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UTILISING THE STRENGTHS OF BLENDED
LEARNING WHEN WORKING WITH LITERACY
AND READING COMPREHENSION

Morten Fahlvik
Education...
1996
Blended learning
“Blended learning is both simple and
complex. At its simplest, blended learning
is the thoughtful integra...
Blended teaching at two schools
The unified classroom
Dylan Wiliam: Involve more students

…. and give students time to think and reflect
(Source: The Classroom Experiment A da...
Persuasive writing in the blended classroom
At school: Classroom and computer lab
Topic: Persuasive writing
The teaching
design
Whole class

Teacher introduce
pursuasive
writing.

Teacher comments
the online discussions
in class

...
Comment homework and initiate peer review
W. What
W. Went
W. Well
EBI – even better if
Peer review in groups
Class discussion based on online forum
1) “What is the main point in the text?”
Taking notes on mini whiteboards
2) “What could the next paragraph be about?”
Taking notes on mini whiteboards
Working with the second paragraph
Individual work with teacher support
Self assessment
Summary - pupil work flow
1) First paragraph
written during last
lesson and part of
homework

3) Features of persuasive
te...
Working with vocabulary in the blended classroom
The teaching
design
Whole class

Introduction to
hydro electric power
production

Small Group

Individual
students

Teache...
Summary

• Pupils 11 years old
• Great teaching design
• One computer in the classroom
•
•
•
•

Open discussion
Pupil cent...
http://www.itslearning.eu/whitepapers
Morten Fahlvik
Education Research Manager

www.twitter.com/fahlvik
Morten.Fahlvik@itslearning.com
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
Utilising the strengths of blended learning when working with literacy and reading comprehension
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Utilising the strengths of blended learning when working with literacy and reading comprehension

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Presentation slides for INTED2014, the 8th International Technology, Education and Development Conference in Valencia, 10th March 2014. http://iated.org/concrete2/view_abstract.php?paper_id=36629

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  • Session:Session time: Tuesday, 19th of March from 08:30 to 10:00Session type: ORALRoom:UTILISING THE STRENGTHS OF BLENDED LEARNING WHEN WORKING WITH LITERACY AND READING COMPREHENSIONM. Fahlvik
  • The yearwas 1996 and thingswas different. I wasworking at Liland elementaryschool. This wastheyearthechangecame to me.
  • 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.
  • I hear from time to another people argue school classrooms have not changed from the old black and white photos that we see from schools in the 1950s. But while the basic set-up of the classroom remains the same – with students facing the teacher – teachers and students now have access to technology that gives them the opportunity to explore new teaching and learning possibilities.
  • I hear from time to another people argue school classrooms have not changed from the old black and white photos that we see from schools in the 1950s. But while the basic set-up of the classroom remains the same – with students facing the teacher – teachers and students now have access to technology that gives them the opportunity to explore new teaching and learning possibilities.
  • I hear from time to another people argue school classrooms have not changed from the old black and white photos that we see from schools in the 1950s. But while the basic set-up of the classroom remains the same – with students facing the teacher – teachers and students now have access to technology that gives them the opportunity to explore new teaching and learning possibilities.
  • The unified classroom gives you a chance to extend activities long after classes have finished, so you can stretch time and re-engage your students in the work that they have done in class. In the same way, the unified classroom can be an important tool if you want to pre-teach before a class or course begins.Unified classrooms can also be used to give on-going feedback to students. Students can hand in work online and receive comments and advice before the next class, for example. They can see your comments on online discussions and blogs between classes. In addition, unified classrooms provide the opportunity for students to think about their answers before responding, enabling shy participants to join online discussions that they might not have joined in brick-and-mortar classrooms.
  • The Classroom Experiment A damaging classroom habit Handshttp://www.youtube.com/watch?v=Cp5E6e14oEM
  • ATSA - AffinityTeaching School Alliance David Walton - Teacher at Kibworth Church of England Primary School http://www.kibprimary.leics.sch.uk/ 11 yearoldpupils
  • The classroom had one computer with an interactive witeboard.The teacher could also book the computerlab.
  • The teacher start the lesson by reminding the pupils of what they did last time.
  • The pupils had made a paragraph as homework. They swap books in class and comment each other.The pupils told me it was difficult to give good feedback, but it was usefull to do it.
  • David could use some time on to one or talk to smaller groups of pupils while everybody was busy with the peer review / peer feedback.
  • The task was to find the main points in a text written by the teacher + suggest topic or points for the next paragraph
  • Session: Assessment of student learning (1)Session time: Tuesday, 19th of November from 08:30 to 10:00Session type: ORALRoom: España 309:30 TEACHER ROLE IN THE BLENDED CLASSROOM, OR WHEN 1 + 1 IS BIGGER THAN 2. A BRIEF PRESENTATION OF HOW LEARNINGS PLATFORMS CAN HELP BUSY TEACHERS WITH ASSESSMENT FOR LEARNING paper detailsM. Fahlvik
  • The yearwas 1996 and thingswas different. I wasworking at Liland elementaryschool. This wastheyearthechangecame to me.
  • Tekst Ioppslaget: Denneukenfortsetter vi påemnetvannkraftogelektriskenergi. Leksenbliråskrive inn allefagordene du kani itslearning. Påskolenvil vi samlealledisseordene I en ordsky for å se hvilkeordsom err skrevetflest ganger.Du skalderetterlage et kryssord I itslearning der du brukerdissefagordene.Her finner du ukenslekseinaturfag.Her finner du kryssordetditt.
  • Transcript of "Utilising the strengths of blended learning when working with literacy and reading comprehension"

