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Blended learning Stockholm April 2013


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Presentation given at the Swedish itslearning user conference in Stockholm

Presentation given at the Swedish itslearning user conference in Stockholm

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  • 1. itslearning som en del 
av blended learning"Morten Fahlvik"Educational Researcher"Användarkonferensen  2013  
  • 2. Other resources ...h3ps://  
  • 3. Have  you  experienced  blended  learning?  Yes,  No,  I  do  not  know  If  yes,  what  is  your  usual  role  in  blended  learning  context  Student,  Teacher,  Administrator,  none  of  the  above  
  • 4. Part 1– What is blendedlearning / blendedteaching?Part 2– The unifiedclassroomPart 3– Opportunities inthe unified classroom
  • 5. Part 1 – What is blended learning /blended teaching?
  • 6. Michael B. HornInnosight Institutehttp://www.innosightinstitute.orgDisrupMng  Class:    How  DisrupMve  InnovaMon  Will  Change  the  Way  the  World  Learns  h3p://­‐room/publicaMons/blended-­‐learning/    
  • 7. Blended learning“Blended  learning  is  a  formal  educaMon  program  in  which  a  student  learns  at  least  in  part  through  online  delivery  of  content  and  instruc4on  with  some  element  of  student  control  over  4me,  place,  path,  and/or  pace.    AND    at  least  in  part  at  a  supervised  brick  and  mortar  loca4on  away  from  home.“  Michael  B.  Horn  -­‐    Innosight  InsMtute  
  • 8. Michael B. HornInnosight Institute
  • 9. Different blend in different subjects
Math  Online  Analogue  Norwegian  Online  Analogue  Science  Online  Analogue  Phys.  Ed  Online  Analogue  Spanish  Online  Analogue  
  • 10. Different blend in different units
Unit  1:  Algebra  Online  Analogue  Unit  2:  Geometry  Online  Analogue  Unit  3:  Sta4s4cs  Online  Analogue  Unit  4:  Numbers  Online  Analogue  
  • 11. Catlin TuckerOnline Discussions (Part 4):Your Role, Weaving Strategiesand Assessing It All,%20Weaving%20Strategies,%20and%20Assessing%20It%20All
  • 12. Flipped classroomRaising the expectations of the homeworkh3p://­‐undervisning-­‐hjem-­‐2605501.html    
  • 13. Part 2 – The unified classroom
  • 14. When 1 + 1 is bigger than 2Physical classroom Online classroom
  • 15. The physical classroom
  • 16. The online classroom
  • 17. Tangent classrooms
  • 18. Overlapping classrooms
  • 19. Disconnected classrooms
  • 20. The unified classroom
  • 21. Meet SidBBC  –  The  Classroom  Experiment  h3p://  (2:07)    
  • 22. What  if  somebody  laughs  ….    
  • 23. What  if  somebody  laughs  ….    
  • 24. How  can  teaching  in  the  unified  classroom  help  Sid?  
  • 25. Catlin TuckerCUE  Conference  Keynote:  Common  Core  –  Transforming  Teaching  &  Learning  h3p://­‐conference-­‐keynote/    (3:42)  
  • 26. Part 3 – Opportunitiesinthe unified classroom
  • 27. ”Reading isthe skill”Doug Lemov
  • 28. Reading:The foundation for theNorwegian school system.1739: The king decided toestablish a school system inNorway.Purpose: Learn to read(the bible)All children should havetwo subjects;Reading and ChristianityWriting and arithmetic wouldbe offered if the parentsdemanded it.
  • 29. 2001:thePISA-shock
  • 30. Udir – Assessment for LearningThe  Norwegian  Directorate  for  EducaMon  and  Training  is  responsible  for  the  development  of  kindergarten  and  primary  and  secondary  educaMon.    The  Directorate  is  the  execuMve  agency  for  the  Ministry  of  EducaMon  and  Research.  
  • 31. Dylan WiliamFormative assessment
  • 32. John Hattie
