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18/02/2019
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Blended Learning in ELT:
making it workPete Sharma, ELT Ireland Conference, Dublin
February 2019
Online and Blended Learning
Teacher Trainer
Book Reviewer
Director EAP Lecturer Teacher
Consultant
Author
Aims
▪ to present an innovative, systematic
framework for schools / teachers
looking to run BL courses
▪ to share practical teaching ideas for
Blended Learning
Overview
Task - what do you blend?
Challenges
Success factors
Framework
Practical teaching ideas
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Handout
www.petesharma.com .pdf of the PPT
Worksheet - Task one
▪Write a definition of Blended Learning
▪Answer this question:
“Do you run Blended Learning courses?”
▪Compare your answers with a partner
Definition: a combination of……
Face-to-face,classroomteaching
Online learning
+
Overview
Task
Challenges
Success factors
Framework
Practical teaching ideas
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Moodle Which is more important?
TechnologyInvisible? Problematic?
Choice
Overview
Task
Challenges
Success factors
Framework
Practical teaching ideas
Blended Learning success factors
APPROPRIACY COMPLEMENTARITY
ATTITUDE TRAINING
Teachers and learners should be trained in the principles of BL, teaching and learning techniques and in the use of the technology.
BL involves the blending of the two modes of F2F teaching and learning online. Any activities selected should be appropriate for each mode.
This is also known as integration. There should be a clear, two-way link between class work and online, structured self-study.
Teachers should hold positive beliefs about the efficacy of Blended Learning which they transmit to their learners.
Same time same place
Same time different
place
Different time
different place
Same place
different time
Appropriacy
Discussion
Critical thinking
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Complementarity Attitude
Training
Teachers Students
www.tpack.org
Overview
Task
Challenges
Success factors
Framework
Practical teaching ideas
Step -by-step approach
Context
Coursedesign
Training
Evaluation
Step one: context
▪Make a list of reasons for blending
▪Note any limiting factors
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Step two: course design
▪What are you going to blend?
▪Typical modes: f2f + technology
▪Will one mode ‘lead’?
▪How will the modes complement each
other?
▪Which platform will you use?
Step three: learners and teachers
▪How will learners be supported in the
transition to a blended approach?
▪How will the teachers be supported?
Step four:
Evaluating & developing the blend
▪How will the blend be evaluated?
▪How will the blend evolve?
▪ Is the blend sustainable?
Overview
Task
Challenges
Success factors
Framework
Practical teaching ideas
Practical ideas
▪ Grammar
▪ Vocabulary
▪ Listening
▪ Reading
▪ Speaking
▪ Writing
▪ Presentation skills
Practical idea one:Teacher-produced grammar course
1) Choose your grammar point
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2) Create your screencast https://www.etprofessional.com/best-practices-for-blended-learning
3) Upload the video to your LMS
LMS
4) Students watch the video at home
5) Students practise speaking in classPractical idea two: vocabulary
Task two:
Complete the sentence:
Fariba _________ from Iran to
Denmark when she was a child
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Oxf
ord
En
glis
h V
oca
bu
lary
Tra
iner
...education / training that utilises technology and data to provide an individually customised learning program to students that intelligently adapts to their learning needs (Kerr, P.)
Spaced repetitionKnowledge graphs
Adaptive learning
QuizletMemriseAnki
Practical idea three: Listening
Flipped classroom
Three approaches to flipping
▪Use TED video
▪Adapt EdPuzzle
▪Create Screencast
Advantages
▪ teachers have more time in class to devote
to communicative activities
▪ students can access input whenever /
wherever they like, at their own pace
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Disadvantages
▪ time-consuming – flipping makes teachers
content creators
▪ extent to which the teacher is happy for the
software to ‘teach’ i.e. present new language
Pre-lesson
Vocabulary inputContent inputPrepare discussion
Lesson
Discussion
Practical idea four: reading
Black Cat
Practical idea five: speaking
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Practical idea six: writing Practical idea seven
Task three
Blended course – elements: [C] - [O]
▪ Practising fixed phrases e.g.‘I’ve divided…”
▪ Doing a ‘Dry-run’
▪ Practising fielding questions
▪ Learning Prezi
▪ Giving feedback on a presentation
Presentations course
classroom
Brainstorm possible topics
Deliver dry run
Final presentation
between classes
OUP
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SOURCE: www.Ee-learning studios.com
https://pixabay.com/en/question-mark-important-sign-1872665
Partone
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www.petesharma.com
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