The document discusses the paradigm shift occurring in education from traditional teacher-centered models to new student-centered approaches enabled by technology and personalized learning. It defines blended learning as a formal education program that combines online and in-person learning, with students having some control over time, place, path and pace. Personalized learning tailors instruction to each student's needs and interests. The document then outlines four models for blended and personalized learning: rotation, flex, a la carte and enriched virtual, and describes adaptive learning systems.
The document discusses the paradigm shift occurring in education from traditional teacher-centered models to new student-centered approaches enabled by technology and personalized learning. It defines blended learning as a formal education program that combines online and in-person learning, with students having some control over time, place, path and pace. Personalized learning tailors instruction to individual student needs, interests and preferences. The document then describes four models for blended and personalized learning: rotation models, flex model, a la carte model, and enriched virtual model.
This proposal will explore:
โข How does blended learning enable personalized learning?
โข How does blended learning change instructional design?
โข How does blended learning enable student co-design?
โข A Blended Learning Project Design?
The document discusses learner-centric flipped classrooms, MOOCs through SWAYAM, and open educational resources (OER). It describes how flipped classrooms shift instruction to a learner-centered approach using online videos and active learning activities in class. SWAYAM is India's indigenous MOOC platform that provides online courses from IITs, IIMs, and central universities. The document outlines the goals, features, and national coordinators of SWAYAM and discusses challenges with MOOCs like low student engagement and completion rates.
This document discusses blended learning, which combines face-to-face classroom instruction with online learning. It describes four common models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. The document outlines the key characteristics and prerequisites of blended learning, including well-trained teachers who are proficient with both online and face-to-face instruction. It also discusses the roles and responsibilities of learners and teachers in a blended learning environment, as well as the advantages and disadvantages.
This document discusses blended learning, which combines face-to-face classroom instruction with online learning. It describes four common models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. The document outlines the key characteristics and prerequisites of blended learning, including well-trained teachers who are proficient with both online and face-to-face instruction. It also discusses the roles and responsibilities of learners and teachers in a blended learning environment, as well as the advantages and disadvantages.
Curriculum procedure and curriculum evaluationNANCYLARGADO1
ย
This document discusses curriculum development and instructional supervision. It covers topics like curriculum adaptation, mastery learning, cooperative learning, computer-assisted instruction, and curriculum evaluation. For curriculum adaptation, it explains that this is modifying the prescribed program of studies to meet students' learning needs. Mastery learning aims to help all students achieve a high level of understanding in a given domain. Cooperative learning involves small groups working together to maximize their own and each other's learning. Computer-assisted instruction provides feedback to students on their answers. Curriculum evaluation measures the extent to which planned courses and programs achieve expected results.
Learner-centered pedagogy focuses on students' needs, abilities, interests, and learning styles, with the teacher facilitating learning. This acknowledges that the student voice is central to each learner's experience. Educators must consider diverse learners' needs, styles, backgrounds, and preferences in selecting teaching methods. Delivery modalities include face-to-face, blended, online, and distance learning. Learner-centered teaching uses flexible structures and differentiated strategies to customize learning for each student.
intro to online tools for teaching and learning.pdfssuser906a9b
ย
Aย Teacherย is responsible for preparing lesson plans and educating students at all levels.
Teachersย must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
The document discusses the paradigm shift occurring in education from traditional teacher-centered models to new student-centered approaches enabled by technology and personalized learning. It defines blended learning as a formal education program that combines online and in-person learning, with students having some control over time, place, path and pace. Personalized learning tailors instruction to individual student needs, interests and preferences. The document then describes four models for blended and personalized learning: rotation models, flex model, a la carte model, and enriched virtual model.
This proposal will explore:
โข How does blended learning enable personalized learning?
โข How does blended learning change instructional design?
โข How does blended learning enable student co-design?
โข A Blended Learning Project Design?
The document discusses learner-centric flipped classrooms, MOOCs through SWAYAM, and open educational resources (OER). It describes how flipped classrooms shift instruction to a learner-centered approach using online videos and active learning activities in class. SWAYAM is India's indigenous MOOC platform that provides online courses from IITs, IIMs, and central universities. The document outlines the goals, features, and national coordinators of SWAYAM and discusses challenges with MOOCs like low student engagement and completion rates.
This document discusses blended learning, which combines face-to-face classroom instruction with online learning. It describes four common models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. The document outlines the key characteristics and prerequisites of blended learning, including well-trained teachers who are proficient with both online and face-to-face instruction. It also discusses the roles and responsibilities of learners and teachers in a blended learning environment, as well as the advantages and disadvantages.
