Hess blended learning

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Hess blended learning

  1. 1. Blended-learning:experiences and plans Susan Hess
  2. 2. Learning Chinese Started in college, continued in graduate school; emphasis on reading and writing 5 years in Taiwan, first in the Stanford Inter-University Program, then as a graduate student at National Taiwan University (all materials, papers, presentations in Chinese). Continued studying Chinese; became a Chinese language instructor in Malaysia
  3. 3. Year 1: My only resource was a basic text and 2 audio CDs Dialogue page Vocabulary page
  4. 4. Problems with the textbook Textbook evalution using 25 criteria from Shrum and Glisan 2005 gives it a rating of 8/75 Does not incorporate ACTFL Standards for Language Learning Not engaging to students Covers too many topics
  5. 5. Year 1 solutions Discovery channel Web quests Animated character websites Internet research for student projects YouTube videos for AV content Student-produced flip camera and Photo-Story movies Too many teacher-produced worksheets
  6. 6. Year 2 Participated in Teacher Leadership Project with focus on technology integration More student- centered projects VoiceThread GoAnimate
  7. 7. Year 3 following Summer Startalk Workshop Edmodo: Listening comprehension & oral responses Audacity Skype Quizlet Smart Response character quizzes Redesigned Transfer tasks MYP (IB) lesson plans
  8. 8. Summer 2012 GMU Startalk 10- day workshop on 21st century skills; team-teaching in mini-camp Blended Learning class
  9. 9. Fall 2012 plans (first year at Bullis) New materials with audio-visual and on-line materials Lesson plans incorporating 21st century skills Haiku instead of Edmodo Student-centered projects, both individual and collaborative

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