0
The Blended Classroom
How teachers can utilize the combination of physical-
and online learning spaces and the intersectio...
Agenda
Part	
  1:	
  	
  
Blended	
  learning	
  
	
  &	
  the	
  Blended	
  Classroom	
  
Part	
  2:	
  	
  
Literacy	
  ...
My “mission statement” for this workshop:
“I want you to find one single thing you
could do in your school.”
My Koala-moment
in Australia
•  «Koalaty-time»
•  «Form a base...
Let she do her
things...»
•  Scaffolding?
sanctuary	
  =...
The #1 task for teachers: 

Develop Growth Mindset"
“Learners	
  are	
  students	
  
who	
  think	
  their	
  talent	
  
a...
Great	
  teachers	
  
	
  
Davis	
  Guggenheim	
  –	
  Wai>ng	
  for	
  superman	
  
hJp://vimeo.com/15132511	
  
“Blended	
  learning	
  is	
  both	
  simple	
  and	
  
complex.	
  At	
  its	
  simplest,	
  blended	
  
learning	
  is	
...
Technology in education"
What does it look like?



"
Illustra>on	
  by	
  French	
  ar>st	
  Villemard	
  in	
  1910	
  
The Blended Classroom
What	
  are	
  the	
  best	
  
quali>es	
  of	
  the	
  physical	
  
classroom?	
  
What	
  are	
  the	
  best	
  
quali>e...
The importance of vocabulary
Students’	
  vocabulary	
  
knowledge	
  is	
  directly	
  9ed	
  to	
  
their	
  success	
  ...
Blended learning & literacy at Kibworth Primary
At school: Classroom and computer lab"
Scenario1: Persuasive writing "
The teaching
design
	
  	
  
Whole	
  class	
   	
  
	
  
	
  
	
  
Small	
  Group	
   	
  
	
  
	
  
	
  
Individual	
  
...
Comment homework and initiate peer review"
W. 	
  What	
  
W. 	
  Went	
  
W.	
   	
  Well	
  
EBI	
  –	
  even	
  beJer	
...
Peer review in groups"
Class discussion based on online forum"
“What is the main point in the text?”"
Taking notes on mini whiteboards"
Identifying main points for next paragraph "
Taking notes on mini whiteboards"
Working with the second paragraph"
Individual work with teacher support"
Self assessment"
Summary - pupil workflow
1)	
  First	
  paragraph	
  
wriJen	
  during	
  the	
  	
  last	
  
lesson	
  and	
  part	
  of	...
Scenario 2: Literacy and spelling
Summary:
Literacy, spelling &
Blended Learning
“The	
  knock	
  on	
  effect	
  of	
  this	
  was	
  then	
  how,	
  
throu...
Working with vocabulary in
the blended classroom
The teaching
design
	
  	
  
Whole	
  class	
   	
  
	
  
	
  
	
  
Small	
  Group	
   	
  
	
  
	
  
	
  
Individual	
  
...
Homework
Summary:
Working with
Vocabulary
and
Concepts
•  Pupils	
  got	
  more	
  involved	
  with	
  finding	
  	
  
the	
  meanin...
 	
  
Things	
  I	
  liked	
  most:	
   Things	
  that	
  could	
  be	
  improved:	
  
	
  
	
  
	
  
Things	
  I	
  did	
...
Blended teaching in Franklin
Evidence"
•  College Preparatory
•  Focus –
•  Survey course
•  Research skills
•  Project Based Learning
How did I
know they
were ready?
•  Previous	
  experience	
  
•  I	
  sold	
  my	
  colony	
  project	
  
•  Cons>tu>onal	...
1:1 Classroom
Guinea Pigs
How to get started?
•  That’s	
  why	
  we	
  are	
  here.	
  
•  *Free	
  advice	
  –	
  Start	
  small	
  and	
  build	
...
“Life & Times of Project”
US History - grade 10
Co-taught
model 1:1
1)  Brief	
  genealogical	
  research	
  
into	
  your	
  own	
  families	
  and	
  
choose	
  one	
  ancestor	
  (Goal	
 ...
Getting Started – “hands off teaching”"
1)  Students	
  
interviewed	
  
parents	
  
2)  Shared	
  
findings	
  with	
  
pe...
Next up – Skill Building"
•  Once they had a direction – we
developed skills to move forward."
“Real” research – dead ends included"
•  “The opportunity found in errors &
mistakes” "
~John Hattie "
Peer Collaboration"
“Wikipedia	
  is	
  like	
  GPS”	
  	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	...
The Products"
Impact?"
Impact"
•  “…I thought this project was exciting
because it was learning about my
family instead of someone I didn't
know....
•  “This project was more independent
and you really had to manage your
time well to succeed. I liked also
having all your...
•  “I liked how there was no right way to
do things and I could ask for help by
my friends that can explain thing
differen...
 	
