Workshop - The teacher's role in the blended classroom ... or when 1 + 1 > 2


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Presentation slides for my workshop at the Visible Learning conference in Brisbane 19th july 2013.

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Workshop - The teacher's role in the blended classroom ... or when 1 + 1 > 2

  1. 1. The teacher's role in the blended classroom ... or when 1 + 1 > 2 Morten Fahlvik Educational researcher itslearning - Norway
  2. 2. 1996
  3. 3. Workshop Visible Learningplus Conference - Brisbane 19th July 2013 Part 1: Blended learning Part 2: The Unified classroom Part 3: Working with reading comprehension
  4. 4. The voice of the pupils
  5. 5. Blended learning “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace. AND at least in part at a supervised brick and mortar location away from home.“ Michael B. Horn - Innosight Institute
  6. 6. Catlin Tucker “There is an underlying focus on ‘content’ and ‘instruction’ in this definition of blended learning, which disturbs me. The way it is defined seems to alienate traditional teachers who are looking to make online learning a meaningful part of their curriculum."
  7. 7. 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
  8. 8. NESTA Report UK «We found proof by putting learning first.»
  9. 9. CONCLUSION Over recent decades, many efforts to realize the potential of digital technology in education have made two key errors. Collectively, they have put the technology above teaching and excitement above evidence. This means they have spent more time, effort and money looking to find the digital silver bullet that will transform learning than they have into evolving teaching practice to make the most of technology.
  10. 10. CONCLUSION cont. If we are to make progress we need to clarify the nature of the goal we want to satisfy through future innovation. Much existing teaching practice may well not benefit greatly from new technologies. As we continue to develop our understanding of technology’s proof, potential and promise, we have an unprecedented opportunity to improve learning experiences in the classroom and beyond.
  11. 11. Scandinavian research •  SMIL – University of Bergen – The teachers’ digital litteracy / skills matters •  UnosUno – Sweden – The sum of small changes are more important than the ”big revolutions”
  12. 12. The relationship between ICT and learning outcomes SMIL – research UiB Upper secondary schools 17 529 students (15-19) 2 524 teachers
  13. 13. Key findings (extract) •  A  great  deal  of  ICT  is  used  in  Norwegian  secondary   schools,  but  there  is  too  li:le  subject  orienta<on   •  Students  spend  a  lot  of  <me  in  front  of  computer   screens,  but  they  lack  knowledge  in  school-­‐related  ICT   use   •  ICT  and  con<nuous  assessment  must  be  seamlessly   interwoven  if  we  want  to  increase  students’  learning   outcomes  as  a  result  of  using  ICT   •  A  teacher’s  digital  competence  raises  students’   learning  outcomes  
  14. 14. When 1 + 1 is bigger than 2 Physical classroom Online classroom
  15. 15. Teaching in the physical classroom
  16. 16. Teaching in the online classroom
  17. 17. What  are  the  best   quali<es  of  the  physical   classroom?   What  are  the  best   quali<es  of  the  online   classroom?  
  18. 18. Tangent classrooms
  19. 19. Disconnected classrooms
  20. 20. Overlapping classrooms
  21. 21. The unified classroom
  22. 22. Meet Sid BBC  –  The  Classroom  Experiment (4:57)
  23. 23. How  can  teaching  in  the   unified  classroom  help  Sid?  
  24. 24. ”Reading is the skill” Doug Lemov
  25. 25. Reading: The foundation for the Norwegian school system. 1739: The king decided to establish a school system in Norway. Purpose: Learn to read (the bible) All children should have two subjects; Reading and Christianity Writing and arithmetic would be offered if the parents demanded it.
  26. 26. 2001: the PISA- shock
  27. 27. Udir – Assessment for Learning Udir : 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.
  28. 28. Dylan Wiliam Formative assessment
  29. 29. Dylan Wiliam OECD: The role of formative assessment
  30. 30. John Hattie
  31. 31. James Nottingham Previewing and differentiated teaching
  32. 32. What happens if these concepts are blended together?
  33. 33. Non-fiction Text: The Ice Age Goals:   •  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  <meline   •  Develop  individual  reading   strategies   •  Mo<vate  students  to  read  the   text  several  <mes   •  Increase  insight  into  own   reading  comprehension  
  34. 34. Pre-knowledge
  35. 35. Words: Shape and content Receptive and productive dimension
  36. 36. Pupil made page with polls and facts
  37. 37. Online discussion Question: Why did the ice start to melt by the coast?
  38. 38. Searching for new words
  39. 39. Creating crosswords NB! All pupils made cross words.
  40. 40. Know – Want to learn - Learned
  41. 41. Reading comprehension in the unified classroom •  A  community  of  learners  was   established   •  More  pupils  were  ac<vated   •  The  silent  pupils  got  a  voice  into  the   class  discussions   •  The  pupils  were  be:er  prepared  for   class  discussions   •   The  teacher  gathered  evidence  of   learning  
  42. 42. What  should  the  teachers   in  my  school  /  school   district  do?   How  can  I  or  the  teachers   in  my  school  /  school   district  u<lise  the  unified   classroom?  
  43. 43. Great teachers Davis  Guggenheim  –  Wai<ng  for  superman
  44. 44. Morten Fahlvik Educational Researcher