Published on March 13, 2014
Morten Fahlvik Educational Reseracher twitter.com/Fahlvik The teacher role in the blended classroom … or when 1 + 1 is bigger than 2
Agenda Part 1: Blended learning Part 2: The Unified classroom / Blended Classroom Part 3: Working with reading comprehension
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
When 1 + 1 is bigger than 2 Physical classroom Online classroom
Teaching in the physical classroom
The online classroom
What are the best qualities of the physical classroom? What are the best qualities of the online classroom?
The unified classroom
Meet Sid BBC – The Classroom Experiment
How can teaching in the unified classroom help Sid?
Dylan Wiliam: Involve more students …. and give students time to think and reflect
Dylan Wiliam Formative assessment & Assessment for learning
What can happen if these concepts are blended together?
”Reading is the skill” Doug Lemov
Non-fiction Text: The Ice Age Goals: • 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
Whole class Small Group Individual students Teacher ask a question to students Students work with question at home and post their answers / thoughts in online discussion Teacher pick up answers in class Students discuss in groups Students present in class The teaching design
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
Words: Shape and content Writing and Sound Receptive and productive dimension
Pre-knowledge The pupils collaborated on a page to gather information about what they knew before the unit started.
Pupil made page with polls and facts
Online discussion Question: Why did the ice start to melt by the coast?
Searching for new words
Collecting words for a word cloud http://www.wordle.net/
Word cloud Quite visible which words that need attention.
Creating crosswords NB! The pupils created the crosswords. It is a hard task. What is the question / clue if the answer is glacier?
Every student made a crossword
Solving one of the crosswords in class
What we * know * want to learn * have learned (Donna Ogle 1986) http://en.wikipedia.org/wiki/KWL_table
Know - Want to learn - Learned
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 students were better prepared for class discussions • The teacher gathered evidence of learning
What should the teachers in your school / school district do? How can you or the teachers in your school / school district utilise the unified classroom?
Great teachers Davis Guggenheim – Waiting for superman http://vimeo.com/15132511
Morten Fahlvik Education Research Manager www.twitter.com/fahlvik Morten.Fahlvik@itslearning.com
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