Blended Learning Update

Purcell Marian Blended Learning
It is all about student learning:
 What do you need to learn?
 How do we know you have learned it?
 What do we do if you haven’t learned it or if you
already know it?

Definition:
Blended learning personalizes each
student’s educational experience by
enhancing traditional teaching
methods with technology.
Many classrooms everyday

Student Centered Learning

Blended Learning on Steroids
Immediate feedback
More personalized face time with teacher
Learn at your own pace
More opportunities for hands-on projects

Why Math?
• #1 indicator for success in college
• Math courses in high school determine academic
opportunity in college
• 2-year college vs. 4-year college
• Program of choice
• Opportunity to meet you where you are
• Revision of formal Math Standards in Ohio reflect
academic need in ALL schools
• Core vs. Non-Core Diploma

Why Math?
Blended Learning: A Fit for Everyone
• Collegium Credits
• Advanced
• College Prep
• College Option
• Remedial

Blended Learning Chair: Natalie Mulholland, Guidance
• Two full-time Master Teachers:
• Ben Dougherty, Tom Singleton
• Special Education Teacher: Brother Bob Politi
• Student Teacher: Tiara Anderson
• Actively teaching students
• “Embedded” teacher: Edgenuity
• Presenting new concepts/reviewing
• One online concept coach: Edgenuity
• Content questions
• One full-time paraprofessional:
• Lisa Markley, Certified Math Teacher
• Management & support
• Blended Learning Coordinator: Mark Majick
• Assessing data to maximize use of time and resources

Math Learning
Center
Math Faculty
• Two Full-Time Master Teachers
• Special Education Teacher
• Student Teacher
• “Embedded” Teacher
• One Online Concept Coach
• One Full-Time Paraprofessional
(Math Teacher)
• Blended Learning Coordinator

Student workspaces allow teachers to see everyone in
the room, while minimizing student distractions.

Ergonomic chairs are
featured throughout
Learning Center, as well as
dry-erasable dividers
between seats along the wall
ensure comfort and privacy
and promote focus on
student learning

Teacher stations
are positioned to
allow for small
group and
individual
instruction.

The flexible desks in the small group instruction area accommodate
different size groups and unlimited configurations, allowing
teachers to tailor space to the nature of the lesson.

ACTUAL GRADE:
Represents the overall grade in relation to the percentage of coursework
completed vs. the percentage of coursework that should have been completed
This grade is lower than the Overall Grade if a student is behind in their course
and will be the same as the Overall Grade if a student is on-time or ahead of
schedule in their coursework
OVERALL GRADE:
The grade a student has acquired thus far in the course, based on all activities and
assessments they’ve completed.

REPORT CARDS:
Students first and third quarter grades will
reflect the students pace towards
completing the work by the end of each
semester as well as the OVERALL grade the
student has currently earned on the
completed work.

Reporting for First & Third Quarters
 Example A: S 88 This student is making satisfactory
progress relative to pace and has earned an 88 on the work
completed so far.
 Example B: N 88 This student is significantly behind in
terms of pace but the quality of the work completed is
better than average (88). This student MUST pick up the
pace
(Temporary Grade)

At the completion of a semesters work,
the student’s ACTUAL grade for the
semester will be entered into both 1st
and 2nd quarter grade fields and
therefore will be reported as the
semester average on the report card.
(Permanent Grade)

The following system will be used to indicate pace:
A = Accelerated: student is significantly a head of course work required by the
end of this grading period
S = Satisfactory: student is on pace to complete the course in the time allotted
P = Progressing: student is progressing appropriately but is slightly behind
where he/she should be at the end of this grading period.
N = Not Progressing: the student is significantly behind in where he/she
should be at the end of this grading period and should the student continue in
this fashion, the student will fail the course.
The number following the letter represents the
OVERALL grade the student has earned on the
completed work regardless of the pace
the student has set.
Grading

All students are expected to complete
a minimum of 1 credit of math each
year. Students failing to complete one
credit of math by the end of the school
year will be expected to complete the
class during summer school.
Pace & Progress Expectations

Orientation for students
 How best to maximize the new tools
 How to individualize the whole learning experience;
not just the curriculum (ongoing)
 Time Management
 Student guidelines for professional conduct in blended
classroom
 Taking ownership of their learning
 Analysis & critical thinking
 Persistence

Learning Opportunities
 Vocabulary
 Lecture Videos
 Online Content
 Journal Activities
 Labs (Lecture, Activity & Assessment)
 Practice/Homework, Test and Cumulative Exam Reviews
 Organizer: Reports, Communications & Resources
 Schedule
 Assignment
 Small Groups

• Professional Development begun for
Blended Learning staff
• Trip to Michigan to observe Blended
Learning schools
• Preparations made to third floor to begin
construction

Blended Learning Update

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Blended Learning Update

Editor's Notes