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as we think about reconceptualizing the role of the teacher for blended learning we're thinking about five key shifts in particular the first one is from lecturer to facilitator next it's the difference from fixed groupings of students to more dynamic grouping strategies the third shift is moving away from being the explainer of all concepts and to the intervener with a student at the right time for their needs and then from thinking about the job being teaching content to thinking about teaching content skills and even mindsets to our students in the last shift that we're thinking a lot about is one that happens in several the models we profile which is from generalist to specialist the idea that teachers can start specializing on those skills that they're most passionate about or where their strengths are so to make this new vision for school a reality we as teachers have to go after one fundamental assumption of how we think of our job as teachers and that's like our core instructional delivery model and letting go of the idea that we always have to teach something in order for students to have learned it when the kids aren't learning on the computers during personalized learning time it's my job to just facilitate and it's not my job to like answer their questions but it's my job to Proctor content assessments so all I'm doing is like making sure their own tasks and like being like facilitating their learning and that's kind of like my entire role and it's not to like teach them in that time it's for them to learn and like learn from their mistakes or learn from their successes yeah and so lectures though still going to be part of the learning process we don't want you to be under the wrong impression but if you look at the blended learning schools that we're profiling you see that it's actually for two reasons that the lecture remains relevant the first one is that in small group settings the teacher is still clearly leading a class through a series of concepts and exercises and the second reason is if we're being honest in college students still learn through lecture and so mastering that is note-taking skills and being able to absorb the lecture is important so in education we've known for a long time the power of giving students into the right group at the right time now what it usually looks like though is maybe the class is divided into three groups and we'll call them the Cardinals and the Blue Jays and the sparrows but a kid figures out pretty quickly I'm the smart kid or I'm not a smart kid and that's because the groups are fixed those things are set in stone and the kids don't change it doesn't respond to a kids proficiency level which we know can change on a daily or hourly basis so the big idea here is what we call dynamic grouping the groups exist on a concept by concept level and respond to kids changing so they can go from a high to a medium to a low group even within a single week so this points to one of the big shifts that a teacher will make as they move into blended learning which is that you're really going to be using data to drive this idea of dynamic grouping or these changing groups and we would argue that you should be using this data on at least a weekly basis maybe even a daily basis so that you're constantly sorting students to get them the right thing at the right time I'll give you a concrete example there's a school here in the Bay Area that uses a school created data tool called exit ticket the teacher stands up to teach a concept but right away gives the students a few choices questions to see what they know kids do they're responder and the students who get it right or peeled away that onion gets peeled the first level of kids go and they work on something more challenging then the teacher begins to do some instruction and pretty quickly pauses again offers a few more questions see what kids do or don't know peel the onion further until they get down to the core of the students who really need the most magical intervention we have which is more small group time with that teacher we reteach as soon as possible and that's one of the really powerful things about small group instruction is that I teach the lesson in a small group format then I may discover that two students from this from group one and two students from group two are missing the same areas they're both they both have the misconception of lining up the ruler the wrong way so I can pull those four students again and reteach them just on that specific area and I know what area they're missing because of the data that I'm able to get so quickly from program like I'd murder if you go into a full blended learning environment it's very easy to imagine that the amount of data you have is going to get overwhelming very fast don't get overwhelmed by it pick the one source that's really really good for giving you great data that's actionable or pick the two or three metrics that you think really helps you drive that grouping and what students need instruction wise next if teachers are doing a lot less of the explaining upfront because of the software that frees them up to spend a lot more time intervening with students one on one at the right time for each individual student it's really exciting to see schools thinking not just about the content that they need to teach but also about the skills and the way that students apply knowledge as well as even the mindsets they want their students to have and the hope is that some of these blended learning techniques can actually free up times for teachers so they can actually spend more of their time on these mindsets and skills for students and it actually aligns perfectly with the Common Core coming as well that's going to ask students to do more cognitively demanding work on their assessments now the teachers and staff at the schools we've been showing you think a lot about this role and how they get students to develop the content they need the mindsets to be good learners and the skills that they need to succeed I come from a family of teachers so I talk about teaching a lot and schools a lot with with people and so I think that there's two things about this system that have excited me the most and that I like talking about the most the first is the way that we've you know really clearly identified those three big categories of things we want kids to learn content knowledge the cognitive skills and the non-cognitive skills and I mean any teacher could tell you like yeah absolutely those things are important that I teach all those things in my class but I love the fact that we have distinctly identified those and we've you know explicitly set aside time within the day for kids to work on those things so they know exactly what they're working on one isn't getting lost in the other kids are getting really clear feedback on either the content knowledge or their cognitive skills or their non cognitive skills and each of them gets that one-on-one time for a check-in so they know exactly what they're doing well and what they need to be working on thinking about how my role is kind of the same and how it's different I think in terms of the differences one big difference obviously is I'm not talking to kids right now as much about you know specific content as I used to and I'm not constantly worrying every single day is like is this one activity I did to helping them learn the content I'm creating playlists so like I'm definitely a lot of work to help kids learn content but a lot of the the onus of that has been put onto the kids we see a trend in a lot of schools not all schools but a lot of schools doing blended learning of teachers shifting from being generalists of all elements of teaching toward actually specializing on their strengths and the things that really excite them about getting into this profession in the first place now many of you may remember the documentary Waiting for Superman and the big problem Brian that I had with that movie was actually its title