Teaching in the blended classroom
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Presentation slides for my presentation at ICERI2013 in Sevilla November 19th 2013. http://iated.org/iceri2013/ Session details at http://www.iated.org/concrete2/session_detail.php?session_id=1537
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Teaching in the blended classroom
- 1. Teaching in the blended classroom Explore how teachers can utilise the combination of physical and online learning spaces and the intersection between them to enhance learning experiences Morten Fahlvik Education Research Manager - itslearning twitter.com/Fahlvik
- 3. Blended learning “Blended learning is both simple and complex. At its simplest, blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences. “ Kanuka, Heater og Garrison, Randy D. (2004) «Blended learning: Uncovering its transformative potential in higher education», University of Calgary
- 4. ”Reading is the skill” Doug Lemov
- 6. Udir – Assessment for Learning The Norwegian Directorate for Education and Training is responsible for the development of kindergarten and primary and secondary education. The Directorate is the executive agency for the Ministry of Education and Research.
- 8. John Hattie
- 9. Teaching and learning in a blended classroom
- 10. What happens if these concepts are blended together?
- 11. Goals: Non-fiction Text: The Ice Age • Be able to explain how glaciers shaped the landscape • Recognize and know the physical traces of the Ice Age • Be able to calculate the ice thickness • Be able to place the ice age on a timeline • Develop individual reading strategies • Motivate students to read the text several times • Increase insight into own reading comprehension
- 12. The teaching design Whole class Teacher ask a question to students Teacher pick up answers in class Small Group Individual Students discuss in groups Students work with question at home and post their answers / thoughts in online discussion Students present in class
- 13. Inspired by Concept Oriented Reading Instruction Reading Comprehension Science Inquiry Motivation Reading and Science Integration Student Writing CORI is a program designed by John Guthrie and Allan Wigfield
- 14. Words: Shape and content Writing and Sound Receptive and productive dimension
- 15. Pre-knowledge The pupils create a joint page to gather information about what they know before the unit starts.
- 17. Pupil made page with polls and facts
- 19. Online discussion Question: Why did the ice start to melt by the coast?
- 20. Searching for new words
- 22. Collecting words for a word cloud http://www.wordle.net/
- 23. Word cloud Quite visible which words that need attention.
- 24. Every student made a crossword
- 25. Solving one of the crosswords in class
- 26. What we * know * want to learn * have learned (Donna Ogle 1986) http://en.wikipedia.org/wiki/KWL_table
- 27. Know – Want to learn - Learned
- 28. Reading comprehension in the blended classroom • A community of learners was established • More pupils were activated • The silent pupils got a voice into the class discussions • The pupils were better prepared for class discussions • The teacher gathered evidence of learning
- 29. Blended classroom / Unified classroom www.twitter.com/fahlvik Morten.Fahlvik@itslearning.com
- 31. Morten Fahlvik Education Research Manager www.twitter.com/fahlvik Morten.Fahlvik@itslearning.com
Hinweis der Redaktion
- Jonathan Bergman and Aaron Sams abouttheirconceptofFlippedTeachinghttp://flippedclassroom.org/video/future-of-the-flipped-class
- Kanuka, Heater og Garrison, Randy D. (2004): «Blended learning: Uncovering its transformative potential in higher education», University of Calgary Blended learning describedBlended learning is both simple and complex. At its simplest, blended learning is the thoughtfulintegration of classroom face-to-face learning experiences with online learning experiences. There isconsiderable intuitive appeal to the concept of integrating the strengths of synchronous (face-to-face) andasynchronous (text-based Internet) learning activities. At the same time, there is considerable complexityin its implementation with the challenge of virtually limitless design possibilities and applicability to somany contexts.To begin, it is important to distinguish blended learning from other forms of learning that incorporateonline opportunities. First, blended learning is distinguished from that of enhanced classroom or fullyonline learning experiences (seeFig. 1). However, it is not clear as to how much, or how little, onlinelearning is inherent to blended learning. In fact, this is only a rough, indirect measure that may bemisleading. The real test of blended learning is the effective integration of the two main components(face-to-face and Internet technology) such that we are not just adding on to the existing dominantapproach or method. This holds true whether it be a face-to-face or a fully Internet-based learningexperience. A blended learning design represents a significant departure from either of these approaches.It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic,starting with various specific contextual needs and contingencies (e.g., discipline, developmental level,and resources). In this respect, no two blended learning designs are identical. This introduces the greatcomplexity of blended learning.