This document discusses blended learning, which combines face-to-face classroom instruction with online learning. It describes four common models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. The document outlines the key characteristics and prerequisites of blended learning, including well-trained teachers who are proficient with both online and face-to-face instruction. It also discusses the roles and responsibilities of learners and teachers in a blended learning environment, as well as the advantages and disadvantages.
Curriculum procedure and curriculum evaluationNANCYLARGADO1
ย
This document discusses curriculum development and instructional supervision. It covers topics like curriculum adaptation, mastery learning, cooperative learning, computer-assisted instruction, and curriculum evaluation. For curriculum adaptation, it explains that this is modifying the prescribed program of studies to meet students' learning needs. Mastery learning aims to help all students achieve a high level of understanding in a given domain. Cooperative learning involves small groups working together to maximize their own and each other's learning. Computer-assisted instruction provides feedback to students on their answers. Curriculum evaluation measures the extent to which planned courses and programs achieve expected results.
Learner-centered pedagogy focuses on students' needs, abilities, interests, and learning styles, with the teacher facilitating learning. This acknowledges that the student voice is central to each learner's experience. Educators must consider diverse learners' needs, styles, backgrounds, and preferences in selecting teaching methods. Delivery modalities include face-to-face, blended, online, and distance learning. Learner-centered teaching uses flexible structures and differentiated strategies to customize learning for each student.
intro to online tools for teaching and learning.pdfssuser906a9b
ย
Aย Teacherย is responsible for preparing lesson plans and educating students at all levels.
Teachersย must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
This document discusses key aspects of teaching and distance education. It outlines a shift from teacher-centered to student-centered learning and explains the difference between distance learning and distributed learning. Distributed learning allows instructors, students, and content to be located in different locations so instruction can occur independent of place and time. The document also discusses structuring instruction, instructional methods like synchronous and asynchronous strategies, using a course management system, policy issues, student support, and legal concerns like plagiarism.
The document discusses blended learning, which combines traditional face-to-face classroom methods with online digital learning. It defines blended learning as integrating online and classroom learning to enhance the student experience. The document outlines characteristics of blended learning like two modes of learning, teacher expertise in both modes, and developing student skills. It also discusses prerequisites for blended learning and different models like rotational, flex, self-blended, and enriched virtual models.
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
ย
During the past years there has been a growing trend within traditional education to โopen up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge cafรฉ is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
MRR - Teaching, Learning and Research in Engineering EducationRaja Reddy Mitta
ย
- Problem-based learning (PBL) is an approach to construct courses using problems as the stimulus for student activities, with the goals of developing thinking skills and helping students become independent learners. PBL promotes interaction, self-directed learning, and collaboration between students.
- Undergraduate research engages students in hands-on learning, enhances their experience through faculty mentoring, and provides career preparation. It develops critical thinking and other skills. Students normally participate in an ongoing research project under faculty supervision to investigate phenomena of interest.
- Teaching and research should be integrated and help improve one another. When faculty research is introduced into teaching, it provides students with accurate and up-to-date information with relevant examples
Personalized learning aims to tailor education to individual students' needs and desires. It allows for flexible grouping practices, learning pathways, and instructional methods to meet each student where they are. Personalized learning may include smaller learning communities, independent projects, advisory periods, and increasing student choice and voice in their education. While promising benefits, personalized learning also presents challenges to implement effectively.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
ย
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as โexplaining some part of the worldโ and โused in some type of actionโ to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
โข How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
โข Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
โข The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
โข The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Supporting and Promoting Faculty Use of Instructional TechnologyLisaTassinari
ย
This document outlines Lisa Tassinari's approach to supporting and promoting faculty use of instructional technology at her institution. Her three-part approach includes: 1) Applying instructional design theories and best practices to course design, 2) Providing technical training on using technology tools like the learning management system, and 3) Introducing new technology tools on campus. She discusses challenges to faculty adoption of technology and strategies to overcome these, such as workshops, mentoring, and leading by example. The goal is to effectively introduce technologies that enhance teaching and learning.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
ย
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
The Asset to Effective Teaching Is Ecological Blended Learning (EBL)QUESTJOURNAL
ย
ABSTRACT: Teaching practices have recently witnessed certain improvements. Todayโstrend is to switch from traditional to modern methodologies that could enhance English Language Teaching Pedagogy (ELTP). This switch is meant to positively affect learning practices and lead to better academic achievements. To this effect, the article at hand finds it crucial, especially, for Non-Native English Speakers (NNESs) to go for a mixed mode of education that merges both face-to-face (F-t-F) instruction and e-learning (EL).Two parts are encompassed in this regard: F-t-F instruction and EL. Although both perspectives have their own pros and cons, they can converge in ELT to proffer a more cogent picture about the latest innovative practices in this field. From this angle, the current paper seeks to introduce blended learning (BL) as an incentive for hybrid teaching and a way whereby to flip the English language classroom (ELC). It equally targets to model BL and anchor it in the 21st century ELTP while unveiling its main strengths and limitations. Last but not least, the present work aims to proffer BL with an ecological perspective that focuses on improving ELCโs physical and emotional settings. This is per se a drive toinnovate teaching and make the classroom more conducive to learning.
