Week 11 ruth - 2014-15
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This document provides information on professional learning conversations, blended learning, and an assignment on collaborative inquiry. It discusses teaching challenges and how to handle them. It also addresses features of blended learning such as connecting online and offline work, student collaboration and control, and using learning management systems. Finally, it introduces an assignment to find a literacy learning challenge to pursue in groups.
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The document discusses project based learning (PBL), an instructional approach where students gain knowledge and skills by working to investigate and respond to an engaging problem or challenge. It defines PBL and explains its key elements, structures, and advantages. PBL shifts the classroom from teacher-centered to student-centered, with the teacher taking a facilitating role and students determining the project, collaborating, and taking responsibility for their own learning and success. The document provides examples of challenging PBL projects and their flexible nature to embed other learning methods.
Blended learning presentation
Blended learning combines online digital media and tools with traditional classroom methods. It allows students some control over time, place, path, and/or pace of their learning. The document discusses various models of blended learning including station rotation, lab rotation, flipped classroom, and flex models. It also outlines benefits like personalized and collaborative learning. Tools that can enable blended learning approaches include learning management systems, collaborative software, blogs, screencasting, and video resources.
Best Practices in Online Teacher Training
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Flipped learning intro
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.
Facilitating communication in online learning environments
The group designed several discussion board questions for different courses that aim to elicit thoughtful discussion. A question for a sociology course asks students about their experiences with social class in schools and how this relates to ideas in the textbook. For an education course, a question sparks debate about adopting aspects of Finland's school system in Canada. Another question provides options for students to discuss improving the education system based on their experiences. The questions are open-ended, connect to course concepts, and invite sharing of different perspectives to generate discussion.
Flipped teacher panel
This document provides information about implementing a flipped classroom model at a school. It includes a list of teachers and their subject areas. It then defines the traditional classroom model and the flipped classroom model. In the flipped model, direct instruction occurs through video lessons watched at home, while class time is used for hands-on activities, projects, and addressing student questions. The document discusses benefits of the flipped model like increased engagement and test scores. It provides tips for teachers in planning and executing a flipped model. Overall, the document serves to explain the flipped classroom approach and provide guidance for teachers interested in adopting this method.
Tools for Administrators of Blended Learning Programs
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This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Flipping the-classroom
This document discusses flipping the classroom model of education. It defines flipping the classroom as moving direct instruction from group to individual learning spaces so that class time can be used for dynamic, interactive learning guided by the teacher. The document outlines reasons for flipping a classroom, including allowing students to learn at their own pace and increasing interaction. It provides a 6-step process for implementing flipping: plan the lesson, record an instructional video, share the video with students, change how class time is used, separate students into groups, and have groups share their work. The goal is to use class time for active, collaborative learning activities.
Flipped Classrooms Reaching More
The document discusses flipped learning, which involves students learning new material outside of class such as through online videos, and using class time for activities that allow students to apply and deepen their understanding of the content with teacher guidance. This approach aims to address issues with large class sizes and student disengagement by providing individualized attention in class. Benefits include promoting active and self-directed learning, collaboration, and maximizing the use of class time for higher-order thinking. The document outlines various elements of the flipped classroom approach including its theoretical foundations and benefits.
Reaching More Learners Through Flipped Learning: Infusing Technology confere...
Presentation explores the concept of a Flipped Classroom and how Technology can be infused in order to ensure that all learners understand.
Flipped classroom
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
Principal’s Guide to Blended Learning for Elementary Mathematics
Blended learning – the powerful combination of real-time and online interaction – is being adopted across the country to improve math teaching and student learning. By implementing an online supplemental math program that utilizes intelligent adaptive learning™ technology, your school or district can easily and effectively provide personalized instruction in the classroom and at home for all students, regardless of level or ability. Jeff Piontek, PhD, Curriculum and Assessment President, Educational Consulting Services, LLC and Tim Hudson, Director of Curriculum Design for DreamBox Learning discuss how to get started with blended learning and the keys to successfully adopting this latest technology to improve achievement of your elementary math students. Topics include the importance and efficacy of blended learning, evaluating curriculum and blended learning model options, and the latest and most effective technology used in elementary-level mathematics.
The Mindful Instruction Librarian and the "One-Shot"
The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
Tips to increase student engagement
The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
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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.
Sheryl Nussbaum Beach-- Overview Inquiry Learning
This document provides an overview of transformational learning using an inquiry approach. It discusses obstacles to change, 21st century skills, types of constructivist learning including project-based, problem-based, and inquiry-driven learning. It outlines elements and principles of inquiry-based learning including authenticity, deep understanding, assessment, appropriate technology use, connecting beyond school, and connecting with experts. Guidelines are provided for selecting topics, identifying concepts, locating resources, planning learning experiences, integrating content areas, organizing the environment, initiating study, culminating activities, and authentic assessment and evaluation.
Want to get the most out of class time? Flip it!
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
Flipped Learning CTD
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
Innovative teaching models
The document discusses 5 innovative teaching models: 1) Contextual teaching and learning emphasizes real-world experiences and prior knowledge. 2) Quantum learning aims to accelerate learning through engagement. 3) Integrated learning combines multiple subjects through common themes. 4) PAIKEM focuses on active, fun, competency-based learning. 5) Collaborative learning involves students learning together through interaction and group work. The models provide benefits like higher-order thinking and retention, but also challenges like ensuring on-topic discussion and meeting all ability levels.
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Week 11 ruth - 2014-15
- 3. Professional Learning Conversations • Teaching-Learning Critical Pathways
- 4. “Mr. Entwhistle” from Hey World, Here I AM!
- 5. Writing Prompt - Memoir • Think of a challenge you experienced in your recent teaching block. It could have been related to classroom management, a child with special needs, and aspect of the curriculum, dealing with parents etc. • What was the specific nature of the challenge? • How did you handle it? • What aspects of your response worked well? • What changes might you make if faced with a similar challenge in the future?
- 6. Notes From the Field 2 Jot down 3 issues or big ideas you’ve noticed that get in the way of student Language learning
- 8. Blended Learning • … 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. (Staker & Horn, 2012)
- 9. In other words… • Students attend school in a building • Also learn content via online delivery • Increased student control as they exercise responsibility for what they learn, when they learn, and how fast they learn (Gonzalez, 2014)
- 10. Blended Learning and Technology Integration • https://www.youtube.com/watch?v=KD8AUfG sCKg
- 11. Features of Blended Learning • Seamless connection between online and offline work • Increased student-to-student and student-to- teacher collaboration and control over: – time, pace, place path • Online classroom presence via Learning Management System (LMS) such as Sakai or Desire to Learn (D2L) • Repurposed time
- 13. E-Learning Handout • Read the handout individually • Respond to the questions provided: reflect on your teaching block and where your setting fell along the blended learning continuum • Do not sign your survey sheet
- 14. Collaborative Inquiry Assignment • Find a concern/challenge in literacy learning that you would like to pursue further – Visit one of the posted topics along the wall • Create a group of 4 with similar interests • Handout: overview of assignment