The teacher's role in
the blended classroom ...
…or when 1 + 1 is larger than 2

Morten Fahlvik
Educational Reseracher
twi...
Agenda
Part 1:
Blended learning
Part 2:
The Unified classroom
/ Blended Classroom

Part 3:
Working with
reading comprehens...
1996
«Today have we got Internet in our school!»

We can make a difference!
The voice of the pupils
Blended learning
“Blended learning is both simple and
complex. At its simplest, blended learning
is the thoughtful integra...
When 1 + 1 is bigger than 2

Physical classroom

Online classroom
Teaching in the physical classroom
The online classroom
What are the best
qualities of the physical
classroom?

What are the best
qualities of the online
classroom?
Tangent classrooms
Disconnected classrooms
Overlapping classrooms
The unified classroom
Meet Sid

BBC – The Classroom Experiment
http://www.youtube.com/watch?v=J25d9aC1GZA (4:57)
How can teaching in the
unified classroom help Sid?
Dylan Wiliam: Involve more students

…. and give students time to think and reflect
(Source: The Classroom Experiment A da...
Dylan Wiliam
Formative assessment
John Hattie
What can happen if these concepts are
blended together?
”Reading is
the skill”
Doug Lemov
Goals:

Non-fiction
Text:
The Ice Age

• Be able to explain how glaciers
shaped the landscape
• Recognize and know the phy...
The teaching
design
Whole class

Teacher ask a
question
to students

Teacher pick up
answers in class

Small Group

Indivi...
Aligned with
Concept Oriented Reading Instruction
Reading
Comprehension
Science Inquiry
Motivation
Reading and
Science Int...
Words:
Shape and
content

Writing and
Sound
Receptive and
productive
dimension
Pre-knowledge

The pupils collaborated on a page to gather information about
what they knew before the unit started.
Pupil made page with polls and facts
Online discussion

Question: Why did the ice start to melt by the coast?
Searching for new words
Collecting words for a word cloud

http://www.wordle.net/
Word cloud

Quite visible which words that need attention.
Creating crosswords

NB! The pupils created the crosswords. It is a hard task.
What is the question / clue if the answer i...
Every student made a crossword
Solving one of the crosswords in class
What we
* know
* want to learn
* have learned

(Donna Ogle 1986)
http://en.wikipedia.org/wiki/KWL_table
Know – Want to learn - Learned
Dokumentasjon
Reading
comprehension in the
unified classroom

• A community of learners was
established
• More students were activated
•...
What should the teachers
in your school / school
district do?

How can I or the teachers
in your school / school
district ...
Great teachers

Davis Guggenheim – Waiting for superman
http://vimeo.com/15132511
http://www.itslearning.eu/whitepapers
Morten Fahlvik
Education Research Manager

www.twitter.com/fahlvik
Morten.Fahlvik@itslearning.com
Teacher role in the blended classroom - itslearning user conference The Netherlands
Teacher role in the blended classroom - itslearning user conference The Netherlands
Teacher role in the blended classroom - itslearning user conference The Netherlands
Teacher role in the blended classroom - itslearning user conference The Netherlands
Teacher role in the blended classroom - itslearning user conference The Netherlands
Teacher role in the blended classroom - itslearning user conference The Netherlands
Teacher role in the blended classroom - itslearning user conference The Netherlands
Teacher role in the blended classroom - itslearning user conference The Netherlands
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Teacher role in the blended classroom - itslearning user conference The Netherlands

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Presentation slides from workshop at itslearning user conference in the Netherlands 4th February 2014. The workshop focus on the opportunities the blended classroom (the combination of physical- and online classrooms) offers, and the potential teachers can utilise if teaching is planned in such a way that the best characteristics of both classroom are utilised. Several examples of learning activities are demonstrated in order to give ideas and inspiration of how teachers can utilise a blended classroom to enhance learning experiences and empower students in their learning.

