Ben Bloom 2 Sigma Challenge

Daphne Koller
Stanford University
MOOC
Coursera (Stanford, Harvard, MIT, Berkley)

What have Online courses taught us?
Daphne Koller TED speech regarding ONLINE courses

Sixteen Minute Mark:
discusses the power of customization/personalization
Identifies Ben Bloom's 1984 study regarding
lecture method compared with mastery method compared with individual tutoring method
2 sigma benefit - 98% of students receiving an above average education

How does a world in which electronic devices proliferate in the form of hybrid/online/customized/mastery approach enable a school to achieve the 2 sigma rate of success?

Online Education PBS story - how is online learning changing traditional learning

In 1980, if you wanted to know the weather, you waited for the 6pm or 11pm news. 
In 2013, the Weather Channel and weather apps provided 24/7 access to weather information.
In 1980, if you wanted to know the score of last night's game, you waited for the 6pm or 11pm news.
in 2013, ESPN has multiple television, radio and online apps to provide the information 24/7.

In 1980, if you wanted to study the quadratic equation, a math teacher covered that topic during the third week of the second month for 45 minutes each day.
In 2013, if you want to study the quadratic equation, you can go online for a video lecture on the subject 24/7 and take interactive practice tests to assess your mastery of the material 24/7.  
Educational Productivity has evolved to 

Educational Model: 25 students with one teacher for 45 minutes 180 days a year = your opportunity to learn.  Monday - Friday at 10am.
Teacher insists on the value of attending and participating daily as necessary to learn and make progress, but the learning process requires

What is the value of the instructor?

• guide
• mentor
• facilitator
• inspirer
• motivator
• leads the process of learning as a structured activity
• establishing high expectations
• challenging & affirming
• Promote collaboration, problem solving, creativity, communication by students
• Catholic schools - role model, promotion of key values/virtues such as integrity, character, excellence, perseverance, faith, kindness

 What is the importance of learning together with other students?

• collaboration
• socialization
• raised expectations
• positive "tidal wave" effect
• collective value of work ethic

 What is the importance of class size?

• improved personalization
• customization
• one on one time with a teacher
• maximize adult-student interaction

What is the value of meeting at a set time on a daily basis?

• structure
• organization
• habit

Challenge: 
How does a school improve its productivity by creating the 2 sigma solution with a greater than 25 to 1 student-teacher ratio? How does a school bring to bear the benefits of online/hybrid learning without losing the benefit/value of great teachers leading the learning?

Will education look the same in 10 or 20 years?
Is the status quo going to survive?
Can the status quo survive given the economic consequences of our instructional model?
Who is going to "invent" the new model without a bleeding edge impact on students?
What are the best practices of our current instructional system?
What will be the impact on other schools?
What if tuition costs could be cut in half due to efficiencies/productivities not currently being realized by the industrial model of 180 days, 45 minutes per period, 25 students per teacher?

BYOD BYOT

A very interesting forum on BYOD / BYOT from Education Week

Here is the hyperlink to the site:
http://www.edweek.org/ew/events/chats/2013/02/15/index.html

Here are my excerpts:

• The question of equity in bring your own device programs always comes up when BYOD is mentioned.
• The goal of the district should be an infrastructure that supports any device. We supply devices at school to those without.
• We realize that not every student has a device, and we have implemented a BYOT Equity Task Force to learn more about the issue. We have noticed that students without devices have greater access to school resources when students with their own devices begin bringing theirs to school. We are working with our community to provide more online access
• I would not suggest requiring the same device. That is not the world. Computing and eLearning has become a very personal activity. Some students prefer smaller devices, such as smart phones, some tablets, and some laptops. Our goal is anytime, anywhere, any device.
• we focus on the instruction in the classroom and not so much on the technology. We encourage the students to bring in their own devices to class and teachers and students work together to learn new ways to research and show what they've learned.
• we encourage smart phone use because that is how most of our students are accessing information and communicating. I agree with Tim. it is all about collaboration to make each learning experience unique.
• smartphones are used for student response (We use an app called Socrative); research; creating projects; taking pictures; maintaining a calendar; taking notes; etc. If students need to use a laptop in the classroom, they use the schools or collaborate with a peer.
• Here is a link to information about our BYOT Policy http://www.forsyth.k12.ga.us/byotpolicy. We are moving from an Acceptable Use Policy to a Responsible Use Procedure. We want online safety to be taught in the context of the day-to-day learning.
• if students are using devices for their own learning, they tend to follow rules since not doing so may lead to losing access.
• High expectations for technology use are essential to building a classroom community that supports BYOT.
• We have an eLearning Director.
• Instead of putting all of our resources into purchasing devices, we instead built an infrastructure to support our tech needs. We increased bandwidth and access points to create a wireless campus.
• The expectations for how and when students use their technology is up to the teacher in that classroom community and school. Many teachers begin BYOT trying to manage devices but gradually begin to give up more control to students. An ear bud in one ear is often OK to many teachers depending on the task at hand.
• I think the shift is that the teachers are not teaching to tech or teaching to apps. Our goal is to focus on more inquiry-based learning. Change the standard into a question. Have the students work together to research possible answers and create something to show what they have learned.
• We do not purchase textbooks unless we also have an online option, Mike. Our expenditure on textbooks is dramatically less than it was before BYOT.

