Innovative Classroom Design for
Effective Instruction
Will Blaylock, Rockwood School District
Rob Highfill, Ladue School District
Patrick Jones, Valley Park School District
Drew McAllister, St. John Vianney High School
Tom Swoboda, Parkway School District
Wednesday, February 12
• As curriculum becomes more advanced and dynamic, the
resources required within the instruction and learning
process needs to respond to those dynamics. How are local
districts designing their classrooms to meet these needs?
What elements would be essential in this environment?
Rockwood School District
Current Situation – Hardware focused
• 2:1 Student:Computer ratio
– includes desktop computers and extendable computing terminals
• Interactive whiteboards in all instructional areas
• Portable computer for every teacher
• 100% wireless coverage
• Amplification systems in all K-5 classrooms (include specials i.e., library, art,
music & PE)
• Access to networked printing
• Student Response systems in appropriate curricular areas
• Google Apps for Education
• BYOD policy/regulation
Rockwood School District
Curriculum
• On-line curriculum for teachers
• Shift to hybrid classrooms
• Digital textbooks/resources
Professional Development
• On-line and hybrid sessions
• Customized offerings
Network Infrastructure
• Increased bandwidth (currently 500 Mbps)
• Increased wireless saturation (movement from 50/50
wired and wireless to greater wireless capacity)
Rockwood School District
Hardware
• Shift to more agnostic OS requirements
• Google Apps
• On-line resources
• Allow for support of both district owned (Windows 7/8.1)
and BYOD
• Managed Print – push to keep things digital, not paper
• Tablet/Laptop/Desktop combined solution for teachers
• Wireless connection to network and projector
Rockwood School District
Systems
• Greater emphasis on data security
• Cloud based, but with district oversite
• Increased information for teachers, not just increased data
• Data Warehouse
Instruction
• Increased “flipping”
• Hybrid courses
• On-line courses, on-line office hours
• Greater digital dependency (Google Apps, Digital
Textbooks)
Ladue School District
Where We Are
● 2:1 Student to Computer Ratio
○ Desktops (Mostly in Labs)
○ Laptops
○ iPads (Mostly in K-3)
● Data Projectors in all classrooms K-12
● Interactive Whiteboards in all classrooms K-5
● Laptop for every certificated employee
● iPad mini for High School teachers
● Amplification systems in all K-8 classrooms and specials
● Networked printers and MFD’s accessible to all
● Google Apps for Education
○ Gmail (Internal Only) 6-12
○ Google Apps (Internal Only) 3-12
● Technology Integration Coach at Each School
Ladue School District
Our Vision (1-3 years)
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Ubiquitous access to technology resources for all students
• K-5
• 6-8
• 9-12
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Increased Bandwidth to stay ahead of need
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Digital Textbooks
• Miller-Levine Biology Example
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Hybrid Professional Development
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Replacement of Projector/IWB with Television/Wireless Projection
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Managed Services for all printing - reduce paper and consumables
Valley Park School District
• Factors for evolution of classroom landscape
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Common Core Curricular Alignment
SBAC Assessments online starting 2014-15
Teacher skill levels
Budget constraints
• Outcomes
• Flexible design
• Within the 5 year refresh, seek opportunities to increase flexibility
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Desktops > Laptops
Wired > Wireless
2:1 > 1:1 or greater
Local resources > Cloud Resources
Valley Park School District
• Example
• Current Intermediate Classrooms
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2:1 desktop to student
Windows 7 OS
Teacher workstation wired to projector and interactive whiteboard
Eleven computer tables tethered to either wall outlets or poles with electric and data
• Proposed Intermediate Classroom Refresh
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1:1 classroom-based laptops
Teacher workstation connected to projector
Ipad to remote laptop and provide interactivity (Splashtop Whiteboard app)
Windows 7 OS, but Windows 8 ready
Wireless technology in projector, for wireless streaming of teacher/student workstations
Flexible seating
Valley Park School District
• Breadth of Professional Development
• New Equipment
• Curriculum design and alignment to CCSS
• Dynamic grade reporting with standards-based principles
St. John Vianney High School
Factors for classroom landscape
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Internet access – T1 to 100Mbps
Visual display – Projectors on carts to Wireless LED TVs
Budget – Capital expenses to dedicated budget
Devices – Windows netbooks to Chromebooks
Uniformity – At least 4 different setups to 2 (TV and
Smartboard)
St. John Vianney High School
Guiding principles
• “Fundamental 5” and Brain-based Learning inform curriculum
delivery and classroom layout
• Development first, then devices
• Tools meet curriculum requirements rather than curriculum
matching the tool
St. John Vianney High School
Talon Technology Deployment Plan
● Google Apps for Education and focus on platform-agnostic
technologies
● BYOD is an option for all students, according to their learning
styles and teacher goals
● Four-stage development plan
○ Introduction to multiple web-based learning technologies
(Spring and Summer 2013)
○ Inservice on the SAMR framework and teacher-submitted
evidences of technology integration (Fall 2013)
○ Introduction to Blended Learning and incorporating
Schoology LMS (Spring 2014)
○ Curriculum-specific Curriculum Development for Chosen
Devices (Summer 2014)
● Devices selected by department requirements
Parkway School District
Current Situation
• 2:1 or less Student:Computer ratio
– includes desktop computers and extendable computing terminals
• Interactive whiteboards in all instructional areas
• Portable computer for every teacher
• 100% wireless coverage
• Access to networked printing
• Student Response systems in appropriate curricular areas. Moving towards
online assessments
• Google Apps for Education to begin Fall, 2014
• BYOD in place at all levels
Important Design Factors
(Student-Centered)
• What learning is to occur?
• What will students be doing? (collaboration, presentation, etc.)
• What “learning habits” do we want to develop and reinforce? (tech
skills, critical-thinking, collaborative tendencies, content knowledge)
• What tools will be needed?
• How will the technology be blended into the instruction? (blend
rotation, flex blend, etc.)
• Have teachers “design” their classrooms for digital learning
• Allow for the room to be “interactive”.
• Decide what applications and tools expand the walls of the
ordinary classroom.
• Identify the student needs.
• Identify instructional strategies that allow for more studentcentered learning.
• Purge 20th Century objects.