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.
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.
How one school turned homework on its head with 'flipped' instruction | PBS NewsHour - 1 views
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To follow up, I'd like to visit these kinds of situations to witness what the f2f environment "looks" and tap students brains a bit to see how it's working for them.
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Not Just Flipped | edtechdigest.com - 3 views
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I implemented a basic version of Flipped Learning during the Spring, one in which I created instructional videos and uploaded them to my Flipped History Videos YouTube Channel.
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Now, I have more opportunities to listen to what the students want and need, and I can provide it for them.
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Despite some advantages to this approach, many students continued to fall behind while others were learning the content on a superficial level.
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- 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!
Let the Cat (and All of Your Students' Papers) Out of the Bag | Blend My Learning - 4 views
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no matter how well intentioned I was about grading and returning papers with thoughtful feedback, my molehill of papers grew exponentially into a mountain.
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So there I stood, at the proverbial crossroads asking the question that has plagued our profession: How to balance the desire to create rigorous and engaging lessons, give timely feedback, and personalize learning so every student grows academically and move towards mastery?
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My answer came when I implemented a blended learning model in my classroom.
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FieldFlips - Flipboard - 1 views
Getting Engaged: Using Interaction and Collaboration to Maximize Engagement in the Virt... - 1 views
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
Grade Extinction: a case for disassociating learning achievement with numbers/letters |... - 1 views
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Justice is an ideal that creates conflict within me when it comes to setting deadlines and accepting late work – a mixed bag of values contradicting each other. Student A works hard, meets deadlines and standards – deserves, wait no, strike that, earns an A. (An arbitrary letter I assign that means something different, and probably does, everywhere else.) Student B, completely capable, doesn’t like to play the game turns in an extraordinary paper, two weeks late, doesn’t follow all of the directions, but clearly gets the concept and exhibits tremendous chops in the skills department. What does this child “deserve”?
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Working draft for a "story" here: https://docs.google.com/document/d/1DeD1oZ20BemfL9xc-bjx38V9IOMbCpem2jZ2ESyLHb0/edit
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Gave you some comments on this just now. Good stuff, bro. Keep it up.
The Trailer for "Look! I'm Learning" - A Story of Digital Learning Success - 2 views
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Look, I'm Learning is a feature-length, documentary film about a new revolution led by kids. To promote the value of technology in education, noted documentary director and producer Allyson Rockwell is partnering with school teachers and education leaders in Michigan to produce a film that tells the inspirational story of a Ludington, Michigan technology pilot program and its impact on the students and community.
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Blog Post Draft: Reflection on the "Look I'm Learning" Documentary Trailer - Google Drive http://goo.gl/hEeNE9
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Thinking about scale up and growth. When is the right time? | Blend My Learning - 2 views
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So, naturally, at this time of year I find myself deeply involved in the challenge of figuring out what programs to expand? Where should these programs be expanded to? How do we finance this growth? What other organizational goals and objectives will support blended learning program expansions? What professional development is needed to expand these programs successfully?
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There were some major changes to the accountability measures that will be implemented – California is piloting Smarter Balanced Assessments of Common Core State Standards – and, consequently, we needed to revamp our internal benchmark measures as well as our curriculum.
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The technology has enabled teachers to monitor student’s proficiency of discreet skills and provide personalized and targeted assignments so that fluency is not a barrier to developing conceptual understanding.
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Blog Post Draft: Asking Questions about Blended Learning? - Google Drive http://goo.gl/NRCyH2
The biggest lesson from the flipped classroom may not be about math - Casting Out Nines... - 1 views
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The brain is an excellent tool for processing information but a terrible one for storing information.
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I wonder what Willingham would say about this comment?
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As a result, the #1 negative comment about the class so far from student is having to “remember several different websites” for their work – which in fact is not the case, as there’s one website that puts all the resources and assignments within three clicks of each other. But in their minds, it’s not one project but half a dozen disconnected tasks. So one of the things that the calculus course has been about this semester is how to manage complex information – not only in mathematics but in life.
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This screams digital literacy to me. Reading across multiple domains as a cohesive whole is not an innate ability. Even at the college level this is not something that is built into everyone. I feel that the instructor has the responsibility to scaffold this kind of work-flow. Do your best to make all of these "disconnected tasks" in different domains, appear as one. And when you do test students to venture into domains that look different or unfamiliar... prepare them for it. Assuming that all students come in with prior skills is foolish, and I'm glad that he's realized it. But the way he talks about it makes it seem as if it's the students' issue, not his. This doesn't bode well for accessibility.
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some students have legitimate pathological issues with keeping up with information. For example, if there is a student somewhere on the autism spectrum, following directions can be a serious issue. But at the same time, the flipped class puts that student in control of the stream of information for the class, so there is an interesting and complicated tradeoff that takes place with students having some form of learning disability in the flipped classroom.
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"Keeping Up" seems like a one pace fits all statement. In a personalized environment, students have more control over pace than this. Has he considered the possibility that students some students are not procrastinating; but instead are struggling or revisiting or diving into more detail than his envisioned student might? Do stern directions make sense in a blended environment, or do guidelines and suggestions fit better? Might be a semantic argument. Do students really have multiple representations of the information to interact with or is it all video lecture/tutorial? I keep re-reading this section, trying to understand what he's trying to say about students with learning disabilities in the flipped classroom. Especially the autism spectrum comment. Through personal experience, it is impossible to predict the path that any student will take in an online environment regardless of learning disability. Anyone have any thoughts on what he is trying to communicate?
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Fifth grade blended learning project - YouTube - 0 views
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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.
TLC Campstone - YouTube - 1 views
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I am not yet sure who this instructor is who is presenting, but they seemed to have had some good pedagogy behind what they were doing in building their blended environment with ID in mind.
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I also like the emphasis on continual improvement, the honesty about the time it takes to plan really well, and her key insights for other instructors who are just beginning to think about venturing into a blended learning environment development.
Blended Learning in the Classroom - 0 views
Good things happening in my world of "flipping"! | smithsciencegms - 0 views
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Be aware of the length of the video. Kids have a short attention span. A golden rule is to try and keep your video under 8 minutes. The video I submitted was 7:40. If you have a lot to cover, don’t be afraid of making a Part 1 and Part 2.
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Be creative with your content. Keep it relateable and apply it to real world interactions.
Mary Wever's Educational Portfolio - home - 2 views
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Other web presences to look at: http://weverworld.weebly.com/student-webpages-2012-2013.html http://redcedargeography.wikispaces.com/ https://twitter.com/WeverWorld
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