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ICT as a drive for change – why?
Workshop at itslearnig User Forum – Warwick Castle June 2013
Morten	
  Fahlvik	
  	
  
Ed...
Have	
  you	
  experienced	
  
blended	
  learning?	
  
Yes,	
  No,	
  I	
  do	
  not	
  know	
  
If	
  yes,	
  what	
  is...
Have	
  you	
  been	
  a	
  student	
  in	
  a	
  
blended	
  learning	
  context?	
  
Yes,	
  No,	
  I	
  do	
  not	
  kn...
1996
We can make a difference!!
«Today	
  have	
  we	
  got	
  Internet	
  in	
  our	
  school!»	
  
The voice of the pupils!
Part 1
– What is blended
learning / blended
teaching?
Part 2
– The unified
classroom
Part 3
– Opportunities in
the unified...
Part 1 – What is blended learning /
blended teaching?
Michael B. Horn
Innosight Institute
http://www.christenseninstitute.org
Disrup3ng	
  Class:	
  	
  
How	
  Disrup3ve	
  In...
Blended learning
“Blended	
  learning	
  is	
  a	
  formal	
  educa3on	
  program	
  in	
  which	
  a	
  student	
  learns...
Michael B. Horn
Innosight Institute
Different blend in different subjects

Math	
  
Online	
  
Analogue	
  
Norwegian	
  
Online	
  
Analogue	
  
Science	
  
...
Different blend in different units

Unit	
  1:	
  Algebra	
  
Online	
  
Analogue	
  
Unit	
  2:	
  Geometry	
  
Online	
 ...
The relationship
between ICT and
learning outcomes
(SMIL – research UiB)
17 529 students
2 524 teachers
Key findings (extract)
•  A	
  great	
  deal	
  of	
  ICT	
  is	
  used	
  in	
  Norwegian	
  secondary	
  
schools,	
  bu...
NESTA Report
UK
«We found proof by
putting learning first.»
CONCLUSION
Over	
  recent	
  decades,	
  many	
  efforts	
  to	
  realize	
  the	
  poten3al	
  
of	
  digital	
  technolog...
CONCLUSION cont.
If	
  we	
  are	
  to	
  make	
  progress	
  we	
  need	
  to	
  clarify	
  the	
  nature	
  
of	
  the	
...
«What	
  is	
  the	
  goal	
  for	
  
introducing	
  technology	
  into	
  	
  
learning	
  processes	
  in	
  	
  
your	
...
Blended learning
“Blended	
  learning	
  is	
  both	
  simple	
  and	
  
complex.	
  At	
  its	
  simplest,	
  blended	
  ...
Catlin Tucker
Online Discussions (Part 4):
Your Role, Weaving Strategies
and Assessing It All
http://www.schooltube.com/vi...
Flipped classroom
Raising the expectations of the homework
h8p://www.bt.no/jobb/Fly8er-­‐undervisning-­‐hjem-­‐2605501.htm...
Part 2 – The unified classroom
When 1 + 1 is bigger than 2
Physical classroom Online classroom
Teaching in the physical classroom
The online classroom
Tangent classrooms
Disconnected classrooms
Overlapping classrooms
The unified classroom
Meet Sid
BBC	
  –	
  The	
  Classroom	
  Experiment	
  
h8p://www.youtube.com/watch?v=J25d9aC1GZA	
  (2:07)	
  	
  
How	
  can	
  teaching	
  in	
  
the	
  unified	
  classroom	
  
help	
  Sid?	
  
