Morten	
  Fahlvik	
  
Educa3on	
  Research	
  Manager	
  
twi8er.com/Fahlvik	
  
	
  “The	
  Blended	
  Classroom”	
  	
  ...
Agenda
Part	
  1:	
  	
  
Blended	
  learning	
  
	
  &	
  the	
  Blended	
  Classroom	
  
Part	
  2:	
  	
  
Literacy	
  ...
My “mission statement” for this workshop:
“I want you to find one single thing you
could do in your school.”
Great	
  teachers	
  
	
  
Davis	
  Guggenheim	
  –	
  Wai3ng	
  for	
  superman	
  
h8p://vimeo.com/15132511	
  
The #1 task for teachers: 

Develop Growth Mindset"
“Learners	
  are	
  students	
  who	
  
think	
  their	
  talent	
  an...
“Blended	
  learning	
  is	
  both	
  simple	
  and	
  
complex.	
  At	
  its	
  simplest,	
  blended	
  
learning	
  is	
...
The Blended Classroom
What	
  are	
  the	
  best	
  
quali3es	
  of	
  the	
  physical	
  
classroom?	
  
What	
  are	
  the	
  best	
  
quali3e...
Blended learning at Kibworth Primary
At school: Classroom and computer lab"
Scenario1: Persuasive writing "
The teaching
design
	
  	
  
Whole	
  class	
   	
  
	
  
	
  
	
  
Small	
  Group	
   	
  
	
  
	
  
	
  
Individual	
  
...
Summary - pupil workflow
1)	
  First	
  paragraph	
  
wri8en	
  during	
  the	
  last	
  
lesson	
  and	
  part	
  of	
  
...
Scenario 2: Literacy and spelling
Summary:
Literacy, spelling &
Blended Learning
“The	
  knock	
  on	
  effect	
  of	
  this	
  was	
  then	
  how,	
  
throu...
Blended teaching in Bergen
The teaching
design
	
  	
  
Whole	
  class	
   	
  
	
  
	
  
	
  
Small	
  Group	
   	
  
	
  
	
  
	
  
Individual	
  
...
Working with vocabulary
Summary:
Working with
Vocabulary
and
Concepts
•  Pupils	
  got	
  more	
  involved	
  with	
  finding	
  
the	
  meaning	
 ...
 	
  
Things	
  I	
  liked	
  most:	
   Things	
  that	
  could	
  be	
  improved:	
  
	
  
	
  
	
  
Things	
  I	
  did	
...
“Blended reading instruction”
Non-fiction
Text:
The Ice Age
Goals:	
  
•  Be	
  able	
  to	
  explain	
  how	
  glaciers	
  
shaped	
  the	
  landscape	...
Whole	
  class	
   	
  
	
  
	
  
	
  
Small	
  Group	
   	
  
	
  
	
  
	
  
Individual	
  
students	
  
	
  
	
  
	
  
	...
Words:
Shape and
content
Writing and
Sound
Receptive
and
productive
dimension
Pre-knowledge
	
  	
  
Pupil made page with polls and facts
	
  	
  
Classroom activities blended
with online discussions
	
  	
  
Ques3on:	
  	
  
Why	
  did	
  the	
  ice	
  start	
  to	
  ...
Identify difficult words
	
  	
  
Creating crosswords
	
  	
  
NB!	
  The	
  pupils	
  created	
  the	
  crosswords.	
  It	
  is	
  a	
  hard	
  task.	
  
W...
Every student made a crossword
	
  	
  
Solving one of the crosswords in class
	
  	
  
 	
  
Know - Want to learn - Learned
 	
  
Documentation
Reading
comprehension
in the unified
classroom
•  A	
  community	
  of	
  learners	
  was	
  
established	
  
•  More	
  s...
 	
  
Things	
  I	
  liked	
  most:	
   Things	
  that	
  could	
  be	
  improved:	
  
	
  
	
  
	
  
Things	
  I	
  did	
...
Implementing Blended Learning
Vehicles for your Vision
Current	
  
status	
  
Vehicles	
  
Teachers	
  
Didac3cs	
  
Visible	
  learning	
  
Technology	...
The relationship
between ICT and
learning outcomes
(SMIL
– research UiB)
17 529 students
2 524 teachers
Key findings (extract)
•  ICT	
  is	
  used	
  in	
  Norwegian	
  secondary	
  schools,	
  but	
  there	
  is	
  	
  
too	...
“Teachers need differentiated
teaching too.”!
NESTA Report
UK
«We found proof
by putting learning
first.»
“Too	
  much	
  9me,	
  effort	
  
and	
  money	
  has	
  been	...
Unos Uno
Sweden 1:1
•  The	
  best	
  performing	
  schools	
  use	
  
computers	
  more	
  then	
  low	
  performing	
  
...
Implementing
Understanding by
Design
“Think	
  big,	
  	
  
Start	
  small	
  and	
  	
  
Go	
  for	
  the	
  early	
  win...
What	
  is	
  one	
  small	
  change	
  
you	
  could	
  put	
  into	
  ac3on	
  at	
  
your	
  school?	
  