This document provides an overview of online teaching for new online instructors. It discusses that online students can perform as well or better than face-to-face students, and outlines objectives like online learning theory, instructional design, quality assurance, and accessibility. Key aspects of online teaching include engaging students, clear communication, and using a constructive approach. Successful online programs provide training, resources, and support for faculty.
The document discusses learner-centered instructional strategies and flexible teaching approaches. It provides a list of various learner-centered strategies such as cooperative learning, presentations, panels/experts, and games/gamification that promote student responsibility, development, problem-solving and critical thinking. The document also discusses the differences between traditional teacher-centered models and learner-centered models, and benefits of student-centered learning such as empowerment and independence. Additionally, it covers flexible learning and teaching approaches that customize learning pace, place and mode to improve student access and experience.
The document discusses the flipped classroom model of instruction. It begins by outlining challenges in traditional classrooms like disengaged learners and large class sizes. It then defines the flipped classroom as exposing learners to new material like videos prior to class, and using class time for hands-on activities. Benefits include maximizing class time for active learning and individualized attention. The document provides examples and resources for implementing flipped classrooms, and discusses assessment and deciding which lessons to flip. Overall, the flipped classroom aims to shift lower-level learning outside of class in order to use class time for higher-order thinking.
This document discusses blended learning and the characteristics of a 21st century teacher. It defines blended learning as a formal education program where students learn through both online and in-person means. The document outlines several models of blended learning and lists benefits such as increased personalization, engagement, and access to resources. It also discusses advantages like improved learning outcomes, technology skills, and interactions. Finally, it identifies ten characteristics of a 21st century teacher, such as using a learner-centered approach, having students produce digital content, learning new technologies, and collaborating globally.
Contemporary teaching strategies powerpoint by lianRina Lyn
ย
The document discusses several educational methods and approaches: Mastery Learning, Integrated/Interdisciplinary Teaching, Team Teaching, Programmed Instruction, Constructivist Approach, Modular Approach, and Online/Distance Education. Each method is briefly described, including the teacher's role and desired outcomes.
Here are some potential challenges that may arise when implementing a flipped classroom model and some suggestions on how to address them:
1. Student buy-in and engagement with pre-class work
- Clearly communicate the purpose and benefits of pre-class work. Provide guidance on how long students should spend.
2. Technological issues
- Have backup plans that don't rely on technology. Test all resources before assigning. Provide alternatives for those without access.
3. Increased workload for teachers
- Start small by flipping just one unit. Streamline resources over time. Consider team-teaching to share the load.
4. Lack of support from administrators, parents or community
- Communicate goals
This document provides an overview of a presentation on personalised learning through technology given by Noelene Callaghan. The presentation discusses key aspects of personalised learning such as it being student-centered and catering to individual needs. It also compares personalised learning to differentiation and outlines benefits for educators and students. Examples are given of how Rooty Hill High School implements personalised learning through strategies like individual learning plans and learning centers. The document concludes by outlining approaches and tools that can be used to create personalised learning activities.
Mobile learning, or m-learning, refers to learning that takes advantage of portable technologies and can occur anywhere. With the rise of mobile devices and a new digital generation of students, m-learning allows for anytime, anywhere interaction with tutors, learners and content. While m-learning provides benefits like increased student motivation and engagement, it also presents challenges such as potential distraction and cheating as well as issues with device compatibility and teacher training. For m-learning to be effective in schools, clear guidelines, cost analysis, teacher professional development and technical support must be established.
This document discusses different types of assessment including formative, interim/benchmark, and summative assessment. It defines assessment as gathering purposeful and systematic measurement to improve student learning and teaching practices. Formative assessment involves gathering evidence of student learning through informal and formal methods to provide feedback and adjust instruction. Summative assessment evaluates learning at the end of a period through tests, projects, and exams. The document outlines different assessment question types, delivery methods, and scoring approaches.
