Blended Learning

An evidence-based approachSummaryRoger Handyside

Blended Learning and

Sixth Form Teaching

Some observations about (some) sixth form students

• Lacking engagement?• Waiting for teacher to ‘deliver’ the lesson?• Minimal homework?• Reluctance/inability to do reading?• Passive attitude?• Lack of independent learning skills?

SLT becoming ever more obsessed with ever more complex lesson plans, 3 or 4 part lessons all documented in ever more detail depending on whichever ‘guru’ is fashionable at the time. (Chief of Ofsted says extended reading and writing is OK (outstanding?) in lessons with teachers giving individual feedback)

Little work has been done on longer term sequences of activities, over a week, fortnight or longer.

What works? Resurgence of interest in evidence-based teaching and looking at classroom research.

Themes

Ofsted and VLEs – Ofsted are becoming more interested in the use of VLEs especially at post 16 level:

http://www.ofsted.gov.uk/resources/virtual-learning-environments-e-portfolio

What are schools using their VLEs for?

One week: 2 X 1hr classes, 2 X 1hr homeworks

Tutor presentation: didactic teaching for basic knowledge

Resource Based Individual Activity: Homework written task follow up

Timeline – traditional modelA sequencing model for HE

Cognitive balance

Differentiation

Analysis

Learning phases

• Traditional 3 part lesson• Mike Hughes 4 phase lesson• Blended learning 3 phases (big picture)• Petty (PAR)

What works? - Hattie’s Effect sizes

Activity (click through on slide show to show different activities)

Popular reference work

in schools

Summary of effect sizes

Mike Hughes 4 phases• Set the scene; link to prior learning; review previous lesson;

provide the big picture; share learning objectives

• New information; instruction/exposition

• Processing; making sense of information; understanding

• Review

Phase one:

Phase two:

Phase three:

Phase four:

Petty, G. (2009)

Geoff Petty’s PAR Model

Phase one/twoStarter

Phase three: Process

Phase four: Review in class

Phase four: Follow up homework

Timeline – more active learning modelActivities

dragged from list

Attempting to incorporate ‘phases’ into

blended learning

Cognitive balance

Differentiation

Analysis

Blended/hybrid teaching

Longer term planning3 main phases

1. Online preparation2. Face to face class interaction3. Online reflection/review/follow up etc.

Integrated planning of online activities using VLE and face to face lessons

Independent LearningProgression

model

Progression from GCSE – Sixth form?

Pre-class activities• A great deal of research has been done in HE (especially in

first year science courses)• Mainly to get groups up to speed when there has been a

variety of science backgrounds• Activities have included, text-book work, readings,

worksheets, writing frames, quizzes etc.Benefits

• Students are familiar with key terms/concepts before the lesson

• Lessons become more discursive as students already have knowledge of the topic

• Students become ‘ready for the lesson’ and less passive

Reflection

Working on metacognition works• How did you tackle the task?• What went well? What didn’t?• What alternative ways could this have been done?• How would you approach a similar task?• How would you advise another student? Etc...(e.g. Hughes 2002)

Timeline – blended learning model, with reflective journal

Pre-lesson activities - online

Active class lesson Online forum

Practice exam question submitted online

Reflective journal - online

Could be adapted as sequence for various

learning/skills objectives

Cognitive balance

Differentiation

Analysis

Example geog page

Student guidance

Project information

Learning sequence

Work plan outline

Forum (from biology)

Extract fro Biology forum

Quizzes for testing basic terminology/

concepts

Online assignment

using video clip

Assignment submitted here

Draft of reflective journal to encourage

metacognition

Next steps

• Revision activities for June modules• Online model answer marking against mark scheme after class

discussion• Collaborative creation of exemplary exam answers using wikis.• Peer assessment, online pairs• Development of bank of SCORM quizzes• Develop use of discussion forums/small group forums• Develop online graphical organisers• Collaborative student presentations