The document discusses small steps for implementing a blended classroom. It defines blended learning as any formal education program where students learn partly online and partly in a supervised classroom, with some control over their time, pace, and path. The document provides examples of how teachers can offer students choice in the pace and path of their learning through tools like instructional videos, online courses, and targeted practice software. It also discusses addressing potential roadblocks to blended learning like perceptions, motivation, and independence, as well as developing a supportive classroom culture.

1. Small Steps to a
Blended Classroom
• Sun West School Division
• March 16, 2015

2. https://twitter.com/davidgeurin/status/567510833455190016

3. Fist to Five
http://podcast.rcstn.net/g
roups/stem/wiki/09de7/Fi
st_to_Five.html

4. http://goo.gl/pf2G8A

5. #blendedlearning
#sunwest
@jadeballek

6. 3 – 2 – 1
 3 – You know about blended learning.
 2 – You want to learn about blended
learning in the next 90 minutes.
 1 – You think may be a challenge with
blended learning.
https://twitter.com/321qosm

7. The
Power of
Starting
Small

8. https://www.linkedin.com/pulse/20140314133937-4184967-the-solopreneur-s-tool-belt

11. “At its most basic level, blended learning lets
students fast-forward if they have already
mastered a concept, pause if they need to
digest something, or rewind and slow
something down if they need to review.
It provides a simple way for students to take
different paths toward a common destination.
It can free up teachers to become learning
designers, mentors, facilitators, tutors,
evaluators, and counselors to reach each
student in ways never before possible.”
Blended Horn and Staker, p. 11

12. Sun West SWISI
Participants

13. How might a blended
classroom benefit
your students?
http://www.phd2published.com/wp-content/uploads/2011/06/speech-bubble-faces.jpg

14. Instructional Problems
 Meeting the needs of a diverse group of students;
some struggling and some need enrichment
 Students dropping out of school
 Multi-grade classrooms
 Attendance issues
 Big class sizes = less small group instruction
 Lack of time to “get through curriculum”
 Need to narrow the digital divide and develop
21st Century Skills
 Providing "just in time" feedback on student
learning

15.  Blended learning is any formal
education program in which a student
learns at least in part through online
learning, with some element of
student control over time, place,
path, and/or pace.
 The student learns at least in part in a
supervised brick-and-mortar location
away from home.
 The modalities along each students’
learning path within a course are
connected to provide an integrated
learning experience.

16. Hiring Technology
Blended learning introduces technology in
a purposeful, strategic way, to help solve
(or at best assist with) some of these
problems. Michael Horn and Heather Staker
call this "hiring technology".
Technology can be "hired" to:
• deliver content (enrich and support)
• instant feedback
• additional practice
• collaborate and communicate with others
• locate information
• present learning in new ways

17. In what ways are you “hiring”
technology?
What problem is that helping you solve?
http://www.phd2published.com/wp-content/uploads/2011/06/speech-bubble-faces.jpg

18. Criteria for Blended Learning
 formal education program
 student learns at least in part through
online learning
 some element of student control over
time, place, path, and/or pace.
 student learns at least in part in a
supervised brick-and-mortar location
away from home
 modalities along each students’ learning
path within a course are connected to
provide an integrated learning

21. Choice in Pace or Path
Offering Student Choice in Pace Offering Student Choice in Path
 speed at which student
moves through the
learning - faster for
some, slower for others
 Instructional Videos
 DLC
 Pathway to learning
◦ Level 3, 4, 5
 Levelled Pathways
◦ Essential understandings
◦ Bloom’s levels

22. Student Choice in Pace
 Pace - speed at which student moves
through the learning
 Faster for some, slower for others

23. Pace – Instructional Videos
Content
videos?Instructional Videos?
Or both?
Make your own videos?
“Hire” from others?
Or both?
Sun West DLC?
What should I use to
record? How much
time will it take?
Where should I
host? Moodle? You
Tube? BrainShark?
Pearson See-Its? Other

24. How might instructional videos help me
solve one of my instructional problems?
What will I need to get started?
http://www.phd2published.com/wp-content/uploads/2011/06/speech-bubble-faces.jpg

25. Potential Roadblocks -
Perception

26. Potential Roadblocks -
Motivation

27. Potential Roadblock -
Independence
Blended – working in inner city schools in Americ

28. Grit and Growth
http://image.slidesharecdn.com/2013-131213051139-phpapp02/95/the-secret-yet-obvious-ingredient-to-sustainable-agility-16-638.jpg?cb=1386936505

29. Grit and Growth
 http://tworeflectiveteachers.blogspot.ca/2014/10/discussing-growth-mindset-early-in-year.html

30. Classroom Culture
• Start with the “why”
• Open up discussions
• Digital citizenship skill development
• Goal setting, tracking progress (self-
assessment)

31. • Turn-taking
• Patience
• Grit
• Responsible Use of Technology

32. Pace – Provide Access to an
Online Course
Develop a
course?
Access a course?
Or both?

33. Do I have students in my classroom
who would benefit from accessing an
online DLC course? What role would
you play as the face-to-face teacher?
http://www.phd2published.com/wp-content/uploads/2011/06/speech-bubble-faces.jpg

34. Pace – Targeted Practice
 Mathletics
 Reading A-Z
 Others – e.g. Wowzers
• Discuss the “why” of focused practice.
• Help students set personal goals for
success.

35. How might students be given choice in
the pace or path using these
types of software?
http://www.phd2published.com/wp-content/uploads/2011/06/speech-bubble-faces.jpg

36. Student Choice in Path
 Path – ways in which students access
the learning
Basic
3
Comprehensive
4
Thorough
5
Essential to
understanding the
outcome
Highly desirable
in understanding
the outcome
Desirable in
understanding the
outcome
What all students
need to know
about the
outcome
Application,
synthesis,
stretching your
thinking

37. Identifying Essential
Understandings
◦ Understanding by Design – Wiggins,
McTighe

38. Using Bloom’s To Determine
Level

39. Choice in Path – ways in which
students access the learning
- video, teacher time

40. Is It Right for You?

44. http://goo.gl/pf2G8A
http://betterlesson.com/blended

45. Enrolment Key: theblendinmind

46. http://www.communityroundtable.com/wp-content/uploads/2014/06/thankyous.jpg