This document discusses key aspects of teaching and distance education. It outlines a shift from teacher-centered to student-centered learning and explains the difference between distance learning and distributed learning. Distributed learning allows instructors, students, and content to be located in different locations so instruction can occur independent of place and time. The document also discusses structuring instruction, instructional methods like synchronous and asynchronous strategies, using a course management system, policy issues, student support, and legal concerns like plagiarism.
The document discusses blended learning, which combines traditional face-to-face classroom methods with online digital learning. It defines blended learning as integrating online and classroom learning to enhance the student experience. The document outlines characteristics of blended learning like two modes of learning, teacher expertise in both modes, and developing student skills. It also discusses prerequisites for blended learning and different models like rotational, flex, self-blended, and enriched virtual models.
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
ย
During the past years there has been a growing trend within traditional education to โopen up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge cafรฉ is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
A sample flow of instruction. What part of our curriculum can we differentiate? Three principles of universal design. Converging strategies in differentiated instruction with universal design learning. Challenges of implementing differentiated instruction. Steps to implementing differentiated instruction and UDL. Success and engagement. Differentiated instructional strategies.
MRR - Teaching, Learning and Research in Engineering EducationRaja Reddy Mitta
ย
- Problem-based learning (PBL) is an approach to construct courses using problems as the stimulus for student activities, with the goals of developing thinking skills and helping students become independent learners. PBL promotes interaction, self-directed learning, and collaboration between students.
- Undergraduate research engages students in hands-on learning, enhances their experience through faculty mentoring, and provides career preparation. It develops critical thinking and other skills. Students normally participate in an ongoing research project under faculty supervision to investigate phenomena of interest.
- Teaching and research should be integrated and help improve one another. When faculty research is introduced into teaching, it provides students with accurate and up-to-date information with relevant examples
Personalized learning aims to tailor education to individual students' needs and desires. It allows for flexible grouping practices, learning pathways, and instructional methods to meet each student where they are. Personalized learning may include smaller learning communities, independent projects, advisory periods, and increasing student choice and voice in their education. While promising benefits, personalized learning also presents challenges to implement effectively.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This document discusses e-learning using the WebCT platform at Sultan Qaboos University in Oman. It outlines some of the key tools available in WebCT, including email, discussion forums, chat, and presentations. However, it notes that some tools function independently rather than cohesively to support learning. The document also identifies limitations of the existing WebCT-based environment and issues implementing e-learning, such as students lacking cognitive skills and instructors primarily using instruction-based approaches. It concludes that facilitating e-learning requires instructors to take on multiple roles beyond simple instruction to help students develop independent learning abilities.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
ย
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as โexplaining some part of the worldโ and โused in some type of actionโ to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
โข How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
โข Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
โข The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
โข The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Supporting and Promoting Faculty Use of Instructional TechnologyLisaTassinari
ย
This document outlines Lisa Tassinari's approach to supporting and promoting faculty use of instructional technology at her institution. Her three-part approach includes: 1) Applying instructional design theories and best practices to course design, 2) Providing technical training on using technology tools like the learning management system, and 3) Introducing new technology tools on campus. She discusses challenges to faculty adoption of technology and strategies to overcome these, such as workshops, mentoring, and leading by example. The goal is to effectively introduce technologies that enhance teaching and learning.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
ย
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
The Asset to Effective Teaching Is Ecological Blended Learning (EBL)QUESTJOURNAL
ย
ABSTRACT: Teaching practices have recently witnessed certain improvements. Todayโstrend is to switch from traditional to modern methodologies that could enhance English Language Teaching Pedagogy (ELTP). This switch is meant to positively affect learning practices and lead to better academic achievements. To this effect, the article at hand finds it crucial, especially, for Non-Native English Speakers (NNESs) to go for a mixed mode of education that merges both face-to-face (F-t-F) instruction and e-learning (EL).Two parts are encompassed in this regard: F-t-F instruction and EL. Although both perspectives have their own pros and cons, they can converge in ELT to proffer a more cogent picture about the latest innovative practices in this field. From this angle, the current paper seeks to introduce blended learning (BL) as an incentive for hybrid teaching and a way whereby to flip the English language classroom (ELC). It equally targets to model BL and anchor it in the 21st century ELTP while unveiling its main strengths and limitations. Last but not least, the present work aims to proffer BL with an ecological perspective that focuses on improving ELCโs physical and emotional settings. This is per se a drive toinnovate teaching and make the classroom more conducive to learning.