Presentations on 21st Century Learning

PowerPoint presentations from Loyola Catholic Schools Department

http://www.luc.edu/ccse/pdfs/Fort_Worth_21st_Century_Catholic_Schools1.pdf


http://www.luc.edu/ccse/pdfs/Digital_Learners_NCEA_11_PDF_1.pdf

Project Based Learning

Course Smart Technology on reading.
http://www.nytimes.com/2013/04/09/technology/coursesmart-e-textbooks-track-students-progress-for-teachers.html?ref=education&_r=0

Disruptive Innovation in Education

Disruptive Innovation in Education: 

How would the marketplace (parents & students) respond if a school could demonstrate that a unique combination of culture and instructional methodology significantly improved student achievement, performance, and experience?

• Disruptive Innovation -  An innovation that improves a product or service in ways that the market does not esxpect, typically first by designing for a different set of consumers in the new market and later by lowering prices in the existing market.
• Sustaining Innovation - evolves existing products or services with better value, allowing the firms within to compete against each other's sustaining improvements.  These innovations can be transformational or revolutionary or evolutionary.
• Disruptive innovations change entire markets.
• Disruptive technology represents both opportunities and threats.
• Good schools are usually aware of innovation, but their internal environment does not allow them to pursue these innovations with they first arise for various reasons.  
• Existing businesses are often reluctant to take advantage of disruptive innovations since it would involved competing with their existing approach. Often established businesses will flee "upmarket" trying to make up the revenues and margins lost to the disruption rising from below.  They often eventually fail. 

Disruptive Technologies: Catching the Wave 1995 by Clayton Christensen & Joseph Bower.

Example of disruptive innovation - Floppy Disk Drive Market
1981 8" floppy disk drives used in mini computers replaced by 5.25" disks for desktop computers, then replaced by 3.5" floppy drives, then replaced by zip drives, CD's, USB flash drives, now cloud computing.
 
Educational examples of disruptive technology:
textbooks, paperbacks vs. E-Books
Xerox copies vs. electronic files (pdf)
notebook paper vs. online notes/Powerpoint

The Academic Visioning Committee has been formed as a logical outgrowth from the Strategic Planning process.  The committee’s objectives are:

• Identify innovative & strategic opportunities regarding the academic future of the institution
• Collaborate with stakeholders
• Promote creative thinking
• Set the standard rather than wait and see, be a leader not a follower
• Accept the reality that the future is going to change given the tools available to teachers and learners

Mission Fundamentals - Must be retained

•  Commitment to academic excellence &  rigorous curriculum
•  Focus on student achievement & development of work ethic
• Prepares students for collegiate & professional success
• Institutional commitment to the Essential Elements
• Pursues excellence in all its endeavors
• Celebrates the value and dignity of each person 
• Nurtures the development of the whole person
• Proclaims and witnesses to its Catholic identity
• Evangelizes youth within the mission of the Church
• Fosters and invigorates a community of faith 
• Teacher as value-added : more than presentation of information & knowledge 
• Faith and character formation 
• Challenging and affirming 
• Interactive 
• Inspires students to achieve beyond their expectations
• Characteristics of a professional educator at Brother Rice High School

• 1.       Commitment to the mission of Catholic education
  2.       Willingness to serve as a Christian role model
  3.       Loves students unconditionally
  4.       Works in the best interests of the students
  5.       Respects the dignity of every student
  6.       Is optimistic about students and their future
  7.       Maintains high expectations within a rigorous curriculum
  8.       Challenges students to  achieve excellence in everything they do
  9.       Teaches students to be accountable
  10.     Is affirming and encouraging
  11.     Is passionate and enthusiastic
  12.     Communicates effectively
  13.     Is a lifelong learner
  14.     Is willing to innovate for the benefit of student achievement
  15.     Demonstrates professional competency in their subject matter

Old School - Discontinued

• Primary methodology is teachers talk, students listen 
• Teacher is active, student is passive
•  Location impacts resource availability
•  Learning defined by knowledge & comprehension, memorization
•  Minimal interactivity
•  Paper and pen/pencil based
•  Resources scarce
• Confrontational discipline
• Minimal technology 

New School - Must be added 

•   21st century Learning & Instruction: Critical Thinking, Creativity, Collaboration
•  Integration of technology (communication & computing) into the learning experience
• Regularly utilizes the Internet to communicate student information: Grades, homework, schedule, etc. 
• Promotes the use of technology for asynchronous learning – Research, Writing, Online practice tests, video & podcast lectures, etc.
• 
  Supports the transition to digital books & resources 
• Dramatically reduces the use of paper and significantly increases the use of electronic resources (i.e. pdf files)
  
•  Adoption of 21^st century learning & instructional methodology
• Daily class activities are designed to be engaging and interactive. A teacher-centered learning environment in which lecture is the primary methodology is no longer acceptable.
• Seeks professional development opportunities to enhance their understanding of 21 st century learning techniques
  
   

1Micro – What is the 21^st century model of instruction?

