promising blended teaching practice

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Making learning visible in the blended classroom Morten Fahlvik Market Research Manager @fahlvik

Morten FahlvikEducational Reserachertwitter.com/Fahlvik

Promissing teaching practices in the unified classroom

Teaching scenarios from Denmark, Norway and England by Morten Fahlvik

Merethe Hollen: Blended learning in HIgher EducationDavid Walton: Persusasive writing in EnglandRoger Stjernberg: Terminology and vocabulary training in NorwayTerje Pedersen How to engage the silent students and give them a voice into the classroom.Stine Gaaseide Rss Liseth: Literature & novel: Venezia mysteriet

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The unified classroom

The unified classroom gives you a chance to extend activities long after classes have finished, so you can stretch time and re-engage your students in the work that they have done in class. In the same way, the unified classroom can be an important tool if you want to pre-teach before a class or course begins.Unified classrooms can also be used to give on-going feedback to students. Students can hand in work online and receive comments and advice before the next class, for example. They can see your comments on online discussions and blogs between classes. In addition, unified classrooms provide the opportunity for students to think about their answers before responding, enabling shy participants to join online discussions that they might not have joined in brick-and-mortar classrooms.2

Blended learning in Higher Ed.

The challenge

Teaching plan

Online resources

FrlesingsaktivitetPrepare for workshop

Forberedelse til diskusjon p samling / seminar.7

Things I liked most:Things that could be improved:

Things I did not understand:

New ideas to consider:

Blended learning at Kibworth Primary

But how can this be done, and how can it look like? I visited a primary school in Kibworth, England to find out.9

At school: Classroom and computer lab

The classroom had one computer with an interactive witeboard.The teacher could also book the computerlab.10

Scenario1: Persuasive writing

The teacher start the lesson by reminding the pupils of what they did last time.

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Whole classSmall GroupIndividualstudents

Teacher introduce pursuasive writing.

Students wrote a paragraph at home + posted comments and thoughts in online discussionTeacher comments the online discussions in classStudents discuss in groupsTeacher and students discuss in classThe teaching design

EtcEtc

Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 12

Comment homework and initiate peer review

W.WhatW.WentW. Well

EBI even better if

The pupils had made a paragraph as homework. They swap books in class and comment each other.

The pupils told me it was difficult to give good feedback, but it was usefull to do it.

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Peer review in groups

David could use some time on to one or talk to smaller groups of pupils while everybody was busy with the peer review / peer feedback.14

Class discussion based on online forum

What is the main point in the text?

The task was to find the main points in a text written by the teacher + suggest topic or points for the next paragraph16

Taking notes on mini whiteboards

Identifying main points for next paragraph

Taking notes on mini whiteboards

Working with the second paragraph

Individual work with teacher support

Self assessment

Summary - pupil work flow

1234561) First paragraph written during last lesson and part of homework4 and 5) Second and third paragraph written during lesson2) Peer feedback in class.

What Went WellEBI (even better if)3) Features of persuasive texts given by the teacher 6) Self assessment

Scenario 2: Literacy and spelling

Example 2 Spelling My second example also comes from a literacy scenario. In school we are asked to complete an action research project each year. This year our key stage focus is upon spelling... changes to end of year testing and also a general fall in interest towards accurate spelling of the children. Through research we discovered that children found spelling sessions boring but also didnt understand or recognise the importance of being a good speller. I saw blended learning as an opportunity to breakdown the barriers that were clouding their vision. We developed a process through which spelling homework was posted online for the children to access and respond to through the vle forum. This homework then lead into our shorter 30 minute session on the Monday where we discussed the definitions of the words provided by the children on the discussion board. Did they agree? Could they be combined? The children then took part in a number of kinaesthetic activities to spell and breakdown the words and then revisited the words through a different activity on the forum. (Crossword etc to practise their spellings) They then came back into another classroom session where we tested the spelling of the words through a quiz based on the definitions they had provided. What I have noticed is how when I now speak to the children they talk about how they are engaged with spelling at home with their parents.One of my students explained how before he found spelling difficult but now because he was working on them at home and in the classroom he felt much more confident.How could you use a blended learning approach?Ways to facilitate blended learning....Its good me giving you examples but could you find some ways to adapt or promote the approach in your schools or scenarios, think of unit of work how could you use some of these techniques?Provide time for delegates to discuss with others.Take and share ideas re-iterate the importance of revisiting learning in all three scenarios.

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Things I liked most:Things that could be improved:

Things I did not understand:

New ideas to consider:

Blended teaching in Bergen

Working with vocabulary in the blended classroom

Session: Assessment of student learning (1)

Session time: Tuesday, 19th of November from 08:30 to 10:00Session type: ORALRoom: Espaa 3

09:30 TEACHER ROLE IN THE BLENDED CLASSROOM, OR WHEN 1 + 1 IS BIGGER THAN 2. A BRIEF PRESENTATION OF HOW LEARNINGS PLATFORMS CAN HELP BUSY TEACHERS WITH ASSESSMENT FOR LEARNING paperdetailsM. Fahlvik31

The year was 1996 and things was different. I was working at Liland elementary school. This was the year the change came to me.32

Whole classSmall GroupIndividualstudents

Introduction to hydro electric power productionHomework: Survey vocabulary and terminologyTeacher comments the survey in classStudents discuss in pairsTeacher and students discuss in classThe teaching design

Students create x-words

Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 33

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Tekst I oppslaget: Denne uken fortsetter vi p emnet vannkraft og elektrisk energi. Leksen blir skrive inn alle fagordene du kan i itslearning. P skolen vil vi samle alle disse ordene I en ordsky for se hvilke ord som err skrevet flest ganger.

Du skal deretter lage et kryssord I itslearning der du bruker disse fagordene.

Her finner du ukens lekse i naturfag.Her finner du kryssordet ditt.35

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Things I liked most:Things that could be improved:

Things I did not understand:

New ideas to consider:

Giving the silent students a voice with blended learning

But how can this be done, and how can it look like? I visited a primary school in Kibworth, England to find out.53

Topic: Cold war in Europe

The teacher start the lesson by reminding the pupils of what they did last time.

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Whole classSmall group / PairIndividual students

Introduction to topic Cold war in EuropaTeacher comments discussion post & class discussion. Students create topic pagesSpeed date Cold War

Students create x-wordThe teaching designDiscussion forum. Pre-knowledgeCold WarDiscussion forum. Pre-knowledge: Cold WarStudents create topic pagesWritten test(Summative)

Formative assessment

Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 55

Undervisnings-designet

Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 56

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Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 57

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Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 58

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Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 59

Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 60

Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online work. 61

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Teaching design. David was very good at combining different group sizes and utilised the strenght of the classroom, homework and online w

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