The document discusses the role of teachers in a blended classroom where both physical and online learning are integrated. It provides an overview of different classroom models like tangent, disconnected, and overlapping classrooms and promotes the unified classroom approach. The last part of the document discusses how incorporating reading comprehension strategies, formative assessment, and blending online and offline activities can help increase student motivation, engagement, and learning in the unified classroom.

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. Agenda
Part 1:
Blended learning
Part 2:
The Unified classroom
/ Blended Classroom
Part 3:
Working with
reading comprehension

3. 1996

4. «Today have we got Internet in our school!»
We can make a difference!

5. The voice of the pupils

9. 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

10. When 1 + 1 is bigger than 2
Physical classroom
Online classroom

11. Teaching in the physical classroom

12. The online classroom

13. What are the best
qualities of the physical
classroom?
What are the best
qualities of the online
classroom?

14. Tangent classrooms

15. Disconnected classrooms

16. Overlapping classrooms

17. The unified classroom

18. Meet Sid
BBC – The Classroom Experiment
http://www.youtube.com/watch?v=J25d9aC1GZA (4:57)

19. How can teaching in the
unified classroom help Sid?

20. 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)

21. Dylan Wiliam
Formative assessment

22. John Hattie

23. What can happen if these concepts are
blended together?

24. ”Reading is
the skill”
Doug Lemov

26. 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

27. 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

28. 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

29. Words:
Shape and
content
Writing and
Sound
Receptive and
productive
dimension

30. Pre-knowledge
The pupils collaborated on a page to gather information about
what they knew before the unit started.

32. Pupil made page with polls and facts

34. Online discussion
Question: Why did the ice start to melt by the coast?

35. Searching for new words

37. Collecting words for a word cloud
http://www.wordle.net/

38. Word cloud
Quite visible which words that need attention.

39. Creating crosswords
NB! The pupils created the crosswords. It is a hard task.
What is the question / clue if the answer is glacier?

40. Every student made a crossword

41. Solving one of the crosswords in class

42. What we
* know
* want to learn
* have learned
(Donna Ogle 1986)
http://en.wikipedia.org/wiki/KWL_table

43. Know – Want to learn - Learned

44. Dokumentasjon

45. 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

47. 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?

48. Great teachers
Davis Guggenheim – Waiting for superman
http://vimeo.com/15132511

49. http://www.itslearning.eu/whitepapers

50. Morten Fahlvik
Education Research Manager
www.twitter.com/fahlvik
Morten.Fahlvik@itslearning.com