Workshop: The blended classroom - How Educators can use blended learning to make formative assessment and visible learning possible

Morten Fahlvik Educa3on Research Manager

twi8er.com/Fahlvik

“The Blended Classroom” How educators can use Blended Learning to make forma3ve assessment and visible learning possible

Agenda Part 1: Blended learning & the Blended Classroom Part 2: Literacy in the Blended Classroom Part 3: ”Blended reading instruc3on” Part 4: Implemen3ng Blended learning

My “mission statement” for this workshop:

“I want you to find one single thing you could do in your school.”

Great teachers

Davis Guggenheim – Wai3ng for superman h8p://vimeo.com/15132511

The #1 task for teachers: Develop Growth Mindset"

“Learners are students who think their talent and intelligence can be developed through their effort, through instruc9on, through dedica9on over 9me…. … they do not worry about how smart they look at every moment … … they are interested in ge>ng smarter.”

Carol Dweck

“Blended learning is both simple and

complex. At its simplest, blended learning is the though&ul integra.on of classroom face-‐to-‐face learning experiences with online learning experiences.“ Kanuka, Heater og Garrison, Randy D. (2004) «Blended learning: Uncovering its transforma3ve poten3al in higher educa3on», University of Calgary

The Blended Classroom

What are the best quali3es of the physical classroom?

What are the best quali3es of the online classroom?

Blended learning at Kibworth Primary

At school: Classroom and computer lab"

Scenario1: Persuasive writing "

The teaching design

Whole class

Small Group

Individual students

Teacher introduces pursuasive wri3ng.

The pupils wrote a paragraph at home + posted comments and thoughts in online discussion

Teacher comments on the online discussions in class

The pupils discuss in groups

Class discussion

Etc…

Etc…

Summary - pupil workflow 1) First paragraph wri8en during the last lesson and part of homework

4 and 5) Second and third paragraph wri8en during lesson

2) Peer feedback in class What Went Well EBI (even be8er if)

3) Features of persuasive texts given by the teacher

6) Self assessment

Scenario 2: Literacy and spelling

Summary: Literacy, spelling & Blended Learning

“The knock on effect of this was then how, through the example used and their already exis9ng thought process, the children could easily see how to achieve the target of the lesson (e.g. in this case to make links between paragraphs). This then lead to ac9ve par9cipa9on in the lesson and also great outcomes in the work. “

“What I have no3ced 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.”

David Walton

Blended teaching in Bergen

The teaching design

Whole class

Small Group

Individual students

Introduc3on to hydro electric power produc3on

Homework: Survey vocabulary and terminology

Teacher comments on the survey in class

The pupils discuss in pairs

Class discussion

The pupils create crosswords

Working with vocabulary

Summary: Working with Vocabulary and Concepts

•  Pupils got more involved with finding the meaning of new words

•  ”The quality of student work increases when they create content (crosswords) for each other.”

•  The word cloud gave the pupils insight about their own learning compared to their peers’

•  The teacher gathered evidence of learning

Things I liked most: Things that could be improved:

Things I did not understand:

New ideas to consider:

or

Choose …

“Blended reading instruction”

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 3meline

•  Develop individual reading strategies

•  Mo3vate students to read the text several 3mes

•  Increase insight into own reading comprehension

Whole class

Small Group

Individual students

Teacher ask a ques3on to students

Students work with ques3on 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

Words: Shape and content Writing and Sound Receptive and productive dimension

Pre-knowledge

Pupil made page with polls and facts

Classroom activities blended with online discussions

Ques3on: Why did the ice start to melt by the coast?

Identify difficult words

Creating crosswords

NB! The pupils created the crosswords. It is a hard task. What is the ques3on / clue if the answer is glacier?

Every student made a crossword

Solving one of the crosswords in class

Know - Want to learn - Learned

Documentation

Reading comprehension in the unified classroom

•  A community of learners was established

•  More students were ac3vated

•  The silent students got a voice into the class discussions

•  The students were be8er prepared for class discussions

•  The teacher gathered evidence of learning

Things I liked most: Things that could be improved:

Things I did not understand:

New ideas to consider:

Implementing Blended Learning

Vehicles for your Vision

Current status

Vehicles Teachers Didac3cs Visible learning Technology Textbooks Mentor role Poriolio Etc..

Vision Increase learning Reduce drop-‐out rates Improve reading skills Increase a8ainment Increase parent-‐involvement Etc…

The relationship between ICT and learning outcomes (SMIL – research UiB) 17 529 students 2 524 teachers

Key findings (extract) •  ICT is used in Norwegian secondary schools, but there is

too li8le academic use •  Students spend a lot of 3me in front of computer screens, but

they lack the knowledge of how to u3lize ICT for academic purposes

•  Classroom management and student awareness of learning inten3ons are crucial for the successful use of ICT

•  ICT and con3nuous assessment must be seamlessly interwoven if we want to increase students’ learning outcomes as a result of using ICT

•  The be8er a teacher's own digital literacy, the more their students achieve

“Teachers need differentiated teaching too.”!

NESTA Report UK «We found proof by putting learning first.»

“Too much 9me, effort and money has been spent looking for the digital silver bullet to transform learning rather than evolving teaching prac.ce to make the most of technology.”

Unos Uno Sweden 1:1

•  The best performing schools use computers more then low performing schools, and the teachers lecture less

•  Students at the most successful schools work in groups with computers

•  School leaders must take responsibility and take ac3ve part in change processes to achieve desired long term effects Both at school and school distric level

•  The sum of small changes are more important than the ”big revolu3ons”"

Implementing Understanding by Design “Think big, Start small and Go for the early win.”

Jay McTighe

( Use the same advice for implemen3ng Blended Learning. )

Source: hNp://Pnyurl.com/m8wbxkl

What is one small change you could put into ac3on at your school?

h8p://www.itslearning.eu/whitepapers

Morten Fahlvik Education Research Manager itslearning

@fahlvik [email protected]