    1. 1. UTILISING THE STRENGTHS OF BLENDED LEARNING WHEN WORKING WITH LITERACY AND READING COMPREHENSION Morten Fahlvik Educational Reseracher twitter.com/Fahlvik
    2. 2. 1996
    3. 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. 4. Blended teaching at two schools
    5. 5. The unified classroom
    6. 6. Dylan Wiliam: Involve more students …. and give students time to think and reflect (Source: The Classroom Experiment A damaging classroom habit Hands http://www.youtube.com/watch?v=Cp5E6e14oEM)
    7. 7. Persuasive writing in the blended classroom
    8. 8. At school: Classroom and computer lab
    9. 9. Topic: Persuasive writing
    10. 10. The teaching design Whole class Teacher introduce pursuasive writing. Teacher comments the online discussions in class Small Group Individual students Pupils discuss in groups Students wrote a paragraph in class + posted comments and thoughts in online discussion at home Teacher and pupils discuss in class Etc… Etc…
    11. 11. Comment homework and initiate peer review W. What W. Went W. Well EBI – even better if
    12. 12. Peer review in groups
    13. 13. Class discussion based on online forum
    14. 14. 1) “What is the main point in the text?”
    15. 15. Taking notes on mini whiteboards
    16. 16. 2) “What could the next paragraph be about?”
    17. 17. Taking notes on mini whiteboards
    18. 18. Working with the second paragraph
    19. 19. Individual work with teacher support
    20. 20. Self assessment
    21. 21. Summary - pupil work flow 1) First paragraph written during last lesson and part of homework 3) Features of persuasive texts given by the teacher 4 and 5) Second and third paragraph written during lesson 2) Peer feedback in class. What Went Well EBI (even better if) 6) Self assessment
    22. 22. Working with vocabulary in the blended classroom
    23. 23. The teaching design Whole class Introduction to hydro electric power production Small Group Individual students Teacher comments the survey in class Teacher and students discuss in class Students discuss in pairs Homework: Survey vocabulary and terminology Students create x-words
    24. 24. Summary • Pupils 11 years old • Great teaching design • One computer in the classroom • • • • Open discussion Pupil centric teaching Activated pupils Many subject related conversations • Pupils 13 years old • Great teaching design • Three PCs in the classroom Several laptops available • “Closed” survey • Pupil centric teaching • Activated pupils • Many subject related conversations
    25. 25. http://www.itslearning.eu/whitepapers
    26. 26. Morten Fahlvik Education Research Manager www.twitter.com/fahlvik Morten.Fahlvik@itslearning.com
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