  
Things	
  I	
  liked	
  most:	
   Things	
  that	
  could	
  be	
  improved:	
  
	
  
	
  
	
  
Things	
  I	
  did	
...
Implementing Blended Learning
Vehicles for your Vision
Current	
  
status	
  
Vehicles	
  
Teachers	
  
Didac>cs	
  
Visible	
  learning	
  
Technology	...
The relationship
between ICT and
learning outcomes
(SMIL
– research UiB)
17 529 students
2 524 teachers
Key findings (extract)
•  ICT	
  is	
  used	
  in	
  Norwegian	
  secondary	
  schools,	
  but	
  there	
  is	
  	
  
too	...
“Teachers need differentiated
teaching too.”!
NESTA Report
UK
«We found proof
by putting learning
first.»
“Too	
  much	
  9me,	
  effort	
  
and	
  money	
  has	
  been	...
Unos Uno
Sweden 1:1
•  The	
  best	
  performing	
  schools	
  use	
  
computers	
  more	
  then	
  low	
  performing	
  
...
Implementing
Understanding by
Design
“Think	
  big,	
  	
  
Start	
  small	
  and	
  	
  
Go	
  for	
  the	
  early	
  win...
What	
  is	
  one	
  small	
  change	
  
you	
  could	
  put	
  into	
  ac>on	
  at	
  
your	
  school?	
  
	
  
Morten Fahlvik
Educational Research Manager
itslearning
@fahlvik	
  
	
  
Morten.Fahlvik@itslearning.com	
  	
  
John Leig...
Learn more about Visible
Learningplus at
www.corwin.com/
visiblelearning
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
Workshop: The Blended Classroom
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Workshop: The Blended Classroom

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Presentation slides for workshop at the 2nd annual Visible Learning conference in San Diego, July 2014.

How teachers can utilize the combination of physical- and online learning spaces and the intersection between them to enhance learning experiences.

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Transcript of "Workshop: The Blended Classroom"

  1. 1. The Blended Classroom How teachers can utilize the combination of physical- and online learning spaces and the intersection between them to enhance learning experiences.   #vlconf2014 Morten Fahlvik & John Leighton itslearning Franklin High School
  2. 2. Agenda Part  1:     Blended  learning    &  the  Blended  Classroom   Part  2:     Literacy  in  the  Blended  Classroom   Part  3:     Blended  learning  at     Franklin  High  School,  MA   Part  4:     Implemen>ng     Blended  learning  
  3. 3. My “mission statement” for this workshop: “I want you to find one single thing you could do in your school.”
  4. 4. My Koala-moment in Australia •  «Koalaty-time» •  «Form a base... Let she do her things...» •  Scaffolding? sanctuary  =     holy  place  ....  preserve       place,  protected  by  law,     where  animals,     esp  birds,     can  live  and   breed  without  interference    
  5. 5. The #1 task for teachers: 
 Develop Growth Mindset" “Learners  are  students   who  think  their  talent   and  intelligence  can  be   developed       through  their  effort,     through  instruc9on,     through  dedica9on   over  9me…  ”   Carol  Dweck  
  6. 6. Great  teachers     Davis  Guggenheim  –  Wai>ng  for  superman   hJp://vimeo.com/15132511  
  7. 7. “Blended  learning  is  both  simple  and   complex.  At  its  simplest,  blended   learning  is  the  though&ul  integra.on   of  classroom  face-­‐to-­‐face  learning   experiences  with  online  learning   experiences.“       Kanuka,  Heater  og  Garrison,  Randy  D.  (2004)   «Blended  learning:  Uncovering  its  transforma>ve  poten>al  in  higher   educa>on»,    University  of  Calgary    
  8. 8. Technology in education" What does it look like?
 
