Utilising the strengths of blended learning when working with literacy and reading comprehension

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Information about Utilising the strengths of blended learning when working with literacy...
Education

Published on March 6, 2014

Author: fahlvik

Source: slideshare.net

Description

Presentation slides for INTED2014, the 8th International Technology, Education and Development Conference in Valencia, 10th March 2014. http://iated.org/concrete2/view_abstract.php?paper_id=36629

UTILISING THE STRENGTHS OF BLENDED LEARNING WHEN WORKING WITH LITERACY AND READING COMPREHENSION Morten Fahlvik Educational Reseracher twitter.com/Fahlvik

1996

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

Blended teaching at two schools

The unified classroom

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)

Persuasive writing in the blended classroom

At school: Classroom and computer lab

Topic: Persuasive writing

The teaching design Whole class Teacher introduce pursuasive writing. Teacher comments the online discussions in class Small Group Individual students Pupils discuss in groups Students wrote a paragraph in class + posted comments and thoughts in online discussion at home Teacher and pupils discuss in class Etc… Etc…

Comment homework and initiate peer review W. What W. Went W. Well EBI – even better if

Peer review in groups

Class discussion based on online forum

1) “What is the main point in the text?”

Taking notes on mini whiteboards

2) “What could the next paragraph be about?”

Taking notes on mini whiteboards

Working with the second paragraph

Individual work with teacher support

Self assessment

Summary - pupil work flow 1) First paragraph written during last lesson and part of homework 3) Features of persuasive texts given by the teacher 4 and 5) Second and third paragraph written during lesson 2) Peer feedback in class. What Went Well EBI (even better if) 6) Self assessment

Working with vocabulary in the blended classroom

The teaching design Whole class Introduction to hydro electric power production Small Group Individual students Teacher comments the survey in class Teacher and students discuss in class Students discuss in pairs Homework: Survey vocabulary and terminology Students create x-words

Summary • Pupils 11 years old • Great teaching design • One computer in the classroom • • • • Open discussion Pupil centric teaching Activated pupils Many subject related conversations • Pupils 13 years old • Great teaching design • Three PCs in the classroom Several laptops available • “Closed” survey • Pupil centric teaching • Activated pupils • Many subject related conversations

http://www.itslearning.eu/whitepapers

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

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