·         21^st century attributes:

o   Collaboration

o   Critical thinking

o   Creation

o   Communication

o   Computer integration

•  Will a new model of instruction improve student achievement, increase student motivation, promote higher enrollment, be leading or bleeding edge?
•  What are the essential methodologies that a professional 21st century educator dedicated to excellence and student achievement should utilize on a day to day basis?
•  Will the combination of a professional instructor who is a role model in matters of character and faith be the primary value-added role of the teacher, or will the teacher’s role change?

·         One idea – the “Flipped” classroom

o   Pre-Class:

• Teacher presentation of information available online
• Student readings available online or electronically
• Interactive practice tests available online

o   Class

•   Interactive
• Engaged
• Activity-based
• Problem-solving
• Critical thinking
• Collaborative
• Creative

o   Post-Class

•  Communication
•  Blogging
• Emails
• Research
• Pace supplement
• Video
• Reading
• Online practice
• Peer support/tutoring

o   Assessment

• Testing for mastery
• Individual or collective achievement of learning objectives (pace).      

Macro – what will the school of the future look like?

• Online or hybrid?
• One to one with technology?
• 45 minutes daily on each subject or?
• Only “time” for six or seven courses?
• Master teacher for everyone in one subject with teachers for daily meetings?
• Will everyone be on the same pace? Will a semester define the awarding of a credit, or will the demonstration of mastery earn credits?
• Will 24 credits be the minimum after four years?
•  Will the future financial model represent the same basics of the current era - 80% of cost is labor, 22-1 student teacher ratio.
• How will the school of the future deliver instructional excellence to its students?

o   Will class sizes increase or decrease?

• The primary driver of our business/financial model is teacher-student ratio.  If we adopt the college model of a 250 person lecture class, I am certain that we could drive our costs down and pay fewer teachers much better,  but I am not convinced that such an impersonal setting would benefit any of our students.  Nevertheless, are there ways for us to improve our “productivity” and reduce costs given the tools that are available? 

o   Will a teacher’s full-time job responsibilities remain the same in the future?  Will five classes of roughly 22 students constitute the primary learning entity in the school, or are there alternatives?  Could we have a master teacher produce learning sessions for larger class sizes and have smaller work/discussion groups with teacher aides similar to the college model?  Every study indicates that the most important element in secondary education is the adult leading the learning in the classroom – how do we enhance or promote this going forward? 

  

• Imagine the following “flipped classroom” scenario – what if every lecture/presentation by the teacher was available on video and that daily “homework” was reading and watching the videos at home while the class sessions were dedicated to interactive activities in which problem-solving, critical thinking, collaborative opportunities for creation and communication on computing devices – is there a way that this could be done to alter the current five periods a day of 22 kids full-time assignment that would improve learning or assessment?  One of the challenges of proper assessment is that if you don’t know your students, how do you properly assess them, especially if higher order thinking is included in the process?

o   Will the school year be longer or shorter? What about the school day?  Will a student attend 6-7 classes with 22 other students every day where a teacher is leading the class, or will there be an alternative/hybrid that produces higher student achievement and changes the current business model of instruction?

o   Would we offer online classes of shorter duration during the year or perhaps during the summer to supplement learning or push everyone into calculus by their senior year or to enable students to move on to college faster?

o   Will one teacher or a team of teachers instruct students in an individual subject?

o   Will the class be held daily in a particular location or online or both?

o   Will the mastery of the material at an individual pace take precedence or replace the current “collective pace” that places students on a four year, 24 credit track regardless of the speed with which they learn?

o   Will the social aspect of learning remain an essential aspect of the secondary learning process?  

o   Can a faith-based institution adjust the 22-1 ratio of teacher to student upwards without losing the benefit of our unique value add?

o   Can we afford to wait and watch, or is it imperative that we think and plan and act accordingly?

§  What are the risks of being on the “bleeding edge”?

Whatever path we choose, will we do so collectively as a conscious choice or will we continue to point ourselves in a collective direction but allow our individual faculty members the individual and daily choices that have historically defined the educational process?  Do we need the pioneers to guide the rest of us, or do we consciously and deliberately make a school-wide choice and “bet the farm” on an approach that is on the leading edge?