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Independence, Critical Thinking, and Blended Learning

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Talk on how independent learning practices and blended learning instruction fit together

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Independence, Critical Thinking, and Blended Learning

  1. 1. Independence, Critical Thinking, and Blended Learning ANASTASIA M. TREKLES, PH.D. CLINICAL ASSOCIATE PROFESSOR PURDUE UNIVERSITY NORTHWEST GET THESE SLIDES: HTTP://PADLET.COM/ATREKLES/BLENDED
  2. 2. Objectives  This session will help you:  Discuss and network with other educators about your blended learning experiences  Incorporate scaffolding in the online arena that promotes independent learning  Adapt and use research-based, future-ready frameworks for online and blended curriculum development
  3. 3. What is Blended Learning?  Some people call it hybrid, digital learning, or some other name  The NMC Horizon Report tells us that distance and blended learning is still on the rise in schools nationwide; more and more Indiana schools are embracing it  Is your school doing online snow days? Blended lessons? Flipped classrooms? Using an LMS?
  4. 4. Here’s the real question: What makes blended learning work well? Add your ideas to the Padlet: https://padlet.com/atrekles/blended
  5. 5. Student Readiness for Online Learning  Students (and teachers!) should be independent and intrinsically motivated  Technology support should be readily available and skills adequate for the tasks required – “digital natives” aren’t always as tech-savvy as you may think!  Time management skills are key – students unable to budget their time will have difficulty
  6. 6. Events of Instruction  The things we need to do to make sure learning happens  Analyze any of your lessons and think about how you go through the Events of Instruction  When do you loop back? When can you move forward?  What can this look like when you’re not there to guide the lesson?
  7. 7. Independent Learning  Develops self-regulation, patience, social awareness  Allows children to initiate activities and find resources  Increases problem solving and goal-setting skills  Helps them develop their own scaffolds to promote learning  Hear from real kids: https://youtu.be/x28mhpi_ZDg
  8. 8. Question Time! (add to the Padlet)  What does your blended or online program look like now? (if you have one) What’s good about it? How could it be better?  Don’t have a program yet but want one? What needs do you have to consider?
  9. 9. Planning to Blend  Consider this “flowchart” as you plan  Provide support throughout the journey for teachers AND students  All areas should be considered - don’t leave anything out!
  10. 10. What Does Good Blended Learning Look Like?  Can take lots of forms  Sometimes your technology dictates certain functionality, but the right components should always be present:  Intuitive navigation  Clear learning objectives and scaffolded structure  Just-in-time support  Some examples:  Walkthroughs from winners of BlackBoard exemplary course program  Canvas example courses  Walkthrough of Google Classroom example courses  Log in to example courses from a school using Schoology
  11. 11. Assessing Your Blend  Even when you’re doing “blended” and not “online” these rubrics help ensure the support is there for independent learning to happen  Several great rubrics are available to act as a “checklist” of best practices  Quality Matters  Rubric for Online Instruction from CSU  Assessment tool from Massachusetts Department of Education  iNACOL National Standards for Quality Online Courses
  12. 12. More Resources  List of quizzes for online student readiness  K-12 Blended and Online Learning open educational resource from Kennesaw State University
  13. 13. Questions? Ideas? Contact me: atrekles@pnw.edu @iceindiana @instruct_tech

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