This document provides an overview of online teaching for new online instructors. It discusses that online students can perform as well or better than face-to-face students, and outlines objectives like online learning theory, instructional design, quality assurance, and accessibility. Key aspects of online teaching include engaging students, clear communication, and using a constructive approach. Successful online programs provide training, resources, and support for faculty.
The document discusses learner-centered instructional strategies and flexible teaching approaches. It provides a list of various learner-centered strategies such as cooperative learning, presentations, panels/experts, and games/gamification that promote student responsibility, development, problem-solving and critical thinking. The document also discusses the differences between traditional teacher-centered models and learner-centered models, and benefits of student-centered learning such as empowerment and independence. Additionally, it covers flexible learning and teaching approaches that customize learning pace, place and mode to improve student access and experience.
The document discusses the flipped classroom model of instruction. It begins by outlining challenges in traditional classrooms like disengaged learners and large class sizes. It then defines the flipped classroom as exposing learners to new material like videos prior to class, and using class time for hands-on activities. Benefits include maximizing class time for active learning and individualized attention. The document provides examples and resources for implementing flipped classrooms, and discusses assessment and deciding which lessons to flip. Overall, the flipped classroom aims to shift lower-level learning outside of class in order to use class time for higher-order thinking.
This document discusses blended learning and the characteristics of a 21st century teacher. It defines blended learning as a formal education program where students learn through both online and in-person means. The document outlines several models of blended learning and lists benefits such as increased personalization, engagement, and access to resources. It also discusses advantages like improved learning outcomes, technology skills, and interactions. Finally, it identifies ten characteristics of a 21st century teacher, such as using a learner-centered approach, having students produce digital content, learning new technologies, and collaborating globally.
Contemporary teaching strategies powerpoint by lianRina Lyn
ย
The document discusses several educational methods and approaches: Mastery Learning, Integrated/Interdisciplinary Teaching, Team Teaching, Programmed Instruction, Constructivist Approach, Modular Approach, and Online/Distance Education. Each method is briefly described, including the teacher's role and desired outcomes.
Here are some potential challenges that may arise when implementing a flipped classroom model and some suggestions on how to address them:
1. Student buy-in and engagement with pre-class work
- Clearly communicate the purpose and benefits of pre-class work. Provide guidance on how long students should spend.
2. Technological issues
- Have backup plans that don't rely on technology. Test all resources before assigning. Provide alternatives for those without access.
3. Increased workload for teachers
- Start small by flipping just one unit. Streamline resources over time. Consider team-teaching to share the load.
4. Lack of support from administrators, parents or community
- Communicate goals
This document provides an overview of a presentation on personalised learning through technology given by Noelene Callaghan. The presentation discusses key aspects of personalised learning such as it being student-centered and catering to individual needs. It also compares personalised learning to differentiation and outlines benefits for educators and students. Examples are given of how Rooty Hill High School implements personalised learning through strategies like individual learning plans and learning centers. The document concludes by outlining approaches and tools that can be used to create personalised learning activities.
Mobile learning, or m-learning, refers to learning that takes advantage of portable technologies and can occur anywhere. With the rise of mobile devices and a new digital generation of students, m-learning allows for anytime, anywhere interaction with tutors, learners and content. While m-learning provides benefits like increased student motivation and engagement, it also presents challenges such as potential distraction and cheating as well as issues with device compatibility and teacher training. For m-learning to be effective in schools, clear guidelines, cost analysis, teacher professional development and technical support must be established.
This document discusses different types of assessment including formative, interim/benchmark, and summative assessment. It defines assessment as gathering purposeful and systematic measurement to improve student learning and teaching practices. Formative assessment involves gathering evidence of student learning through informal and formal methods to provide feedback and adjust instruction. Summative assessment evaluates learning at the end of a period through tests, projects, and exams. The document outlines different assessment question types, delivery methods, and scoring approaches.
This document discusses different types of assessment including formative, interim/benchmark, and summative assessment. It defines assessment as gathering purposeful and systematic measurement to improve student learning and teaching practices. Formative assessment involves gathering evidence of student learning through informal and formal methods to provide feedback and adjust instruction. Summative assessment evaluates learning at the end of a period through tests, projects, and exams. The document outlines different assessment question types, delivery methods, and scoring approaches.
This document discusses goal setting and provides five golden rules for effective goal setting:
1) Set goals that motivate you by making them clear, challenging, and getting commitment and feedback.