- Foto: http://www.aftenposten.no/fakta/innsikt/article3445261.ece
- Assessment for learning is launched as a strategy to improve reading comprehensionThe Norwegian Directorate for Education and Training is responsible for the development of kindergarten and primary and secondary education. The Directorate is the executive agency for the Ministry of Education and Research.http://www.udir.no/Vurdering/Vurdering-for-laring/
- Udir has worked with reserachers like Dylan Wiliam in order to improve teaching practice.Mange har fått stiftet bekjenskap med Dylan Wiliam og hans forskning
- John Hattie’s has got a lot ofatttention and his conceptof Visible learning has a stong and importantmessage to teachers.http://visiblelearningplus.com/faqs
- This is a model I have developed to betterexplainhowteacherscan plan and conductteaching in a blendedlearningcontext. I have decided to callthemodel "The unifiedClassroom" becausethethreelearning arenas form a Venn-diagram and the sum ofthe total area is called a union. An importantpointwhentalkingabouttheUnifiedclassroom is to includethepotential in theintersectionsbetweenthethreelearning arenas. The area called "Home" could be extended to be arenas outsideoftheregular / traditionalclassroom as many students do not do schoolwork at home, butelsewhere like library, at grandparentshomes, onthe bus whilecommuting to school etc. The mainpoint is an area outsidetheregular/traditionalclassroom. I started to usethe term "Blendedclassroom", but I have decided to usethe term "Unifiedclassroom" becausethe term "Blendedclassroom" can be interpreted as a roomwhereteaching for severalyeargroupshappens at the same time. I have decided to use "Det kombinerte klasserommet" as thenorwegian term.NB! Homework - lowcognitivework at home - highcognitivework at schoolhttp://www.slideshare.net/fahlvik/det-kombinerte-klasserommet-the-unified-classroom
- What can happen if these concepts are integrated?
- 1. Utvikle elevenes strategier for å lese ukjent tekst2. Motivere elevene til å lese teksten flere ganger3. Øke elevenes innsikt for egen leseforståelse
- http://www.cori.umd.edu/what-is-cori/program-goals/CORI aims to support:Reading ComprehensionActivatingbackgroundknowledge, questioning, summarizing, searching, organizinggraphically, and interpretingstories.Science InquiryObservation, usingknowledge, questioning, designing investigations, collecting data, drawingconclusions, explainingresultsconceptually.Study ofsciencetheme:Survivalconcepts (ecology): Feeding, locomotion, defense, predation, respiration, reproduction, competition, communication, adjustment to habitat. MotivationKnowledge goals for reading, "hands on" experiences, interestingbooks, choicesaboutthelearning, collaborationwithclassmates.Reading and Science IntegrationRelatingobservations in "hands-on" scienceactivities to contents and characters in literary and informationbooks.Connecting students' interests in theenvironment to theirmotivations for book reading.Student WritingWritingentries in portfoliosdemonstratingthefollowing: Informationtextreading, literarytextreading, scienceconcepts, scienceprocesses, motivation for reading.
- Elever leter etter ord de ikke skjønner helt eller som er ukjente.
- Morene – Morainehttp://en.wikipedia.org/wiki/Moraine
- ( http://en.wikipedia.org/wiki/Moraine )
- NB! The pupils created the crosswords. It is a hard task. What is the question / clue if the answer is glacier?
- All students had the chance to participate.
- A lot of teacher use a from called VØL (Vet, Ønskerålærer, Lært) translated to english Know – Want to learn – Learned (Donna Ogles 1986) http://en.wikipedia.org/wiki/KWL_table Stine told me she had developed a digital version of VØL + in my mind a true Redefinition of the traditional from. She used the Page tool To find out what the students knew about the topic Ice age (She could ofcourse also used discussions, poll, survey, assignment, but chose Page to active the creativity.) She used the Word cloud to find out what we need to learn. She could ued the survey in combination as described in the science example She used Crossword and Hangman as a tool to find out what the students had learned. I liked her approach to let the students create the crosswords. It is hard to create good clues and much more fun than just solve a crossword the teacher had made.
- Oppsummertsier Stine følgendeomdennepraksisen.Detviktigstehunopplevde I dennepraksisenvar:LæringsfellesskapomteksteneFlereeleverbleaktivisertiarbeidet med tekstene