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  • The yearwas 1996 and thingswas different. I wasworking at Liland elementaryschool. This wastheyearthechangecame to me.
  • Halle Berry & John Belushi (Race to the sun)
  • I hear from time to another people argue school classrooms have not changed from the old black and white photos that we see from schools in the 1950s. But while the basic set-up of the classroom remains the same – with students facing the teacher – teachers and students now have access to technology that gives them the opportunity to explore new teaching and learning possibilities.
  • I hear from time to another people argue school classrooms have not changed from the old black and white photos that we see from schools in the 1950s. But while the basic set-up of the classroom remains the same – with students facing the teacher – teachers and students now have access to technology that gives them the opportunity to explore new teaching and learning possibilities.
  • I hear from time to another people argue school classrooms have not changed from the old black and white photos that we see from schools in the 1950s. But while the basic set-up of the classroom remains the same – with students facing the teacher – teachers and students now have access to technology that gives them the opportunity to explore new teaching and learning possibilities.
  • Kanuka, Heater og Garrison, Randy D. (2004): «Blended learning: Uncovering its transformative potential in higher education», University of Calgary Blended learning describedBlended learning is both simple and complex. At its simplest, blended learning is the thoughtfulintegration of classroom face-to-face learning experiences with online learning experiences. There isconsiderable intuitive appeal to the concept of integrating the strengths of synchronous (face-to-face) andasynchronous (text-based Internet) learning activities. At the same time, there is considerable complexityin its implementation with the challenge of virtually limitless design possibilities and applicability to somany contexts.To begin, it is important to distinguish blended learning from other forms of learning that incorporateonline opportunities. First, blended learning is distinguished from that of enhanced classroom or fullyonline learning experiences (seeFig. 1). However, it is not clear as to how much, or how little, onlinelearning is inherent to blended learning. In fact, this is only a rough, indirect measure that may bemisleading. The real test of blended learning is the effective integration of the two main components(face-to-face and Internet technology) such that we are not just adding on to the existing dominantapproach or method. This holds true whether it be a face-to-face or a fully Internet-based learningexperience. A blended learning design represents a significant departure from either of these approaches.It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic,starting with various specific contextual needs and contingencies (e.g., discipline, developmental level,and resources). In this respect, no two blended learning designs are identical. This introduces the greatcomplexity of blended learning.
  • These are two of many means schools and teachers have.The title of the presentation occurred when I was on a school visit and followed a teacher through a week. The teacher used two classrooms and utilised the properties of the two rooms at a very good way.
  • The online classroom gives structure to the teaching outside the classroom.It helped the studente to know what was planned and it also helkped them to stay focused.The online classroom gave structure to the teaching.
  • As a result of these observation did I write an article about the unified classroom.I first called it the blended classroom, but as the model has evolved, I have landed on the term unified classroom.
  • The unified classroom gives you a chance to extend activities long after classes have finished, so you can stretch time and re-engage your students in the work that they have done in class. In the same way, the unified classroom can be an important tool if you want to pre-teach before a class or course begins.Unified classrooms can also be used to give on-going feedback to students. Students can hand in work online and receive comments and advice before the next class, for example. They can see your comments on online discussions and blogs between classes. In addition, unified classrooms provide the opportunity for students to think about their answers before responding, enabling shy participants to join online discussions that they might not have joined in brick-and-mortar classrooms.
  • The Classroom Experiment A damaging classroom habit Handshttp://www.youtube.com/watch?v=Cp5E6e14oEM
  • Udir has worked with reserachers like Dylan Wiliam in order to improve teaching practice.Mange har fått stiftet bekjenskap med Dylan Wiliam og hans forskning
  • John Hattie’s has got a lot ofatttention and his conceptof Visible learning has a stong and importantmessage to teachers.http://visiblelearningplus.com/faqs
  • What can happen if these concepts are integrated?
  • 1. Utvikle elevenes strategier for å lese ukjent tekst2. Motivere elevene til å lese teksten flere ganger3. Øke elevenes innsikt for egen leseforståelse
  • http://www.cori.umd.edu/what-is-cori/program-goals/CORI aims to support:Reading ComprehensionActivatingbackgroundknowledge, questioning, summarizing, searching, organizinggraphically, and interpretingstories.Science InquiryObservation, usingknowledge, questioning, designing investigations, collecting data, drawingconclusions, explainingresultsconceptually.Study ofsciencetheme:Survivalconcepts (ecology): Feeding, locomotion, defense, predation, respiration, reproduction, competition, communication, adjustment to habitat. MotivationKnowledge goals for reading, "hands on" experiences, interestingbooks, choicesaboutthelearning, collaborationwithclassmates.Reading and Science IntegrationRelatingobservations in "hands-on" scienceactivities to contents and characters in literary and informationbooks.Connecting students' interests in theenvironment to theirmotivations for book reading.Student WritingWritingentries in portfoliosdemonstratingthefollowing: Informationtextreading, literarytextreading, scienceconcepts, scienceprocesses, motivation for reading.
  • Elever leter etter ord de ikke skjønner helt eller som er ukjente.
  • Morene – Morainehttp://en.wikipedia.org/wiki/Moraine
  • ( http://en.wikipedia.org/wiki/Moraine )
  • NB! The pupils created the crosswords. It is a hard task. What is the question / clue if the answer is glacier?
  • All students had the chance to participate.
  • A lot of teacher use a from called VØL (Vet, Ønskerålærer, Lært) translated to english Know – Want to learn – Learned (Donna Ogles 1986) http://en.wikipedia.org/wiki/KWL_table Stine told me she had developed a digital version of VØL + in my mind a true Redefinition of the traditional from. She used the Page tool To find out what the students knew about the topic Ice age (She could ofcourse also used discussions, poll, survey, assignment, but chose Page to active the creativity.) She used the Word cloud to find out what we need to learn. She could ued the survey in combination as described in the science example She used Crossword and Hangman as a tool to find out what the students had learned. I liked her approach to let the students create the crosswords. It is hard to create good clues and much more fun than just solve a crossword the teacher had made.
  • Oppsummertsier Stine følgendeomdennepraksisen.Detviktigstehunopplevde I dennepraksisenvar:LæringsfellesskapomteksteneFlereeleverbleaktivisertiarbeidet med tekstene
  • Teacher role in the blended classroom - itslearning user conference The Netherlands

