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Teaching literacy in the blended classroom,
or when 1 + 1 is bigger than 2
Morten Fahlvik
Head of Centre for new media
Bergen University college - Norway
2
Bergen University College
Bergen University College
3
Faculty of Education
Faculty of Engineering and Business Administration
Faculty of Health and Social Sciences
Bachelor Programmes
• 30 programmes / 3 years
Teacher Education
• 4 programmes / 4 years
Master Programmes
• 14 programmes / 2 years
PhD programmes
• 1 programme (3 in progress)
750 ACADEMIC STAFF
7300 STUDENTS
My “mission statement” for this workshop:
“I want you to find one single thing you could do in your school.”
Agenda
Part 1:
Blended learning
& the Blended Classroom
Part 2:
Literacy in the
Blended Classroom
Learning in the future…. View from the past
Illustration av Fransk kunstner - Villemard in 1910
More similarities than differences
“Blended learning is both simple and
complex. At its simplest, blended
learning is the thoughtful integration
of classroom face-to-face learning
experiences with online learning
experiences.“
Kanuka, Heater og Garrison, Randy D. (2004)
«Blended learning: Uncovering its transformative
potential in higher education», University of Calgary
What are the best qualities of the physical classroom?
What are the best qualities of the online classroom?
NESTA Report UK
«We found proof by putting learning first.»
“Too much time,
effort and money has
been spent looking
for
the digital silver
bullet
to transform learning
rather than
evolving teaching
practice to make the
most of technology.”
The Blended / Unified Classroom
Homework
ICT supported
classwork
ICT supported
homework
During teaching….
12
Everybody knows more
than me….
What is an active student?
What is important when it comes to reading instruction?
What is important when working with reading comprehension?
Inspired by Concept oriented reading instruction
Reading instruction / comprehension
• Activate pre-knowledge & Inquiry
• Vocabulary and terminology
• Motivation - Read many times
• Productive and receptive dimension
• Inferences
- the process of arriving at some conclusion that,
tough it is not logically derivable from the
assumed premises, possesses some degree of
probability relative to the premises.
“Blended reading instruction”
PI – Pedagogical Imagination
(& Technical imagination)
PO – Pedagogical Organisation,
ER Explorative reasoning
(Utforskende Analyse)
17
Action research
CS – Current situation
IS – Imagined situation
AS – Arranged situation
Skovmose og Borba 2005
Non-fiction text:
Topic:
The Ice Age
Goals:
• Be able to explain how glaciers
shaped the landscape
• Recognize and know the physical
traces of the Ice Age
• Be able to calculate the ice
thickness
• Be able to place the ice age on
a timeline
• Develop individual reading
strategies
• Motivate students to read the text
several times
• Increase insight into own reading
comprehension
Pre-knowledge
Words:
Shape and content
Writing and sound
Receptive and productivedimension
Pupil made page with polls and facts
Online discussion
Question: Why did the ice start to melt by the coast?
Searching for new words
Creating crosswords
NB! All pupils made cross words.
Know – Want to learn - Learned
Reading comprehension
in the unified classroom
• A community of learners was established
• More pupils were activated
• The silent pupils got a voice in the class discussions
• The pupils were better prepared for class discussions
• The teacher gathered evidence of learning
Blended teaching in Bergen
The teachingdesign
Whole class
Small Group
Individual
students
Introduction to
hydro electric
power production
Homework:
Survey vocabulary and
terminology
Teacher comments
on the survey in
class
The pupils
discuss in
pairs
Class discussion
The pupils
create
crosswords
Crosswords for understanding
Working with Vocabulary
and Concepts in the blended classroom
• Pupils got more involved with finding the meaning of new words
• ”The quality of student work increases when they create content
(crosswords) for each other.”
• The word cloud gave the pupils insight about their own learning
compared to their peers
• The teacher gathered evidence of learning
Things I liked most: Things that could be improved:
Things I did not understand: New ideas to consider:
or
Choose …
What should the teachers in my school do?
How can I or the teachers in my school utilise the blended classroom?
Takk for meg
Morten FahlvikHead of Centre for New Media
Bergen University College
www.twitter.com/fahlvik