  • 33. James NottinghamFørkunnskaper og tilpasset undervisning
  • 34. Readingdidacticsandskill mapping* Leselos* SOL
  • 35. Reading didactics in the unified classroom
  • 36. What happens if these concepts areblended together?
  • 37. h3p://­‐i-­‐det-­‐kombinerte-­‐klasserommet/    Reading didactics with itslearning"
  • 38. Reading acommon book Goals:  •  MoMvate  for  reading  •  MoMvate  for  wriMng  •  Increase  reading  comprehension  •  Increase  reading  speed  
  • 39. DashboardPoll:  Have  you  read  this  book  before?  
  • 40. Prepare for classroom discussionQuesMon:  Look  at  the  book  cover.  What  do  you  think  the  book  is  all  about?  
  • 41. Techer read and record
  • 42. Formativ assessment1.  Read  chapter  4  2.  What  doesn’t  mrs  Pinne  want  anybody  to  see?  3.  What  does  it  mean  to  have  an  overheated  imaginaMon?  4.  Why  will  not  Mrs.  Pin  be  photographed?  
  • 43. Online discussionWhat  does  mummy  mean  by  it  is  many  ways  to  cover  a  thel?  
  • 44. itslearning Page with photosThe  pupils  made  a  common  page  with  photoes  from  Venice.  The  pupils  explain  why  they  choosed  their  photo.  
  • 45. Short quizWhat  does  uncle  Wiliam  do  for  living?  
  • 46. Pupils create testsCreate  a  test  with  two  quesMons  from  chapter  17  and  two  quesMons  from  chapter  18.  
  • 47. Page: Facts about VeniceNB!  Page  my  by  pupils.  Include  polls,  facts,  photos  etc  
  • 48. Blogs with commentsPupils  write  summaries  from  the  book  in  their  blog.    Peer  review  and  comments.  
  • 49. Assignment: Write your own mysteryThe  pupils  could  choose  to  write  a  text,  record  a  sound  podcast  or  record  a  video.  
  • 50. Non-fictionText:The Ice AgeGoals:  •  Be  able  to  explain  how  the  glaciers  shaped  the  landscape  •  Recognize  and  know  the  traces  of  the  Ice  Age  •  Be  able  to  calculate  the  ice  thickness  •  Be  able  to  place  the  ice  age  on    a  Mme  line  
  • 51. PreknowlegeThe  pupils  createa  common  page  to  gather  informaMon  of  what  they  know  before  the  unit  starts.  
  • 52. Words:Shape andcontentReceptive andproductivedimension
  • 53. Pupil made page with polls and facts
  • 54. Online discussionQuesMon:  Why  did  the  ice  start  to  melt  by  the  coast?  
  • 55. Adding math to the topicTask:  The  ice-­‐cap  is  3000  meters  thick.  Temperature  rises  and  the  ice  melts  by  3  meters  each  year.  How  thick  is  the  ice  cap  aler  10  years?  100  years?  
  • 56. Searching for new words
  • 57. Collecting words for a word cloudh3p://  
  • 58. Word cloudQuite  visible  which  words  that  need  a3enMon.  
  • 59. Creating crosswordsNB!  The  pupils  create  the  crossword.  It  is  a  hard  task.  What  is  the  quesMon  /  clue  if  the  answer  is  Moraine  (  h3p://  )  
  • 60. Creating crosswordsNB!  All  pupils  made  cross  words.    
  • 61. Solving one of the crosswords in class
  • 62. Another vocabulary game
  • 63. What we* know* want to learn* have learned
  • 64. Know – Want to learn - Learned
  • 65. Readingcomprehension in theunified classroom •  A  community  of  learners  was  esablished  •  More  pupils  were  acMvated  •  The  silent  pupils  got  a  voice  into  the  class  discussions  •  The  pupils  were  be3er  prepared  for  class  discussions  •   The  teacher  gathered  evidence  of  learning  
  • 66. Blended learning in Higer Ed.
  • 67. The challenge
  • 68. Teaching plan
  • 69. Online resources
  • 70. FørlesingsakMvitet  Prepare for workshop
  • 71. Teaching in the unified classroom
  • 72. Morten FahlvikEducational