Catlin Tucker
CUE	
  Conference	
  Keynote:	
  Common	
  Core	
  –	
  Transforming	
  Teaching	
  &	
  Learning	
  
h8p://...
Video: Foreign Language Course Tour
A whirlwind tour
Part 3 – Opportunities
in
the unified classroom
”Reading is
the skill”
Doug Lemov
Reading:
The foundation for the
Norwegian school system.
1739: The king decided to
establish a school system in
Norway.
Pu...
2001:
the
PISA-
shock
Udir – Assessment for Learning
The	
  Norwegian	
  Directorate	
  for	
  Educa3on	
  and	
  Training	
  is	
  responsible	...
Dylan Wiliam
Formative assessment
Dylan Wiliam
OECD: The role of formative assessment
John Hattie
James Nottingham
Previewing and differentiated teaching
Reading
comprehension
and
skill mapping
* Leselos
* SOL
Reading didactics in the unified classroom
What happens if these concepts are
blended together?
Non-fiction
Text:
The Ice Age
Goals:	
  
•  Be	
  able	
  to	
  explain	
  how	
  glaciers	
  
shaped	
  the	
  landscape	...
Pre-knowledge
The	
  pupils	
  createa	
  common	
  page	
  to	
  gather	
  informa3on	
  of	
  what	
  they	
  know	
  
b...
Words:
Shape and
content
Receptive and
productive
dimension
Pupil made page with polls and facts
Online discussion
Ques3on:	
  Why	
  did	
  the	
  ice	
  start	
  to	
  melt	
  by	
  the	
  coast?	
  
Adding math to the topic
Task:	
  The	
  ice-­‐cap	
  is	
  3000	
  meters	
  thick.	
  Temperature	
  rises	
  and	
  the...
Searching for new words
Collecting words for a word cloud
h8p://www.wordle.net/	
  
Word cloud
Quite	
  visible	
  which	
  words	
  that	
  need	
  a8en3on.	
  
Creating crosswords
NB!	
  The	
  pupils	
  create	
  the	
  crossword.	
  It	
  is	
  a	
  hard	
  task.	
  What	
  is	
 ...
Creating crosswords
NB!	
  All	
  pupils	
  made	
  cross	
  words.	
  	
  
Solving one of the crosswords in class
Another vocabulary game
What we
* know
* want to learn
* have learned
(Donna Ogles 1986)
Know – Want to learn - Learned
Reading
comprehension in the
unified classroom •  A	
  community	
  of	
  learners	
  was	
  
established	
  
•  More	
  p...
Morten Fahlvik
Educational Researcher
www.twi8er.com/fahlvik	
  
Morten.Fahlvik@itslearning.com	
  
Workshop: ICT for a change - How teaching in the unified classroom help teachers to reach out to every student
Workshop: ICT for a change - How teaching in the unified classroom help teachers to reach out to every student
Workshop: ICT for a change - How teaching in the unified classroom help teachers to reach out to every student
Workshop: ICT for a change - How teaching in the unified classroom help teachers to reach out to every student
Workshop: ICT for a change - How teaching in the unified classroom help teachers to reach out to every student
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Workshop: ICT for a change - How teaching in the unified classroom help teachers to reach out to every student

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Workshop at the itslearning User Forum in Warwick, June 2013. The workshoped focused on the opportunities teachers can utilise by combining the traditional physical classroom with an online classroom. The concept of teaching in the Unified classroom was introduced in this workshop.

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Workshop: ICT for a change - How teaching in the unified classroom help teachers to reach out to every student