2) Set SMART goals that are specific, measurable, attainable, relevant, and time-bound.
3) Write your goals down and share them with others to increase accountability.
4) Make a detailed action plan that lists the steps needed to achieve the goal and prioritizes them.
5) Persistence is key to achieving goals, so it is important to stick with your plan.
This document provides instructions for a science education assignment requiring teacher candidates to plan, teach, and assess a 5E lesson involving student inquiry. Candidates must create a full 5E lesson plan incorporating peer learning strategies. They will video record portions of the lesson implementation and assessments. Candidates will evaluate two peers' lessons and provide feedback. The goal is to demonstrate knowledge of creating inquiry-based science lessons using the 5E model that engage students in interactions and peer learning.
The document discusses the TAP (Teacher Advancement Program) indicator of Instructional Plans and the 5E lesson cycle. It notes that strong lesson plans contribute to effective classroom management and student learning. TAP evaluates lessons based on standards alignment, sequencing from basic to complex skills, building on prior knowledge, and accommodating student needs. The 5E cycle engages students, allows assessment of prior knowledge, and sequences lessons in a logical progression. It aligns with TAP by emphasizing standards alignment, assessment of objectives, and consideration of student needs and pacing.
The document discusses the TAP indicator of Instructional Plans and how the 5E lesson cycle aligns with TAP requirements. It notes that TAP requires lesson plans to have measurable goals aligned to state standards, activities and materials that are also aligned to standards and build on prior knowledge. It also requires plans to provide time for student work, reflection, and closure. The 5E lesson cycle similarly sequences lessons in a logical progression from engagement to exploration to explanation, elaboration and evaluation. Using the 5E cycle can help ensure lessons are properly aligned and assessed.
The document describes several children's books that teach lessons about social responsibility and helping others, including Beatrice's Goat which tells how a goat allows a girl to earn money for school, The Can Man about a boy who collects cans to earn money, and The Mitten Tree about an old woman who knits mittens for children. It also mentions books about a boy who helps neighbors during a blizzard, a story of a girl who transforms a vacant lot, and a true story about a traveling library that brings books to rural Colombia.
This document discusses the use of historical photographs in teaching social studies. It provides examples of iconic photographs that have helped later generations understand important historical events. The photographs described include images from the Civil War showing President Lincoln meeting with soldiers, portraits of Dust Bowl refugees during the Great Depression, a famous photo from VJ Day showing a sailor kissing a nurse, the raising of the flag at Iwo Jima, and Lyndon B. Johnson being sworn in as president after John F. Kennedy's assassination. The document explains that photographs provide valuable historical evidence about events, people, equipment, landscapes, and behaviors from the time period.
The document describes the origins and lyrics of the Star Spangled Banner. It explains that Francis Scott Key wrote the song after witnessing the Battle of Fort McHenry during the War of 1812. While watching the battle from a ship, Key saw the American flag still flying over the fort at dawn, inspiring him. The lyrics describe the scene from the battle and express pride in the American flag and victory over the British.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses content area literacy and integrating literacy into content area instruction. It describes how teachers can use a workshop approach to teaching literacy that incorporates both fiction and nonfiction texts. The workshop approach includes a mini-lesson where the teacher models strategies, a work time where students practice reading and writing independently and in small groups, and a share time for students to discuss their work. This approach allows for explicit comprehension instruction, more time for students to read and write, rich concept development, and discussion about texts. The document provides an example of how a second grade teacher implements literacy workshops in her classroom.
This document discusses using writing as a learning strategy in elementary classrooms. It provides examples of how "writing to learn" assignments like learning logs, exit slips, and quick writes can help students recall and clarify what they are learning. Brief writing assignments take less than 10 minutes and can be done in any content area. The document also addresses teaching students to write quality nonfiction pieces using mentor texts, the writing process, and 6 Traits. It emphasizes showing students examples of good writing and having them write frequently across genres.
This document discusses using writing as a learning strategy, called "writing to learn", in content areas like science. It provides examples of writing prompts teachers can use, such as exit slips, learning logs, and quick writes. These brief writing assignments help teachers understand what students are learning and thinking. The document also addresses teaching students to write high-quality nonfiction by using mentor texts, modeling the writing process, and incorporating technology. Overall, it promotes using writing as a way to both teach content and assess student understanding across subjects.
