Group items tagged

- I liked what this teacher says about his approach to flipped teaching. I thought it was going to be same ol' same ol' but he offered up some good insights as to why just doing the video thing wasn't going to work. Not necessarily blog worthy, but thought I'd pass it along. - Jeff - I like how this discusses the trial and error of his approach. That it is something that he worked at for awhile and continues to evolve. -dave I love that he even has qualitative data in a case study to share. Let's get this guy to Michigan!

Blog Post Draft: Asking Questions about Blended Learning? - Google Drive http://goo.gl/NRCyH2

"A look at the use of AWE's Student Learning Center computers in an elementary school classroom at Miami Elementary, part of Chippewa Valley Schools in Michigan, that is for students with cognitive disabilities. The video shows how AWE's products provide an ideal blended learning solution in classrooms. "

via PocketOffice of Instructional Consulting: IU School of Education April 28, 2012 at 03:41AM @jgh @brainysmurf FYI these Bonk 10-min videos run fine on iPad (site says Firefox, IE...yuck) http://t.co/SW5ViZnm #bonkopen #bonkland via PocketOffice of Instructional Consulting: IU School of Education May 16, 2012 at 05:47PM

"Nineteen of D.C.'s strongest public and public charter school teachers gathered in a small conference room at the Microsoft Policy Center in downtown Washington, D.C. to kick off the second year of the Education Innovation Fellowship (EIF)-a program designed to introduce D.C. teachers "to the most promising innovations in blended learning."  I'm joining the cohort this year as the curator of knowledge to document the Fellowship experience through video and writing. "

I appreciate the focus on preparing students, parents, and teachers for the "shift" that happens when customizing and personalizing instruction. This article focuses on the ground-work that needs to be laid to transition parent and student mentality from a traditional to blended environment.

Solid post. I Digg it. Would love to solicit guest posts very much like this with Michigan faculty. I think his words about giving "a) some examples of research that supports blended learning and b) have some concrete samples of the different types of work that students will produce and c) demonstrate what assessment will look like. If you cover these three components, then my experience is that parents are thrilled about the change." could also ring true for MyBlend PD.

"Instead of a course syllabus or description, I've found it more useful to give students a "roadmap for success".  Here is an example from my middle school Geography class.  The idea is that all learning options are clearly laid out and routes for success are made clear.  It is well worth spending a class or two clarifying what the journey will look like in a blended learning environment and I've found that this reframes the experience for students in a way that they understand.  It also lays the groundwork for the one-on-one conversations you will have with students moving forward.  You will want to delineate the different segments of the class, discuss possible timeframes for moving through the challenges and what the options are for demonstrating mastery at each stage.  In this particular roadmap, some items are bold because they will be done by all students.  Other components are framed by a dotted line meaning that only some students will be eligible for those challenges based on their progress at specific stages.  You will want to make the roadmap as clear as possible so students are able to understand the journey to the point where they develop a sense of agency around their work. "

"Aaron Sams and Jon Bergman from Woodland Park, CO have flipped their classrooms on their head. Now, kids watch lectures at home and come to class to do more experiments and interact with the teachers. They've also implemented a Moodle testing solution to verify that the kids have mastered each topic before they can move onto the next. " This is a nice highlight of Jonathan Bergman by our friends over at TechSmith. Here, Mr. Bergman shares a bit of his rationale for moving toward a mastery model in his Chemistry course and how it has allowed for differentiation which is a topic of importance with MyBlend partners.

"There has been a lot of interest in the flipped classroom."

"Sal Khan, the founder of the Khan Academy, recently delivered the keynote address at the Hoover Institution's Symposium on Blended Learning in K-12 Education. In this keynote, he describes his vision for "education reimagined.""

via Pocket http://ifttt.com/images/no_image_card.png December 17, 2013 at 06:31PM

This is a video shared in the BLiC course as an example of a summarizing project at the end of the course. Instructors who go through this course give some advice to others who are just beginning to look into blended learning. This is a short video with music and text of Liz Peter's final project. Liz teaches 5th grade.

Peter J ArashiroMODERATOR MyBlend - Yesterday 7:09 PM Ok, just one more Grant Wiggins blog post to share (likely not the last!). In this post, he talks about the mindless practice of posting objectives or Essential Questions in classrooms so that students and teachers will know what they're working towards every day. Seems like a pretty good idea in theory, but in practice, the focus tends to be on the POSTING (so that teachers don't get written up for not doing this) instead of it helping guide teaching and learning. The big thing that came to my mind was how BH uses objectives to guide the design of instruction. I think we all agree that this is a good thing. However, these same objectives are also presented to students when they see how they're doing (assessment-wise) in class. When students read these objectives, do they make sense or are they more inclined to just look to see if they met the objective or not (by looking at the percentage). I think the strategy to use objectives to inform instruction is sound and we'll need to find ways to make it useful for both teachers and students.

I appreciate how Missy McCarthy has gone through the process of flipping her Math classroom and reflecting on the things she has learned. Missy teaches math at Okemos High School in Okemos, Michigan. In this post, in particular, she recounts how she took one class period to observe her students while they watched her screencasted instructional video to learn about their viewing habits of the content she has been creating. Her findings were interesting as they relate to the common concern of the flipped classroom regarding if the students are actually watching the videos or not, their note taking habits, if they are doing the practice problems or diving right into the required homework, and the ability for students to transfer what they are learning in the videos to problems that were not in the exact form as the examples provided. This, in turn, is now guiding how Missy is structuring her content, providing required note taking guides to evaluate if conceptual understanding improves, and even guide some of the questions she poses and instruction she delivers in the classroom together so that she can help students through the process of transferring the knowledge to new contexts.

If you are involved in blended learning in any capacity, you know that there are as many different perceptions and definitions of blended instruction as there are clouds in the sky. This recent blog post by Mark Bellas on the Blackboard blog does a nice job of bringing together a few different definitions, adding one of his own, and then asking which one best captures your experience with blended instruction. So, how about it? Which one resonates most with your blended learning approach?