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Online Tutored Schoolrooms: Online Tutored Schoolrooms:

Online Tutored Schoolrooms: - PowerPoint Presentation

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Online Tutored Schoolrooms: - PPT Presentation

The Rise amp Fall Of Group Instruction by David V Anderson July 23 2010 Before group instruction Tutoring Agebased group instruction Its flawed Selfpaced schoolrooms In history ID: 601226

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Slide1

Online Tutored Schoolrooms:The Rise & Fall Of Group Instructionby David V. AndersonJuly 23, 2010

Before group instruction: TutoringAge-based group instruction: It’s flawedSelf-paced schoolrooms: In historyDistance learning: Television and onlineTutoring efficiently: Combining what worksMilestones: Anywhere – Anytime - Anything

1Slide2

History of Age-Based Group InstructionIn a Western context:In Reformation, Calvin, Luther &

Zwingli wanted it,As universal literacy was a goal of the Reformation.Group instruction was affordable. Tutoring was not.

Age-based instruction became common in the 16th century,

Particularly in Protestant lands such as Prussia.

Educator Horace

Mann

& others copied Prussian ideas.

2Slide3

Brief History Of Self-Paced SchoolroomsBell & Lancaster developed the “Monitorial” schools circa 1800.

These were very low-cost private schools In England & America.One “paid” teacher managed roughly 200 “self-paced” students.

Dozens of Monitors each led small courses of about 10 pupils.

Monitors

were advanced students provided low cost incentives.

Pupils

moved to a new course as the previous one was mastered.

The student’s age was not a factor in placing a child in a course.

3Slide4

Age-Based Schooling Thrived & Self Paced Varieties Did NotPossible reasons:Lancastrian schools were poorly managed & overcrowded?

Age-based graded schools were government subsidized?Charles Dickens ridiculed them?Lack of metrics showing which

was more effective?

Yet aspects of them survive:

Peer tutoring is often used in efforts to self-pace students. 

The one room rural school has had

Lancastrian

aspects.

4Slide5

William Shearer Developed Pliant Grading In 1895Shearer claimed, that “under the usual plan” he found:  Those double promoted are pushed too far ahead

 Those retained are held too far backUnder Shearer’s Pliant Grading plan: 

Academic terms were as short as one month

 Children were promoted or not monthly

Several “pacing” groups were in each schoolroom 

He claimed, “Ninety Per Cent Gain Time.”

Successful, yes, but was awkward administratively

5Slide6

Boston Globe Testimonial6Slide7

Shearer’s era predates the label “social promotion.”But he understood the concept as his railroad metaphor shows:Imagine the conductor who forces people off a moving train,Because the timetable says the train should be in a station.

Shearer asserted that such a conductor, “…would soon reach the asylum where all such should be confined.”By analogy pupils should be promoted only when they “arrive.”Shearer ran the Elizabeth, New Jersey public schools and under“Pliant Grading” social promotion was significantly reduced.

Shearer’s Metaphor:

The Railroad Timetable

7Slide8

Learning Again That Age Based Group Instruction Is FlawedProficiency standards & testing are now well developed in USA.

National Assessment Of Education Progress (NAEP) is a metric.Only ~30% of U.S. 13-yr olds are proficient in math and science.

Recent

research mapped TIMSS & PISA proficiencies to NAEP.

Anglophone Western world has

~30%

of 13-yr olds proficient.

Continental

Europe has ~40%

of 13

-yr olds proficient.

Developed Asian countries have

~50%

of

13

-yr olds proficient.

8Slide9

Is Social Promotion The Cause Of Low Proficiencies?Yes, social promotion advances the sub-proficient students.Historically,

retention has been the remedy for low proficiencies.Retention’s bad side effects often discourage its use in practice.A purely age-based system, by definition, has social promotion.

A proficiency-based system

, by definition,

has none.

Lancastrian

and/or tutor based systems, have little of it.

9Slide10

Distance Education: AnywhereEarly types include correspondence courses & radio courses.Our most relevant experience begins with televised instruction:

 One physics professor teaches 100,000 students in 1957.  Before satellite TV courses there was airborne TV.

 Many pilots, though successful, were not continued.

Ability to replay recorded content is a key milestone (1980’s):

Courses on tape & DVD introduce the “Anytime” aspect.

Portable Content: Anytime

10Slide11

1957 Television Physics Professor Harvey White’s High School Physics CourseWhite, PBS & The Ford Foundation produced the 163 lessons.

Class teacher was ≈ tutor.Prof’s wages cheap per pupil.Labor productivity up 4X?Rehearsed, polished, compelling.

I know. I was one of 100,000 pupils. I later became a physicist.

11Slide12

Heat Conduction Clip12

Double Click In Picture To Activate VideoRuns less than3 minutesSlide13

Heat Convection Clip13

Double Click In Picture To Activate VideoRuns less than3 minutesSlide14

Heat Radiation Clip14

Double Click In Picture To Activate VideoRuns less than3 minutesSlide15

Flow Of Heat Lesson15

Double Click In Picture To Activate VideoRuns approx.25 minutesSlide16

The Midwest Program On Airborne Television InstructionImagine This:Broadcasting over 20 K-12 courses.

Transmitter is an old DC-6 airliner,Flying at 23,000 feet above Indiana.400 mile range on 2 UHF channels.FCC said “No” to more channels.

Politics limited participation levels.

MPATI operated from 1961 – 1968.

16Slide17

Luddites Slowly LosingDistance education & online schools grow at “glacial” speeds.Much of the institutional blockage to growth is hidden.Wisconsin Virtual Academy was sued by the teachers’ union:

 It was settled: WVA could survive but not grow muchFlorida Virtual School played “nice” by keeping teachers happy:  FVS kept teacher/student ratios high to deter complaintsPrivate market for online instruction is Luddite free:

Lower costs of online allow tuition cuts & price competition

If private tuitions fall, market shares will rise

17Slide18

The Web Reaches: AnythingDistance learning from anything on the Internet.Augments the pre-existing

anywhere, anytime capabilities.Synchronous two-way audio/video communications.Remote robotics for laboratory experiments.

Low cost content and instruction. Often it is free.

An unparalleled amount of content (anything) that’s accessible.

A facile interface for tutors working with students.

18Slide19

Blended TutoringTutor manages the student’s learning environment.Student is provided hardcopy content as well as e-content.

Student learns primarily online & from hardcopy content.Tutors on-site and remote tutors provide real time help.Automated “cyber tutors” perform some routine tasks.Practice and proctored testing is conducted online.

Students master courses and receive certifications for them.

19Slide20

Tutoring Subspecies Live in person: Manages schoolroom & is expert in content.Remote and live: Help desk staffed with experts.

Peer tutors: Advanced students assist less advanced pupils.Cyber tutors: Programmed interactive instructional feedback.20Slide21

Anywhere & Anytime & AnythingAnywhere- greatly expands the variety of providers 

Correspondence courses  Distance learning by television & online Anytime- better matches the schedule & pace of student

Individual tutoring, home schooling

Recorded portable content (tapes, DVD, etc.) Online asynchronous (on demand) instruction

Anything

- greatly expands available content & services

Online access markedly increases what’s available

21Slide22

Not Everyone Is Sold On This Right Away! 22Slide23

Unlikely EncounterYou never know who you’ll engage in conversation.I told Mr. Gorbachev, “I am developing online schools to be run by capitalists.” I figured that would get his attention.

Pointing his finger, Mr. G says angrily, “How will poor children be able to afford your capitalistic online schools?”I responded, “This is where government funded vouchers will play a role.”After some discussion with the interpreter he seemed pleased.23Slide24

After Hearing More 24