    1. 1. The teacher's role in the blended classroom ... …or when 1 + 1 is larger than 2 Morten Fahlvik Educational Reseracher twitter.com/Fahlvik
    2. 2. Agenda Part 1: Blended learning Part 2: The Unified classroom / Blended Classroom Part 3: Working with reading comprehension
    3. 3. 1996
    4. 4. «Today have we got Internet in our school!» We can make a difference!
    5. 5. The voice of the pupils
    6. 6. 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
    7. 7. When 1 + 1 is bigger than 2 Physical classroom Online classroom
    8. 8. Teaching in the physical classroom
    9. 9. The online classroom
    10. 10. What are the best qualities of the physical classroom? What are the best qualities of the online classroom?
    11. 11. Tangent classrooms
    12. 12. Disconnected classrooms
    13. 13. Overlapping classrooms
    14. 14. The unified classroom
    15. 15. Meet Sid BBC – The Classroom Experiment http://www.youtube.com/watch?v=J25d9aC1GZA (4:57)
    16. 16. How can teaching in the unified classroom help Sid?
    17. 17. Dylan Wiliam: Involve more students …. and give students time to think and reflect (Source: The Classroom Experiment A damaging classroom habit Hands http://www.youtube.com/watch?v=Cp5E6e14oEM)
    18. 18. Dylan Wiliam Formative assessment
    19. 19. John Hattie
    20. 20. What can happen if these concepts are blended together?
    21. 21. ”Reading is the skill” Doug Lemov
    22. 22. Goals: Non-fiction Text: The Ice Age • 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
    23. 23. The teaching design Whole class Teacher ask a question to students Teacher pick up answers in class Small Group Individual students Students discuss in groups Students work with question at home and post their answers / thoughts in online discussion Students present in class
    24. 24. Aligned with Concept Oriented Reading Instruction Reading Comprehension Science Inquiry Motivation Reading and Science Integration Student Writing CORI is a program designed by John Guthrie and Allan Wigfield
    25. 25. Words: Shape and content Writing and Sound Receptive and productive dimension
    26. 26. Pre-knowledge The pupils collaborated on a page to gather information about what they knew before the unit started.
    27. 27. Pupil made page with polls and facts
    28. 28. Online discussion Question: Why did the ice start to melt by the coast?
    29. 29. Searching for new words
    30. 30. Collecting words for a word cloud http://www.wordle.net/
    31. 31. Word cloud Quite visible which words that need attention.
    32. 32. Creating crosswords NB! The pupils created the crosswords. It is a hard task. What is the question / clue if the answer is glacier?
    33. 33. Every student made a crossword
    34. 34. Solving one of the crosswords in class
    35. 35. What we * know * want to learn * have learned (Donna Ogle 1986) http://en.wikipedia.org/wiki/KWL_table
    36. 36. Know – Want to learn - Learned
    37. 37. Dokumentasjon
    38. 38. Reading comprehension in the unified classroom • A community of learners was established • More students were activated • The silent students got a voice into the class discussions • The studnets were better prepared for class discussions • The teacher gathered evidence of learning
    39. 39. What should the teachers in your school / school district do? How can I or the teachers in your school / school district utilise the unified classroom?
    40. 40. Great teachers Davis Guggenheim – Waiting for superman http://vimeo.com/15132511
    41. 41. http://www.itslearning.eu/whitepapers
    42. 42. Morten Fahlvik Education Research Manager www.twitter.com/fahlvik Morten.Fahlvik@itslearning.com

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