  1. 1. ICT as a drive for change – why? Workshop at itslearnig User Forum – Warwick Castle June 2013 Morten  Fahlvik     Educa3onal  Reseracher   itslearning   twi8er.com/Fahlvik  
  2. 2. Have  you  experienced   blended  learning?   Yes,  No,  I  do  not  know   If  yes,  what  is  your  usual  role   in  blended  learning  context   Student,  Teacher,  Administrator,     none  of  the  above  
  3. 3. Have  you  been  a  student  in  a   blended  learning  context?   Yes,  No,  I  do  not  know  
  4. 4. 1996
  5. 5. We can make a difference!! «Today  have  we  got  Internet  in  our  school!»  
  6. 6. The voice of the pupils!
  7. 7. Part 1 – What is blended learning / blended teaching? Part 2 – The unified classroom Part 3 – Opportunities in the unified classroom Reading comprehension case story
  8. 8. Part 1 – What is blended learning / blended teaching?
  9. 9. Michael B. Horn Innosight Institute http://www.christenseninstitute.org Disrup3ng  Class:     How  Disrup3ve  Innova3on   Will  Change  the  Way  the   World  Learns   h8p://www.innosigh3ns3tute.org/media-­‐room/publica3ons/blended-­‐learning/    
  10. 10. Blended learning “Blended  learning  is  a  formal  educa3on  program  in  which  a  student  learns   at  least  in  part  through  online  delivery  of  content  and  instruc4on  with   some  element  of  student  control  over  4me,  place,  path,  and/or  pace.     AND     at  least  in  part  at  a  supervised  brick  and  mortar  loca4on  away  from  home.“   Michael  B.  Horn  -­‐    Innosight  Ins3tute  
  11. 11. Michael B. Horn Innosight Institute
  12. 12. Different blend in different subjects
 Math   Online   Analogue   Norwegian   Online   Analogue   Science   Online   Analogue   Phys.  Ed   Online   Analogue   Spanish   Online   Analogue  
  13. 13. Different blend in different units
 Unit  1:  Algebra   Online   Analogue   Unit  2:  Geometry   Online   Analogue   Unit  3:  Sta4s4cs   Online   Analogue   Unit  4:  Numbers   Online   Analogue  
  14. 14. The relationship between ICT and learning outcomes (SMIL – research UiB) 17 529 students 2 524 teachers
  15. 15. Key findings (extract) •  A  great  deal  of  ICT  is  used  in  Norwegian  secondary   schools,  but  there  is  too  li8le  subject  orienta3on   •  Students  spend  a  lot  of  3me  in  front  of  computer   screens,  but  they  lack  knowledge  in  school-­‐related  ICT   use   •  ICT  and  con3nuous  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!  
  16. 16. NESTA Report UK «We found proof by putting learning first.»
  17. 17. CONCLUSION Over  recent  decades,  many  efforts  to  realize  the  poten3al   of  digital  technology  in  educa3on  have  made  two  key   errors.     Collec3vely,  they  have  put  the  technology  above   teaching  and  excitement  above  evidence.     This  means  they  have  spent  more  3me,  effort  and  money   looking  to  find  the  digital  silver  bullet  that  will  transform   learning  than  they  have  into  evolving  teaching  prac3ce  to   make  the  most  of  technology.    
  18. 18. CONCLUSION cont. If  we  are  to  make  progress  we  need  to  clarify  the  nature   of  the  goal  we  want  to  sa3sfy  through  future  innova3on.     Much  exis3ng  teaching  prac3ce  may  well  not  benefit   greatly  from  new  technologies.  As  we  con3nue  to   develop  our  understanding  of  technology’s  proof,   poten3al  and  promise,  we  have  an  unprecedented   opportunity  to  improve  learning  experiences  in  the   classroom  and  beyond.  
  19. 19. «What  is  the  goal  for   introducing  technology  into     learning  processes  in     your  school  /  organisa3on?»   «What  oportuni3es     are  you  looking  for?»  
  20. 20. Blended learning “Blended  learning  is  both  simple  and   complex.  At  its  simplest,  blended  learning   is  the  though[ul  integra3on  of  classroom   face-­‐to-­‐face  learning  experiences  with   online  learning  experiences.  “   Kanuka,  Heater  og  Garrison,  Randy  D.  (2004)   «Blended  learning:  Uncovering  its  transforma3ve  poten3al  in  higher   educa3on»,    University  of  Calgary    