	
  
h8p://www.itslearning.eu/whitepapers	
  	
  
Morten Fahlvik
Education Research Manager itslearning
@fahlvik	
  
	
  
Morten.Fahlvik@itslearning.com	
  	
  
Workshop:  The blended classroom - How Educators can use blended learning to make formative assessment and visible learnin...
Workshop:  The blended classroom - How Educators can use blended learning to make formative assessment and visible learnin...
Workshop:  The blended classroom - How Educators can use blended learning to make formative assessment and visible learnin...
Workshop:  The blended classroom - How Educators can use blended learning to make formative assessment and visible learnin...
Workshop:  The blended classroom - How Educators can use blended learning to make formative assessment and visible learnin...
Workshop:  The blended classroom - How Educators can use blended learning to make formative assessment and visible learnin...
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Workshop: The blended classroom - How Educators can use blended learning to make formative assessment and visible learning possible

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Presentation slides for my workshop at the The future of education conference in Florence June 13th 2014.

http://conference.pixel-online.net/FOE/programme.php

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Workshop: The blended classroom - How Educators can use blended learning to make formative assessment and visible learning possible

  1. 1. Morten  Fahlvik   Educa3on  Research  Manager   twi8er.com/Fahlvik    “The  Blended  Classroom”     How  educators  can  use  Blended  Learning  to  make     forma3ve  assessment  and  visible  learning  possible  
  2. 2. Agenda Part  1:     Blended  learning    &  the  Blended  Classroom   Part  2:     Literacy  in  the  Blended  Classroom   Part  3:     ”Blended  reading  instruc3on”   Part  4:     Implemen3ng     Blended  learning  
  3. 3. My “mission statement” for this workshop: “I want you to find one single thing you could do in your school.”
  4. 4. Great  teachers     Davis  Guggenheim  –  Wai3ng  for  superman   h8p://vimeo.com/15132511  
  5. 5. The #1 task for teachers: 
 Develop Growth Mindset" “Learners  are  students  who   think  their  talent  and   intelligence  can  be  developed       through  their  effort,     through  instruc9on,     through  dedica9on  over  9me….       …  they  do  not  worry  about  how   smart  they  look  at  every   moment  …       …  they  are  interested  in  ge>ng   smarter.”   Carol  Dweck  
  6. 6. “Blended  learning  is  both  simple  and   complex.  At  its  simplest,  blended   learning  is  the  though&ul  integra.on   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    
  7. 7. The Blended Classroom
  8. 8. What  are  the  best   quali3es  of  the  physical   classroom?   What  are  the  best   quali3es  of  the  online   classroom?  
  9. 9. Blended learning at Kibworth Primary
  10. 10. At school: Classroom and computer lab"
  11. 11. Scenario1: Persuasive writing "
  12. 12. The teaching design     Whole  class           Small  Group           Individual   students           Teacher  introduces   pursuasive  wri3ng.     The  pupils  wrote  a  paragraph  at   home  +  posted  comments  and     thoughts  in  online  discussion   Teacher  comments     on  the  online   discussions    in  class   The  pupils   discuss  in   groups   Class  discussion   Etc…   Etc…  
  13. 13. Summary - pupil workflow 1)  First  paragraph   wri8en  during  the  last   lesson  and  part  of   homework   4  and  5)  Second  and   third    paragraph  wri8en   during  lesson   2)  Peer  feedback  in  class     What  Went  Well   EBI  (even  be8er  if)   3)  Features  of  persuasive   texts  given  by  the  teacher     6)  Self  assessment  
  14. 14. Scenario 2: Literacy and spelling
  15. 15. Summary: Literacy, spelling & Blended Learning “The  knock  on  effect  of  this  was  then  how,   through  the  example  used  and  their   already  exis9ng  thought  process,  the   children  could  easily  see  how  to  achieve   the  target  of  the  lesson  (e.g.  in  this  case  to   make  links  between  paragraphs).  This   then  lead  to  ac9ve  par9cipa9on  in  the   lesson  and  also  great  outcomes  in  the   work.  “     “What  I  have  no3ced  is  how  when  I  now   speak  to  the  children  they  talk  about  how   they  are  engaged  with  spelling  at  home   with  their  parents.”     “One  of  my  students  explained  how   before  he  found  spelling  difficult  but  now   because  he  was  working  on  them  at  home   and  in  the  classroom  he  felt  much  more   confident.”     David  Walton  
  16. 16. Blended teaching in Bergen
