Understanding by design with the blended classroom
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Understanding by design with the blended classroom

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Presentation given at SC36 Openforum in Oslo June 20th 2014.

Presentation given at SC36 Openforum in Oslo June 20th 2014.

More in: Education , Technology
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  • Slide 1: Tittel: Understanding by design with the Blended Classroom  <br /> <br /> My name is Morten Fahlvik and I am the Education Research Manager in itslearning. I investigate and describe teaching practice. I want to show you one teaching scenario I experienced this spring at Kannik lower secondary school in Stavanger, Norway. <br />
  • Slide2: The classroom has changed.  <br /> An online learning space exists side by side with the physical learning space. <br /> Modern teachers manage to utilize the best characteristics of the two spaces and the intersection between them. <br /> The students meet the teacher, do activities and work with content in both spaces. <br />
  • Slide3: The blended / unified classroom <br /> I have developed a model to better explain and talk about the new possibilities. It is a VENN diagram and I call this model the blended classroom and sometimes the Unified classroom as the sum of the VENN diagram is called a union. We must identify the potential in three areas and in the intersections between them. <br />
  • Slide 4: Technology in education <br /> Look at this prediction of the future from 1910.  <br /> Does it look like a good solution? <br /> Are the students active? What about the social aspect of learning? <br /> What is the role of the teacher? What do we know about how people learn? <br /> How should technology rich classroom look? <br /> <br />
  • Slide 5:  Photos from classrooms. <br /> Take a look at these scenarios. <br /> In which room would you send your children? <br /> The answer is probably in a combination of these four. We need well balanced scenarios
  • Slide 6: Teaching music in 2014 <br /> I want to show you  a teaching scenario. Here are some facts. Notice the total number of pupils. Most teachers relate to somewhere between 80-180 students every week. All of them, and their parents expect individual follow-up. <br />
  • Slide 7: Charachteristics - and key components <br /> The teachings practice had several strong key components. <br /> I will highlight the approach to Flipped Classroom, Blended learning and being student centric. <br /> It balance individual and social learning. <br />
  • Slide 8: Understanding by design and backward planning <br /> <br /> There are Two big ideas of Understanding by design: <br /> <br /> #1 Teach and assess for Understanding and ability to transfer to new situations <br /> #2 Design the teaching from the end, and the end is understanding and transfer. ” <br /> <br /> Do not start with the content or learning activities. <br /> <br />
  • Slide 9: The standards (Example music) <br /> The standards are not written for children. The teachers need to transform the standards to something the students can understand <br /> and design assessment tasks that will reveal the student understanding and their ability to apply skills and knowledge into new contexts. <br /> Wide range of different learning activities are designed to prepare the students for the assessment task. <br /> <br /> <br /> Musisere <br /> <br /> Hovedområdet musisere har musikkopplevelse, forstått både som estetisk opplevelse og eksistensiell erfaring, som faglig fokus. Hovedområdet omfatter praktisk arbeid med sang, spill på ulike instrumenter og dans, innenfor ulike musikalske sjangere og uttrykk på alle årstrinn. Dette innebærer bruk av musikkens grunnelementer (puls, rytme, tempo, klang, melodi, dynamikk, harmoni og form), trening av musikalsk hukommelse og forestillingsevne og musikkorientering i praksis. Sentralt i dette hovedområdet står øving, musikalsk kommunikasjon, samspill, samhandling og formidling. <br /> Mål for opplæringen er at eleven skal kunne <br /> bruke musikkens grunnelementer, symboler for besifring og akkordprogresjoner i spill på instrumenter <br /> velge uttrykk og formidlingsform i egen musisering og grunngi valgene <br /> øve inn og framføre et repertoar av musikk og dans fra ulike sjangere med vekt på rytmisk musikk <br /> bruke relevante faglige begreper i presentasjon av et arbeid med selvvalgt musikk
  • Slide 10:The task: Record your self <br /> The teacher designed a task that assessed for understanding and determine if the goal is reached. <br /> The teacher has created a rubric that is connected to the task so that the student know hos he will be assessed, <br />