Using graphic organizers with nonfiction textsEDIT3318
ย
This document provides an overview of graphic organizers and their use with nonfiction texts. Graphic organizers are visual tools that show relationships among topics by organizing information in charts, webs or diagrams. Studies have shown they can improve reading comprehension. When using graphic organizers, teachers should select the appropriate type based on the text structure, provide scaffolding for students, and use them before, during or after reading for maximum benefit. The document outlines different types of graphic organizers suited to different text structures and emphasizes the importance of teacher guidance.
This document discusses assessment in content area literacy. It defines assessment and differentiates it from evaluation. Assessment should be an ongoing process that informs instruction, not a one-time event. Assessments are shifting from traditional methods like tests to more performance-based approaches. Effective assessments are standards-based, authentic, reflective, dynamic, and use multiple response formats to address students' varied strengths. Formative assessments like observations, retellings, self-evaluations and think-alouds inform instruction. Summative assessments include projects evaluated with rubrics and traditional tests. Authentic assessments in an elementary classroom include readers' theatre, reading groups, and writing workshops where teachers observe and provide individual feedback.
This document provides guidance on teaching comprehension of nonfiction texts. It discusses the importance of activating background knowledge before reading, using strategies like questioning during reading, and making connections after reading. Specific strategies are modeled, including using graphic organizers like KWL charts, comment cards, and anticipation guides. The document emphasizes the teacher's role in explicitly modeling strategies and encouraging student-generated questions. Overall, it promotes an integrated approach to teaching comprehension that includes preparation, active engagement while reading, and reflection after reading.
The document discusses the importance of vocabulary instruction for reading comprehension. It notes that direct vocabulary instruction is needed, especially for subject-specific words, rather than relying only on incidental learning. Effective vocabulary instruction engages students actively in developing their understanding of words through strategies like semantic mapping, involves personalizing learning, immerses students in multiple exposures to words, and builds on multiple information sources. Dictionary use should supplement, not interrupt, the reading process.
Vocabulary instruction in a balanced reading programEDIT3318
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Power point engaging children in read alouds and shared readingEDIT3318
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This document provides guidance for engaging children with informational texts through read alouds and shared reading. It discusses the importance of using informational texts in the classroom and describes different types of nonfiction texts. The document outlines best practices for read alouds, including preparing children with a purpose, asking thick questions during reading, and discussion after to check comprehension. Shared reading is also described as a way to scaffold children's literacy skills by having them read informational texts together with the teacher. The goal is to help children learn text features and structures to improve their understanding of content area material.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
ย
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
2. Paradigm Shift in Education
TRADITIONAL APPROACHES
Institution/Teacher-centered
(Comprehensive teacher role)
School-based/Fixed time
Industrial technology
One-size fits all instruction
Determined curriculum
Limited instructional sources
Summative assessment of knowledge
NEW APPROACHES
Student-centered
(Teacher redefined)
Anywhere/Anytime
Information technology
Differentiated, one-size fits one
Student-voiced curriculum
Virtually unlimited online sources
Formative assessment of knowledge,
skills, learning styles, and interests
3. New Approaches in Education
โข Student-centered learning
โข Less lectures, more student activities (e.g., Project-
based learning, problem-based learning, case-based
learning, game-based scenario, service learning,
community-based learning, etc.)
โข Online, blended, & mobile learning
โข Change in learning modes
โข Personalized learning
โข Heavy focus on individual students
4. Blended Learning
โBlended learning is a formal
education program in which a
student learns at least in part
through online delivery of
content and instruction with
some element of student
control over time, place, path,
and/or pace and at least in
part at a supervised brick-and-
mortar location away from
home.โ (Horn & Staker, 2012)
5. Blended Learning: What Makes It Blended?
1. At least in part through online learning, with some
element of student control over time, place, path,
and/or place.
2. At least in part in a supervised brick-and-mortar
location away from home.
3. The modalities along each studentโs learning path
within course or subject are connected to provide an
integrated learning experience.
(Clayton Christensen Institute, Blended Learning)
6. Personalized Learning
โPersonalization refers to
instruction that is paced to
learning needs (i.e.,
individualized), tailored to learning
preferences (i.e., differentiated),
and tailored to the specific
interests of different learners. In
an environment that is fully
personalized, the learning
objectives and content as well as
the method and pace may ALL
vary.โ (Department of Education, 2010)
7. Personalized Learning: What Makes It Personalized?
1. One-size instruction fits โONEโ student.
2. Students drive learning โ include their โvoiceโ and โchoice.โ
3. Analyses of a studentโs interests, talents, aspirations, goals, etc.
needed.
4. Students participate in designing learning experiences.
5. Students โownโ and are responsible for their learning.
6. Students become a โself-directed, expert learnerโ who monitor
their own progress.
