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Introduction to the Unified Classroom -
Utilising the Strengths of Blended Learning
in Literacy and Reading Instruction
Mo...
NESTA Report
UK
«We found proof by
putting learning
first.»
“Too much time,
effort and money has
been spent looking
for
th...
Learning in the future
…. View from the past
Illustration av Fransk kunstner - Villemard in 1910
“Blended learning is both simple and
complex. At its simplest, blended
learning is the thoughtful
integration of classroom...
What are the best
qualities of the physical
classroom?
What are the best
qualities of the online
classroom?
2. The Blended / Unified Classroom
Homework
ICT supported
classwork
ICT supported
homework
3. Understanding by design
& Backward planning
”Reading is
the skill”
Doug Lemov
4. Reading
comprehension
“Blended reading instruction”
in every subject
What is important when it
comes to reading
instruction?
What is important when
working with reading
comprehension?
Inspired by Concept oriented reading instruction
Reading instruction / comprehension
• Activate pre-knowledge & Inquiry
• ...
Words:
Shape and
content
Writing and
sound
Receptive and
productive
dimension
PI – Pedagogical Imagination
(& Technical imagination)
PO – Pedagogical Organisation,
ER Explorative reasoning
(Utforskend...
Whole class
Small Group
Individual
Teacher ask a
question
to students
Students work with question at
home and post their a...
Iteration #1: Simulation
Iteration #2: ”Live”
Iteration #3:
Non-fiction text:
Topic:
The Ice Age
Goals:
• Be able to explain how glaciers
shaped the landscape
• Recogni...
Pre-knowledge
Pupil made page with polls and facts
Online discussion
Question: Why did the ice start to melt by the coast?
Searching for new words
Creating crosswords
NB! All pupils made cross words.
Know – Want to learn - Learned
Reading comprehension
in the unified classroom
• A community of learners was established
• More pupils were activated
• Th...
Iteration #4 - Science
Working with Vocabulary
and Concepts in the blended classroom
• Pupils got more involved with finding the meaning of new w...
Thank you for your attention
Morten Fahlvik
Head of Centre for New Media
Bergen University College
Morten.Fahlvik@hib.no
w...
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Introduction to the Unified Classroom - Utilising the Strengths of Blended Learning in Literacy and Reading Instruction

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Presentation at Online Educa Berlin 2015.
Thesis published at http://goo.gl/rrFswP

Published in: Education
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Introduction to the Unified Classroom - Utilising the Strengths of Blended Learning in Literacy and Reading Instruction

  1. 1. Introduction to the Unified Classroom - Utilising the Strengths of Blended Learning in Literacy and Reading Instruction Morten Fahlvik Head of Centre for new media Bergen University college - Norway
  2. 2. NESTA Report UK «We found proof by putting learning first.» “Too much time, effort and money has been spent looking for the digital silver bullet to transform learning rather than evolving teaching practice to make the most of technology.”
  3. 3. Learning in the future …. View from the past Illustration av Fransk kunstner - Villemard in 1910
  4. 4. “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 1. Blended learning
  5. 5. What are the best qualities of the physical classroom? What are the best qualities of the online classroom?
  6. 6. 2. The Blended / Unified Classroom Homework ICT supported classwork ICT supported homework
  7. 7. 3. Understanding by design & Backward planning
  8. 8. ”Reading is the skill” Doug Lemov 4. Reading comprehension
  9. 9. “Blended reading instruction” in every subject
  10. 10. What is important when it comes to reading instruction? What is important when working with reading comprehension?
  11. 11. Inspired by Concept oriented reading instruction Reading instruction / comprehension • Activate pre-knowledge & Inquiry • Vocabulary and terminology • Motivation - Read many times • Productive and receptive dimensions of words • Inferences - the process of arriving at some conclusion that, tough it is not logically derivable from the assumed premises, possesses some degree of probability relative to the premises.
  12. 12. Words: Shape and content Writing and sound Receptive and productive dimension
  13. 13. PI – Pedagogical Imagination (& Technical imagination) PO – Pedagogical Organisation, ER Explorative reasoning (Utforskende Analyse) 14 Action research CS – Current situation IS – Imagined situation AS – Arranged situation Skovmose og Borba 2005
  14. 14. Whole class Small Group Individual Teacher ask a question to students Students work with question at home and post their answers / thoughts in online discussion Teacher pick up answers in class Students discuss in groups Students present in class Teaching design
  15. 15. Iteration #1: Simulation
  16. 16. Iteration #2: ”Live”
  17. 17. Iteration #3: Non-fiction text: Topic: 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 timeline • Develop individual reading strategies • Motivate students to read the text several times • Increase insight into own reading comprehension
  18. 18. Pre-knowledge
  19. 19. Pupil made page with polls and facts
  20. 20. Online discussion Question: Why did the ice start to melt by the coast?
  21. 21. Searching for new words
  22. 22. Creating crosswords NB! All pupils made cross words.
  23. 23. Know – Want to learn - Learned
  24. 24. Reading comprehension in the unified classroom • A community of learners was established • More pupils were activated • The silent pupils got a voice in class discussions • The pupils were better prepared for class discussions • The teacher gathered evidence of learning • Focus on reading in all subjects not only language classes
  25. 25. Iteration #4 - Science
  26. 26. Working with Vocabulary and Concepts in the blended classroom • 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
  27. 27. Thank you for your attention Morten Fahlvik Head of Centre for New Media Bergen University College Morten.Fahlvik@hib.no www.twitter.com/fahlvik Thesis: goo.gl/rrFswP

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