  • Slide 11: Rubrics is one way of doing this. <br /> The teacher describe what it will say to meet the standard at different levels from Beginner to Advanced  <br /> The descriptions tell the students what they have accomplished. <br /> The teacher will in addition provide feedback about how to improve. <br /> <br /> <br /> Musisere <br /> <br /> Hovedområdet musisere har musikkopplevelse, forstått både som estetisk opplevelse og eksistensiell erfaring, som faglig fokus. Hovedområdet omfatter praktisk arbeid med sang, spill på ulike instrumenter og dans, innenfor ulike musikalske sjangere og uttrykk på alle årstrinn. Dette innebærer bruk av musikkens grunnelementer (puls, rytme, tempo, klang, melodi, dynamikk, harmoni og form), trening av musikalsk hukommelse og forestillingsevne og musikkorientering i praksis. Sentralt i dette hovedområdet står øving, musikalsk kommunikasjon, samspill, samhandling og formidling. <br /> Mål for opplæringen er at eleven skal kunne <br /> bruke musikkens grunnelementer, symboler for besifring og akkordprogresjoner i spill på instrumenter <br /> velge uttrykk og formidlingsform i egen musisering og grunngi valgene <br /> øve inn og framføre et repertoar av musikk og dans fra ulike sjangere med vekt på rytmisk musikk <br /> bruke relevante faglige begreper i presentasjon av et arbeid med selvvalgt musikk
  • Slide 12: Teacher made content <br /> Most of flipped learning teachers say the same. I must make part of the content my self. It is about the relationship to my students. <br /> Self made content is delivered with content made by others, such as publishers. <br />
  • Slide 13: The planner <br /> The teacher make a context and put learning objectives/the standers in connection with tasks and content. <br /> The online learning space keep all this information in one place and help the students to see the big picture. <br />
  • Slide 14: The lesson start <br /> The teacher start the lesson by repeating the goals and where the students can find the assignments and content for the learning activities. <br /> <br /> The criteria for the final assessment is also presented. <br />
  • Slide 15: Student choice <br /> The students come into the learning context with a wide range of pre-knowledge and skills. <br /> It make no sense that all of them should do the exact same things. <br /> The pupils can pick which song they want to learn. <br /> The title indicates which chords they need to learn. <br /> And The student can choose to work together. <br />
  • Slide 16: The new teacher role <br /> The students start with the learning activities of their choice <br /> The teacher help and demonstrate if needed   <br /> The students can see the instructional videos as many times as they like. <br /> …even at home thanks to the cloud based learning space. <br /> This give the students more time on task. <br />
  • Slide 17: The final assignment <br /> The students record them self and upload the sound clip to a cloud service.  <br /> The teacher listen to it and give feedback with rubrics and comments. <br /> It would be hard to find time during classroom time to listen to everybody.  <br />
  • Slide 18: The learning platform <br /> The learning platform ties everything together.  <br /> The students know where to find assignments, goals, <br /> feedback, resources, what they are going to do next etc. <br /> <br /> The teacher put all of this into a meaningful context. <br />
  • Slide 19: Compare the predictions with the real world <br /> <br /> So now. Compare the predictions from 1910 with the example from our time.   <br /> <br /> Take a look at the roles. The teacher is the activator and and must design scenarios that reveal understanding and transfer of skills and knowledge. <br /> The students must demonstrate understanding and application. <br /> <br /> Technology must fit into this picture. <br />
  • Slide 20: <br /> <br /> I have touched some of aspects of the blended classroom, and given some examples of what blended learning can look like. <br /> <br /> Our task is help more teacher to utilize the best characteristics of the areas and intersections in the blended classroom. <br /> <br /> Thankk you for the attention.

Transcript

  • 1. Understanding by design in the blended classroom Morten Fahlvik Education Research Manager twitter.com/Fahlvik
  • 2. The classroom has changed
  • 3. The blended classroom
  • 4. Technology in education What does it look like? Illustration by French artist Villemard in 1910
  • 5. Teaching music in 2014 • Music education in lower secondary school 1 class hour pr week in year 8, 9 and 10. • The teacher teach 13 classes with 26- 30 pupils in each • In total approx. 340 pupils • All of them with individual needs • A lot to do … little time…. Prioritisation is needed!
  • 6. Key components • Understanding by design – backwards design • Standard based assessment with rubric • Wide range in student pre-knowledge and skills • Student centric teaching • Student choice • Many songs to choose from • Some choice in tasks • Teacher made content (instruction video) • Students demonstrate their learning
  • 7. Understanding by design Backward design
  • 8. Kriterier for 1a) Musikkens grunnelement:
  • 9. Teacher made content
  • 10. 1) The standards 2) The assessment task 3) The content
  • 11. Lesson start
  • 12. Student choice
  • 13. New teacher role
  • 14. Assessed assignment
  • 15. Morten Fahlvik Education Research Manager twitter.com/Fahlvik “The Blended Classroom” The potential is in the intersections