 " Illustra>on  by  French  ar>st  Villemard  in  1910  
  9. 9. The Blended Classroom
  10. 10. What  are  the  best   quali>es  of  the  physical   classroom?   What  are  the  best   quali>es  of  the  online   classroom?  
  11. 11. The importance of vocabulary Students’  vocabulary   knowledge  is  directly  9ed  to   their  success  in  school.  This  is   partly  because  vocabulary  is   an  important  aspect  of   reading  comprehension  and   reading  is  an  important  part   of  learning  in  school.     Knowing  what  words  mean   and  how  they  interconnect   creates  networks  of   knowledge  that  allow   students  to  connect  new   informa.on  to  previously   learned  informa.on.  
  12. 12. Blended learning & literacy at Kibworth Primary
  13. 13. At school: Classroom and computer lab"
  14. 14. Scenario1: Persuasive writing "
  15. 15. The teaching design     Whole  class           Small  Group           Individual   students           Teacher  introduces   pursuasive  wri>ng.     The  pupils  wrote  a  paragraph  at   home  +  posted  comments  and     thoughts  in  online  discussion   Teacher  comments     on  the  online   discussions    in  class   The  pupils   discuss  in   groups   Class  discussion   Etc…   Etc…  
  16. 16. Comment homework and initiate peer review" W.  What   W.  Went   W.    Well   EBI  –  even  beJer  if  
  17. 17. Peer review in groups"
  18. 18. Class discussion based on online forum"
  19. 19. “What is the main point in the text?”"
  20. 20. Taking notes on mini whiteboards"
  21. 21. Identifying main points for next paragraph "
  22. 22. Taking notes on mini whiteboards"
  23. 23. Working with the second paragraph"
  24. 24. Individual work with teacher support"
  25. 25. Self assessment"
  26. 26. Summary - pupil workflow 1)  First  paragraph   wriJen  during  the    last   lesson  and  part  of   homework   4  and  5)  Second  and   third    paragraph  wriJen   during  lesson   2)  Peer  feedback  in  class     What  Went  Well   EBI  (even  beJer  if)   3)  Features  of  persuasive   texts  given  by  the  teacher     6)  Self  assessment  
  27. 27. Scenario 2: Literacy and spelling
  28. 28. Summary: Literacy, spelling & Blended Learning “The  knock  on  effect  of  this  was  then  how,   through  the  example  used  and  their   already  exis9ng  thought  process,  the   children  could  easily  see  how  to  achieve   the  target  of  the  lesson  (e.g.  in  this  case  to   make  links  between  paragraphs).  This   then  lead  to  ac9ve  par9cipa9on  in  the   lesson  and  also  great  outcomes  in  the   work.  “     “What  I  have  no>ced  is  how  when  I  now   speak  to  the  children  they  talk  about  how   they  are  engaged  with  spelling  at  home   with  their  parents.”     “One  of  my  students  explained  how   before  he  found  spelling  difficult  but  now   because  he  was  working  on  them  at  home   and  in  the  classroom  he  felt  much  more   confident.”     David  Walton  
  29. 29. Working with vocabulary in the blended classroom
  30. 30. The teaching design     Whole  class           Small  Group           Individual   students           Introduc>on  to   hydro  electric  power   produc>on   Homework:     Survey  vocabulary  and   terminology   Teacher  comments  on   the  survey  in  class   The  pupils   discuss  in  pairs   Class  discussion   The  pupils   create     crosswords  
  31. 31. Homework
  32. 32. Summary: Working with Vocabulary and Concepts •  Pupils  got  more  involved  with  finding     the  meaning  of  new  words   •  ”The  quality  of  student  work  increases   when  they  create  content  (crosswords)  for   each  other.”   •  The  word  cloud  gave  the  pupils  insight   about  their  own  learning  compared  to   their  peers’   •  The  teacher  gathered  evidence  of  learning  
  33. 33.     Things  I  liked  most:   Things  that  could  be  improved:         Things  I  did  not  understand:           New  ideas  to  consider:   or Pick …
  34. 34. Blended teaching in Franklin
  35. 35. Evidence" •  College Preparatory •  Focus – •  Survey course •  Research skills •  Project Based Learning
  36. 36. How did I know they were ready? •  Previous  experience   •  I  sold  my  colony  project   •  Cons>tu>onal  Conven>on  Project   •  Reformer  University  
  37. 37. 1:1 Classroom Guinea Pigs
  38. 38. How to get started? •  That’s  why  we  are  here.   •  *Free  advice  –  Start  small  and  build  up  
  39. 39. “Life & Times of Project” US History - grade 10 Co-taught model 1:1