the implication of it was that the only way to save our schools was to have a superhuman teacher inside of every single classroom that was doing lots and lots of different jobs that no human being could do within the constraints of a 45-minute period when you think instead what if teachers could go after what they were best at the person who just loves to lesson plan will use their great lessons all across the grade level and save every teacher from having to recreate the same lesson plan over and over and over again the teacher who is that actor and loves the rapt attention of students can do more lecture maybe have more students at a time and free up other teachers to do different tasks the teacher who is that data wonk who just loves assessment let them go create the statistically reliable and valid assessment but then use it across the school or even across a district play the teacher strengths and let them specialize to the extent that they're comfortable or what's possible yet once you decide that every teacher doesn't have to have the same job once you decide that every teacher it doesn't have to pretend to be the master of a hundred thousand different things which as humans we know is not possible it's really exciting and we see with a lot of teachers is some teachers really thrive in classroom culture and classroom management and other teachers really thrive and getting kids to love writing and other teachers really thrive in leading kids through a song about mathematics and you're really teaching them different ways about thinking about math and one of the fun parts is let teachers play to their strengths so that wraps up the five big shifts that Brian and I see happening as teachers move into these blended learning environments and we hope this list has been provocative and spurred your thinking some so we've introduced a lot of ideas about how the teachers role changes as we move into these blended learning environments and as we think about what are really mindset shifts it's important as teachers to think about what can we do less of and if there's one big idea I'd encourage people to let go of it's the piecing guide this concept that we're supposed to have every student moving at the same speed I mean our education system is virtually built on an assumption that were the world's best astrologers you say a student is born in the year of the rabbit and therefore 15 years later on October 27th he's supposed to be ready to read chapter 6 of Huck Finn beaches 68 to 71 why not give a system that lets the student get that material at the right moment for them let the student control the piece and to do this really well it means that we as teachers it can't just be one week ahead of where students are at any given point we really if we're going to let students self-direct their learning have to have the entire roadmap laid out for them in advance so they can drive this learning and keep moving at their own pace now one important thing to remember is that there is still something important about setting a minimum pace so the students don't fall too far behind there's a really great story that Dustin Hoffman told on stage when he was having a dying conversation with Laurence Olivier and Laurence Olivier was talking to him and finally Dustin Hoffman said Laurence like why did you go into acting what does this do for you and he reached out and he held Dustin Hoffman's face and he said look at me look at me look at me and I think if we're honest as educators we have a little bit of that we want the attention on us so an idea I'm going to encourage all of us to think about in a blended setting is we don't always need to be the focal point of the attention we can turn students loose and let them work on different things and if we do that it frees us to not have this burden of managing the whole classroom in lockstep we can be thinking in groups and it actually could take down some of our stress level and let it be a little easier to work in smaller groups at a time but still be incredibly productive we hold students to a standard of productivity rather than lockstep attention on us now another thing that teachers can start to move away from is feeling like you have to grade every single little task when if we're being honest about it some of the technology can actually start to take that burden off of us and just automate some of that grading also the technology that we have which is part of the blended learning is giving me that I don't have to go home in grade tests and see who didn't get it I know right away who didn't get it and then it's fresh in their minds and I can correct immediately what it was that they missed we see schools doing lots of these little tiny tricks to save some teacher time when a student comes in automate the process of the do now launching of the class or automate the collection of data at the exit ticket at the end of class it's really all about taking something you used to do manually and seeing if there's a way to try to make it automatic quicker and save time for teachers one story I always tell parents is that there's no reason that a teacher should ever write administer or grade a vocabulary test because we have computers that can do that better and faster and turn that data back to students immediately instead our teachers are better able to focus on designing great lessons for kids and focusing on the part based environment that we know is going to allow their skills to remain at the forefront of their learning experience as we talk about these big shifts away from things that we used to do in traditional classrooms and these blended learning environments three things we think stay the same the first is a focus on culture the second one is relationships relationships relationships and the third one is those magical light bulb moments so we've talked about culture a lot today and the thing that I just want to stress more than almost anything we've said about blended learning is that these schools nail culture they are vibrant joyful places that can also snap to attention when they need to and get down to work so we want to show you some different kinds of classrooms and pay attention to how silent they can be when they want to be silent how boisterous they can be but in total choral responds with each other and how teachers just Zone in on what they want and expect students to get there and hold them to high expectations but the unifying theme of culture permeates every school that we've been talking to you about in this whole course the culture in a blended learning classroom is really essential I think the biggest piece of culture is students knowing that every minute that they're spending with me and every minute they're spending on technology is intentional so before they launch any program before they do anything on technology they know the purpose behind it they know that this is helping me to grow my brain as a reader they know that I'm practicing math facts because I need to practice my fluency with single-digit addition when you have a student body that feels like a uniform group of people almost like a team you have the ability to teach faster and more and every second really counts in the school day versus so much time being lost in a traditional school we get our kids into the classroom they know that they need to be in their seats in 12 seconds and they need to be working on the do now that's on the board when the students are in the computer lab they know that in 15 seconds from when their kid walk through this the door they're counting down in their head they should have their headphones on and be logged into their software program and those are the types of things of student culture and efficiency at our schools that really lends itself to what is called bell-to-bell learning where there are never down times for the students right almost a 100 percent Jaime last time this third time to turn right sure [Applause] the quickest deposit you've ever done in your entire life deposit that was pretty quick