaines24