Ms. Brierley's Algebra 1 classroom, and many others that use the program, functions squarely within the commonly used "station rotation" blended learning model, which is seen more often in the elementary and middle grades.
TEDxEastsidePrep - Dr. Tae - Can Skateboarding Save Our Schools? - YouTube - 0 views
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Working story draft - Learning like a skateboarder https://docs.google.com/document/d/1BzVKWS1r0y-M4jlp6DGR8Yg1fyJ_2e38OiL1elCN2Dc/edit
Getting Engaged: Using Interaction and Collaboration to Maximize Engagement in the Virt... - 1 views
FieldFlips - Flipboard - 1 views
Education Week - 0 views
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After a brief pencil-and-paper warm-up, her second-period class divides into two groups of about a dozen students each. One group of students turns to a problem from a textbook, with clusters of students working together at desks, while members of the other group migrate to the laptop cart in the classroom's corner, take a device back to their desk, log in to their Cognitive Tutor software accounts, and tackle problems tailored to each student's learning progress. After 35 minutes or so, the groups switch tasks."It does free [teachers] up to be more of a troubleshooter than anything," said Ms. Brierley, an 18-year teaching veteran who has spent the last third of her career working with Cognitive Tutor. "It gives [students] an opportunity to be independent and work through things and sometimes work things out in their head without us telling them what they should be doing."But Cognitive Tutor has some notable nuances for a station-rotation model. Among them, both the print text and the software come from the same provider. So while some students may reach concepts in print first, and others first encounter them online, the terminology and theory behind teaching concepts remains constant.Both branches of the curriculum also stress the manipulation of numbers and variables. The text features perforated tearaway pages so students scribble in or alongside charts and equations rather than on separate scrap paper. (This also means a district implementing the curriculum has the added expense of purchasing new textbooks every year.) The software requires students to set their own bounds for graphs and tables and type key information from paragraph-length word problems into charts before answering a series of questions all based on the same scenario.
Expanding the Definition of a Flipped Learning Environment | Faculty Focus - 0 views
Day In The Life - YouTube - 0 views
Defining Blended Learning - Blackboard Blog - 1 views
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The Clayton Christensen Institute created one of the most commonly accepted definitions: “A formal education program in which a student learns At part through online learning, with some element of student control over time, place, path, and/or pace; At least in part in a supervised brick-and-mortar location away from home; And the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
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iNACOL, the International Association for K-12 Online Learning, recently defined Blended Learning as “A combination of face-to-face learning experiences and online learning platforms, content, and tools for personalizing instruction,” going on to say that “True blended learning is a modality to realize a fundamental shift in the instructional model toward personalized learning.”
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The Sloan Consortium has for years, including in its most recent survey report, Changing Course: Ten Years of Tracking Online Education in the United States, used a more cut-and-dry approach. They define Blended Learning as “instruction that has between 30 and 80 percent of the course content delivered online,” as contrasted with online courses, in which 80 percent is delivered online, and face-to-face instruction, in which zero to 29 percent of the content is delivered online.
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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?
Blended Learning Models - YouTube - 0 views
Simple technique that helps your students to remember more | The Edynco blog - 0 views
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The educator’s role has changed – that’s the fact. Students don’t need educators to produce/present new information – they can find them everywhere. And they are good in browsing, searching and collecting different information sources. The problem is that they don’t know how to connect them in a meaningful way.
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The challenge I’ve faced was how to incorporate everything I read about cognitive overload in today’s fast changing digital environment.
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Bite – sized information in a relation with curation
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Organize Your Classroom Like the Apple Store-Big Learning, Big Fun! | Instructional Des... - 1 views
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When you walk into an Apple Store, you are immediately caught up in the energy and excitement.
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This was an interesting idea to me for having a conceptual model help frame the concept of an active learning classroom focused on customized, individualized and personalized instruction. The author takes what many already know about the exciting energy one can palpably sense when remembering an Apple Store experience and then uses it as a way to encourage a live classroom to be restructured to include a theatre, a studio, a play space and a genius bar. There are descriptions for each of these areas that are in line with a typical "Station Rotation Model" of blended learning. This post reflects very positively on the experience of trying this model with adult learners where the instructor reportedly received the best satisfaction ratings they have ever seen for a professional development workshop. Washor, E., Mojkowski, C., & Newsom, L. (2009). At the core of the Apple Store: Images of next generation learning. Phi Delta Kappan, 91(2), 60-63.
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In 2009, I was introduced to a brilliant article Next Generation Learning Environment that posed the question-can the student instructional experience replicate the Apple Store experience? We put the model to the test with adult learners and they, in turn, tried the strategies in their classrooms. Our resulting feedback showed the highest satisfaction ratings I have ever seen for professional development. Learners appreciated choice and the ability to follow an individual learning path.
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The environment was organized around four main learning areas: Theatre, studio, play and genius bar.
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Meta-Analysis: Is Blended Learning Most Effective? -- THE Journal - 0 views
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The United States Department of Education reported recently that it's found some evidence to support the notion that blended learning is more effective than either face to face or online learning by themselves. Further, between online and face to face instruction, online is at least as good and may even have the advantage in terms of improving student achievement and potentially expanding the amount of time (and quality time) students spend learning.
Flipped Classrooms and the Mastery Approach to Learning - YouTube - 0 views
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"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.
Personalized Learning BC - 1 views
Do Grades As Incentives Work? | Psychology Today - 0 views
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One danger is that grade-focused teaching corrodes the very meaning of learning. The purpose of learning becomes merely the achievement of grades. Not the mastery of the material. Not finding innovative and imaginative solutions to tough problems. Not joining with fellow students to run with an idea and see how much each can learn from the others. It becomes instead what former Harvard dean Harry Lewis calls "an empty game of score maximization." It makes the work seem pointless.
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A student out to maximize her grade point average is tempted to choose the easiest courses, those with the least challenge and work, or those with the "easy-grader" professors.
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The students in the bottom half of the class--students whose learning we want to encourage--know that the odds of high grades and high rankings are stacked against them. If we corrupt students' souls by convincing them that the main motive for learning are high grades and honors, we end up de-motivating, and de-moralizing, those students who have little chance for the top rankings.
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Flipping the Elementary Classroom - jonbergmann.com - 0 views
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In this short post, Jon ____ gives some good thoughts to consider for the elementary teacher regarding considering the value of creating a video for a lesson or not, and what things to keep in mind if such an intervention might be called for.
Grades As Incentives - 0 views
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