  21. 21. Catlin Tucker Online Discussions (Part 4): Your Role, Weaving Strategies and Assessing It All http://www.schooltube.com/video/27cdc75d563741419cdb/Online%20Discussions%20Part%204%20-%20Your %20Role,%20Weaving%20Strategies,%20and%20Assessing%20It%20All
  22. 22. Flipped classroom Raising the expectations of the homework h8p://www.bt.no/jobb/Fly8er-­‐undervisning-­‐hjem-­‐2605501.html    
  23. 23. Part 2 – The unified classroom
  24. 24. When 1 + 1 is bigger than 2 Physical classroom Online classroom
  25. 25. Teaching in the physical classroom
  26. 26. The online classroom
  27. 27. Tangent classrooms
  28. 28. Disconnected classrooms
  29. 29. Overlapping classrooms
  30. 30. The unified classroom
  31. 31. Meet Sid BBC  –  The  Classroom  Experiment   h8p://www.youtube.com/watch?v=J25d9aC1GZA  (2:07)    
  32. 32. How  can  teaching  in   the  unified  classroom   help  Sid?  
  33. 33. Catlin Tucker CUE  Conference  Keynote:  Common  Core  –  Transforming  Teaching  &  Learning   h8p://catlintucker.com/2013/04/cue-­‐conference-­‐keynote/    (3:42)  
  34. 34. Video: Foreign Language Course Tour A whirlwind tour
  35. 35. Part 3 – Opportunities in the unified classroom
  36. 36. ”Reading is the skill” Doug Lemov
  37. 37. 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.
  38. 38. 2001: the PISA- shock
  39. 39. Udir – Assessment for Learning The  Norwegian  Directorate  for  Educa3on  and  Training  is  responsible  for  the  development   of  kindergarten  and  primary  and  secondary  educa3on.     The  Directorate  is  the  execu3ve  agency  for  the  Ministry  of  Educa3on  and  Research.  
  40. 40. Dylan Wiliam Formative assessment
  41. 41. Dylan Wiliam OECD: The role of formative assessment
  42. 42. John Hattie
  43. 43. James Nottingham Previewing and differentiated teaching
  44. 44. Reading comprehension and skill mapping * Leselos * SOL
  45. 45. Reading didactics in the unified classroom
  46. 46. What happens if these concepts are blended together?
  47. 47. 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  3meline   •  Develop  individual  reading   strategies   •  Mo3vate  students  to  read  the   text  several  3mes   •  Increase  insight  into  own   reading  comprehension  
  48. 48. Pre-knowledge The  pupils  createa  common  page  to  gather  informa3on  of  what  they  know   before  the  unit  starts.  
  49. 49. Words: Shape and content Receptive and productive dimension
  50. 50. Pupil made page with polls and facts
  51. 51. Online discussion Ques3on:  Why  did  the  ice  start  to  melt  by  the  coast?  
  52. 52. Adding math to the topic Task:  The  ice-­‐cap  is  3000  meters  thick.  Temperature  rises  and  the  ice  melts  by  3   meters  each  year.  How  thick  is  the  ice  cap  aner  10  years?  100  years?  
  53. 53. Searching for new words
  54. 54. Collecting words for a word cloud h8p://www.wordle.net/  
  55. 55. Word cloud Quite  visible  which  words  that  need  a8en3on.  
  56. 56. Creating crosswords NB!  The  pupils  create  the  crossword.  It  is  a  hard  task.  What  is  the  ques3on  /   clue  if  the  answer  is  Moraine   (  h8p://en.wikipedia.org/wiki/Moraine  )  
  57. 57. Creating crosswords NB!  All  pupils  made  cross  words.    
  58. 58. Solving one of the crosswords in class
  59. 59. Another vocabulary game
  60. 60. What we * know * want to learn * have learned (Donna Ogles 1986)
  61. 61. Know – Want to learn - Learned
  62. 62. Reading comprehension in the unified classroom •  A  community  of  learners  was   established   •  More  pupils  were  ac3vated   •  The  silent  pupils  got  a  voice  into  the   class  discussions   •  The  pupils  were  be8er  prepared  for   class  discussions   •   The  teacher  gathered  evidence  of   learning  
  63. 63. Morten Fahlvik Educational Researcher www.twi8er.com/fahlvik   Morten.Fahlvik@itslearning.com  

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