7. Students build a network of peers, experts, and teachers to
guide and support their own learning.
8. Personalized Learning: What Makes It Personalized?
1. Teachers play multiple roles such as โcoachesโ and โfacilitatorsโ
to support individual students.
2. Teachers are also learning partners with students.
3. Teachers support studentsโ mastery of content in a
โcompetency-based system.โ
4. Teachers involve everyone (i.e., colleagues, school
administrators, parents, community experts, international
experts, etc.) to meet individual studentsโ needs and provide
more authentic learning experiences.
9. Four Models for BL (and PL)
1. Rotation (Station Rotation, Lab Rotation,
Flipped Classroom, & Individual Rotation)
2. Flex Model
3. A La Carte Model
4. Enriched Virtual Model
(Retrieved from Clayton Christensen Institute)
10. Rotation Models: Station Rotation
โA course or subject in which
students experience the
Rotation model within a
contained classroom or group of
classrooms. The Station Rotation
model differs from the Individual
Rotation model because
students rotate through all of
the stations, not only those on
their custom schedules.โ
See more at: Christensen Institute
11. Rotation Models: Lab Rotation
Retrieved from Clayton Christensen Institute
โA course or subject in
which students rotate to a
computer lab for the online-
learning station."
See more at: Christensen Institute
12. Rotation Models: Flipped Classroom
Retrieved from: https://learningsciences.utexas.edu/teaching/flipping-a-class/different
โA course or subject in
which students participate
in online learning (delivery
of content) off-site in place
of traditional homework
and then attend the brick-
and-mortar school for face-
to-face, teacher-guided
practice or projects.โ
See more at: Christensen Institute
13. Rotation Models: Individual Rotation
โA course or subject in
which each student has
an individualized playlist
and does not necessarily
rotate to each available
station or modality. An
algorithm or teacher(s)
sets individual student
schedules.โ
See more at: Christensen Institute
14. Flex Model
โA course or subject in which on-
site online learning is the backbone
of student learning, even if it
directs students to offline activities
at times. Students move on an
individually customized, ๏ฌuid
schedule among learning
modalities. Students learn mostly
on the brick-and-mortar campus,
except for any homework
assignments.โ
โTeachers or coaches provide face-to-face support on a flexible and adaptive as-
needed basis through activities such as small group instruction, group projects,
and individual tutoring. Teacher support ranges from minimal guide to substantial
face-to-face tutoring. โ
See more at: Christensen Institute
15. A La Carte Model
โA course that a student takes
entirely online to accompany
other experiences that the
student is having at a brick-
and-mortar school or learning
center. Students may take the
A La Carte course either on the
brick-and-mortar campus or
o๏ฌ-site.โ
โA La Carte is not full-time online learning because it is not a whole-
school experience. Students take some courses A La Carte and others
face-to-face at a brick-and-mortar campus.โ
See more at: Christensen Institute
A La Carte
16. Enriched Virtual Model
โA course or subject in which
students have required face-to-
face sessions with their teacher
and then are free to complete
their remaining coursework
mostly online. The same person
generally serves as both the
online and face-to-face teacher. โ
โThe Enriched Virtual model differs from the Flipped Classroom because
in Enriched Virtual programs, students seldom meet face-to-face with
their teachers every weekday. It differs from a fully online course because
face-to-face learning sessions are required.โ
See more at: Christensen Institute
17. Adaptive Learning Systems
Adaptive learning system (ALS)
refers to a computer-based
and/or online educational
system that immediately
modifies the presentation of
material in response to student
performance. ALS serves a
unique need of an individual
student as the student interacts
with the system via computers
or any similar devices.
Editor's Notes
Ongoing, embedded, dynamic assessment
Formative assessment of knowledge, skills, learning styles, and interests
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
DoE (2010): โPersonalization refers to instruction that is paced to learning needs [i.e., individualized], tailored to learning preferences [i.e., differentiated], and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary,โ (p. 12)
https://www.youtube.com/watch?v=awA9T225be0
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
https://www.youtube.com/watch?v=awA9T225be0
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
https://www.youtube.com/watch?v=awA9T225be0
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
https://www.youtube.com/watch?v=awA9T225be0
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
https://www.youtube.com/watch?v=awA9T225be0
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
https://www.youtube.com/watch?v=awA9T225be0
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf
https://www.youtube.com/watch?v=awA9T225be0
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended learning matures. - See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.ZzHYq8Xa.dpuf