  17. 17. The teaching design     Whole  class           Small  Group           Individual   students           Introduc3on  to   hydro  electric  power   produc3on   Homework:     Survey  vocabulary  and   terminology   Teacher  comments  on   the  survey  in  class   The  pupils   discuss  in  pairs   Class  discussion   The  pupils   create     crosswords  
  18. 18. Working with vocabulary
  19. 19. Summary: Working with Vocabulary and Concepts •  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  
  20. 20.     Things  I  liked  most:   Things  that  could  be  improved:         Things  I  did  not  understand:           New  ideas  to  consider:   or Choose …
  21. 21. “Blended reading instruction”
  22. 22. 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  
  23. 23. Whole  class           Small  Group           Individual   students           Teacher  ask  a   ques3on     to  students   Students  work  with  ques3on  at   home  and  post  their  answers  /   thoughts  in  online  discussion   Teacher  pick  up   answers  in  class   Students   discuss  in   groups   Students   present  in  class   The teaching design    
  24. 24. Words: Shape and content Writing and Sound Receptive and productive dimension
  25. 25. Pre-knowledge    
  26. 26. Pupil made page with polls and facts    
  27. 27. Classroom activities blended with online discussions     Ques3on:     Why  did  the  ice  start  to  melt  by  the  coast?  
  28. 28. Identify difficult words    
  29. 29. Creating crosswords     NB!  The  pupils  created  the  crosswords.  It  is  a  hard  task.   What  is  the  ques3on  /  clue  if  the  answer  is  glacier?  
  30. 30. Every student made a crossword    
  31. 31. Solving one of the crosswords in class    
  32. 32.     Know - Want to learn - Learned
  33. 33.     Documentation
  34. 34. Reading comprehension in the unified classroom •  A  community  of  learners  was   established   •  More  students  were  ac3vated   •  The  silent  students  got  a  voice  into  the   class  discussions   •  The  students  were  be8er  prepared  for   class  discussions   •   The  teacher  gathered  evidence  of   learning  
  35. 35.     Things  I  liked  most:   Things  that  could  be  improved:         Things  I  did  not  understand:           New  ideas  to  consider:  
  36. 36. Implementing Blended Learning
  37. 37. Vehicles for your Vision Current   status   Vehicles   Teachers   Didac3cs   Visible  learning   Technology   Textbooks   Mentor  role   Poriolio   Etc..   Vision   Increase   learning   Reduce   drop-­‐out   rates   Improve   reading  skills   Increase   a8ainment   Increase   parent-­‐ involvement   Etc…  
  38. 38. The relationship between ICT and learning outcomes (SMIL – research UiB) 17 529 students 2 524 teachers
  39. 39. Key findings (extract) •  ICT  is  used  in  Norwegian  secondary  schools,  but  there  is     too  li8le  academic  use   •  Students  spend  a  lot  of  3me  in  front  of  computer  screens,  but   they  lack  the  knowledge  of  how  to  u3lize  ICT  for  academic   purposes   •  Classroom  management  and  student  awareness  of  learning   inten3ons  are  crucial  for  the  successful  use  of  ICT   •  ICT  and  con3nuous  assessment  must  be  seamlessly  interwoven   if  we  want  to  increase  students’  learning  outcomes  as  a  result   of  using  ICT   •  The  be8er  a  teacher's  own  digital  literacy,  the  more  their   students  achieve  
  40. 40. “Teachers need differentiated teaching too.”!
  41. 41. NESTA Report UK «We found proof by putting learning first.» “Too  much  9me,  effort   and  money  has  been   spent  looking  for     the  digital  silver  bullet     to  transform  learning   rather  than  evolving   teaching  prac.ce  to   make  the  most  of   technology.”    
  42. 42. Unos Uno Sweden 1:1 •  The  best  performing  schools  use   computers  more  then  low  performing   schools,  and  the  teachers  lecture  less     •  Students  at  the  most  successful  schools   work  in  groups  with  computers     •  School  leaders  must  take  responsibility   and  take  ac3ve  part  in  change   processes  to  achieve  desired  long  term   effects     Both  at  school  and  school  distric  level     •  The  sum  of  small  changes  are  more   important  than  the  ”big  revolu3ons”"
  43. 43. Implementing Understanding by Design “Think  big,     Start  small  and     Go  for  the  early  win.”       Jay  McTighe     (  Use  the  same  advice  for   implemen3ng  Blended  Learning.  )   Source:  hNp://Pnyurl.com/m8wbxkl    
  44. 44. What  is  one  small  change   you  could  put  into  ac3on  at   your  school?    
  45. 45. h8p://www.itslearning.eu/whitepapers    
  46. 46. Morten Fahlvik Education Research Manager itslearning @fahlvik     Morten.Fahlvik@itslearning.com    

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