  40. 40. 1)  Brief  genealogical  research   into  your  own  families  and   choose  one  ancestor  (Goal   1800s).   2)  Research  the  Times  (Historical   &  Social)  the  ancestor  lived  in   3)  Final  Product  -­‐  display  research  in  a   manner  that  your  family  will  enjoy.    It  can   be  in  any  form  you  choose,  pending  my   approval.      
  41. 41. Getting Started – “hands off teaching”" 1)  Students   interviewed   parents   2)  Shared   findings  with   peers    
  42. 42. Next up – Skill Building" •  Once they had a direction – we developed skills to move forward."
  43. 43. “Real” research – dead ends included" •  “The opportunity found in errors & mistakes” " ~John Hattie "
  44. 44. Peer Collaboration" “Wikipedia  is  like  GPS”                                                            ~One  of  my  students  
  45. 45. The Products"
  46. 46. Impact?"
  47. 47. Impact" •  “…I thought this project was exciting because it was learning about my family instead of someone I didn't know. Making the final product and being able to share it with my family member who helped was cool for me and them.”"
  48. 48. •  “This project was more independent and you really had to manage your time well to succeed. I liked also having all your notes on Google”" •  “I liked the student based project because it was more open for me to do my own research and leave feedback on my peers projects”"
  49. 49. •  “I liked how there was no right way to do things and I could ask for help by my friends that can explain thing differently to me to”" •  “Instead of teacher just guiding our way to learning about our ancestors, we actually found and learnt things about them through our own research.”"
  50. 50.     Things  I  liked  most:   Things  that  could  be  improved:         Things  I  did  not  understand:           New  ideas  to  consider:  
  51. 51. Implementing Blended Learning
  52. 52. Vehicles for your Vision Current   status   Vehicles   Teachers   Didac>cs   Visible  learning   Technology   Textbooks   Mentor  role   Poroolio   Etc..   Vision   Increase   learning   Reduce   drop-­‐out   rates   Improve   reading  skills   Increase   aJainment   Increase   parent-­‐ involvement   Etc…  
  53. 53. The relationship between ICT and learning outcomes (SMIL – research UiB) 17 529 students 2 524 teachers
  54. 54. Key findings (extract) •  ICT  is  used  in  Norwegian  secondary  schools,  but  there  is     too  liJle  academic  use   •  Students  spend  a  lot  of  >me  in  front  of  computer  screens,  but   they  lack  the  knowledge  of  how  to  u>lize  ICT  for  academic   purposes   •  Classroom  management  and  student  awareness  of  learning   inten>ons  are  crucial  for  the  successful  use  of  ICT   •  ICT  and  con>nuous  assessment  must  be  seamlessly  interwoven   if  we  want  to  increase  students’  learning  outcomes  as  a  result   of  using  ICT   •  The  beJer  a  teacher's  own  digital  literacy,  the  more  their   students  achieve  
  55. 55. “Teachers need differentiated teaching too.”!
  56. 56. NESTA Report UK «We found proof by putting learning first.» “Too  much  9me,  effort   and  money  has  been   spent  looking  for     the  digital  silver  bullet     to  transform  learning   rather  than  evolving   teaching  prac.ce  to   make  the  most  of   technology.”    
  57. 57. Unos Uno Sweden 1:1 •  The  best  performing  schools  use   computers  more  then  low  performing   schools,  and  the  teachers  lecture  less     •  Students  at  the  most  successful  schools   work  in  groups  with  computers     •  School  leaders  must  take  responsibility   and  take  ac>ve  part  in  change   processes  to  achieve  desired  long  term   effects     Both  at  school  and  school  distric  level     •  The  sum  of  small  changes  are  more   important  than  the  ”big  revolu>ons”"
  58. 58. Implementing Understanding by Design “Think  big,     Start  small  and     Go  for  the  early  win.”       Jay  McTighe     (  Use  the  same  advice  for   implemen>ng  Blended  Learning.  )   Source:  hLp://Nnyurl.com/m8wbxkl    
  59. 59. What  is  one  small  change   you  could  put  into  ac>on  at   your  school?    
  60. 60. Morten Fahlvik Educational Research Manager itslearning @fahlvik     Morten.Fahlvik@itslearning.com     John Leighton Franklin High School Franklin, MA @FHSitslearning   leightonj@franklin.k12.ma.us  
  61. 61. Learn more about Visible Learningplus at www.corwin.com/ visiblelearning
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