The document outlines Jason Siko's experiences teaching an IB biology course in a blended format at Grand Valley State University, detailing the course's design, constraints, and mixed results. The course utilized a flipped classroom approach with online content, allowing for in-person labs and tutoring, while maintaining normal attendance protocols. Survey data indicated that most parents and students supported the initiative, although some students struggled with the independence and communication aspects of the course.

1. Jason Siko
Assistant Professor of Educational Technology
Grand Valley State University

2. What I’m going to do
Share experiences teaching an advance biology course
in a blended format
Discuss history that led to decision to offer course in this
format
Design decisions
Constraints
Results & Perceptions

3. What Happened?
IB Biology HL course
Course Expanded in size (~doubled)
$ for supplies/materials (e.g., gel electrophoresis)
Space (self-designed labs)
Scheduling Constraints
Bye-Bye!
District’s desire to test waters with blended
coursework

4. FYI
Online – 100% distance
Hybrid – coursework is both online and face-to-face
(f2f ); separation of tasks
Blended – mix of online and f2f; content overlaps
Synchronous – online instruction/activities occur in
real time with teacher and students
Asynchronous – instruction/activities occur
whenever student accesses content

5. What we did...
School on trimester system
2nd trimester: 2 sections had same teacher, different
hour of the day
3rd trimester: 2 sections had different teacher, same
hour of the day (1st Hour)
Moved course content online (~”flipped”)
Students came in for labs and for individualized help
Tests/Exams were taken in class. Everyone took the test
at the same time.

6. Attendance
Because course was 1st Hour, students did not have to
arrive and then leave in the middle of the day.
For attendance purposes, students had to arrive for last
5 minutes of 1st Hour and sign in. Otherwise, students
were marked absent.
Attendance personnel and building aides were made
aware of situation.
Students were not given freedom to roam; if they were in
the building, they were in class or had planner pass to
leave
Attendance was “normal” on lab and exam days.

7. Grades and Attendance
School had online grade and attendance program;
thus, students/parents were aware of progress on
demand.
Teachers reviewed grades every 2 weeks.
Students below a C- were required to attend class for
tutoring.
Once grade was above C-, student could resume normal
schedule.

8. Parents
School hosted an information night where parents
were informed of the study and given an opportunity
to ask questions.
Survey data indicated some apprehension, but overall
there was positive support for the initiative.
Stressed self-regulation
Given nature of IB Program, parents were open to
opportunity to give students online course experience
before college.

9. Content
Oakland Schools (Oakland County’s ISD) provides
Moodle to districts in county
Course used Moodle as a repository for materials
Teacher used Slideshare to create lectures with
voiceovers
Textbooks
Campbell & Reece (i.e., the AP Biology text)
IB Course Companion (Oxford Press)

10. Communication
Email (Parents & Students)
In-Class Announcements
Edmodo (Students only)
Online Gradebook (Parents & Students)
SchoolCenter (district program for teacher web pages)
Google Docs (district – used to share data)
“SuperDoubleSecretFacebookPage”

11. Assignments
Turn in physical copies of assignments
Edmodo
Edublogs

12. Lab Days
Depended on lab
Both sections simultaneously
One section on one day/week (~training)
In class splits

13. Results
End of year survey with both parents and students
Grade comparisons – not much deviation from f2f
grades. Difficult to compare to previous year’s group.
Survey results: Students, then parents

19. Liked the independence
Although some struggled with the autonomy (~liked the
“pressure” of being in class)
Many admitted to falling behind
Various “favorites”/”dislikes”
Some wanted more communication/had confusion

20. Parents

23. Parent comments
Excited with a little apprehension
Some frustration with communication (grades)
Despite access to online grades
“ABLE to get lazy…”
Overall, most seemed glad their student had the
experience.

24. Questions?

25. Thanks for Coming!!!!
Jason Siko
Assistant Professor of Educational Technology
Grand Valley State University
Grand Rapids, MI
sikojp@gmail.com / sikoj@gvsu.edu
http://jasonsiko.com