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The teacher's role in the blended classroom ... or when 1 + 1 > 2 Morten Fahlvik Educational researcher itslearning - Norway
1996
Workshop Visible Learningplus Conference - Brisbane 19th July 2013 Part 1: Blended learning
Part 2: The Unified classroom
Part 3: Working with reading comprehension
The voice of the pupils
Blended learning “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.
AND
at least in part at a supervised brick and mortar location away from home.“
Michael B. Horn - Innosight Institute
Catlin Tucker
“There is an underlying focus on ‘content’ and ‘instruction’ in this definition of blended learning, which disturbs me.
The way it is defined seems to alienate traditional teachers who are looking to make online learning a meaningful part of their curriculum."
http://www.tes.co.uk/article.aspx?storycode=6289176
Blended learning “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
NESTA Report UK
«We found proof by putting learning first.»
CONCLUSION
Over recent decades, many efforts to realize the potential of digital technology in education have made two key errors.
Collectively, they have put the technology above teaching and excitement above evidence.
This means they have spent more time, effort and money looking to find the digital silver bullet that will transform learning than they have into evolving teaching practice to make the most of technology.
CONCLUSION cont.
If we are to make progress we need to clarify the nature of the goal we want to satisfy through future innovation.
Much existing teaching practice may well not benefit greatly from new technologies. As we continue to develop our understanding of technology’s proof, potential and promise, we have an unprecedented opportunity to improve learning experiences in the classroom and beyond.
Scandinavian research
• SMIL – University of Bergen – The teachers’ digital litteracy / skills matters
• UnosUno – Sweden – The sum of small changes are more important
than the ”big revolutions”
The relationship between ICT and learning outcomes
SMIL – research UiB
Upper secondary schools
17 529 students (15-19) 2 524 teachers
Key findings (extract) • A great deal of ICT is used in Norwegian secondary schools, but there is too li:le subject orienta<on
• Students spend a lot of <me in front of computer screens, but they lack knowledge in school-‐related ICT use
• ICT and con<nuous assessment must be seamlessly interwoven if we want to increase students’ learning outcomes as a result of using ICT
• A teacher’s digital competence raises students’ learning outcomes
When 1 + 1 is bigger than 2
Physical classroom Online classroom
Teaching in the physical classroom
Teaching in the online classroom
What are the best quali<es of the physical classroom?
What are the best quali<es of the online classroom?
Tangent classrooms
Disconnected classrooms
Overlapping classrooms
The unified classroom
Meet Sid
BBC – The Classroom Experiment http://www.youtube.com/watch?v=J25d9aC1GZA (4:57)
How can teaching in the unified classroom help Sid?
”Reading is the skill”
Doug Lemov
Reading: The foundation for the Norwegian school system.
1739: The king decided to establish a school system in Norway.
Purpose: Learn to read (the bible)
All children should have two subjects; Reading and Christianity
Writing and arithmetic would be offered if the parents demanded it.
2001: the PISA- shock
Udir – Assessment for Learning
Udir : The Norwegian Directorate for Education and Training is responsible for the development of kindergarten and primary and secondary education. The Directorate is the executive agency for the Ministry of Education and Research.
Dylan Wiliam Formative assessment
Dylan Wiliam OECD: The role of formative assessment
John Hattie
James Nottingham Previewing and differentiated teaching
What happens if these concepts are blended together?
Non-fiction Text:
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 <meline
• Develop individual reading strategies
• Mo<vate students to read the text several <mes
• Increase insight into own reading comprehension
Pre-knowledge
Words:
Shape and content
Receptive and productive dimension
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 ac<vated
• The silent pupils got a voice into the class discussions
• The pupils were be:er prepared for class discussions
• The teacher gathered evidence of learning
What should the teachers in my school / school district do?
How can I or the teachers in my school / school district u<lise the unified classroom?
Great teachers
Davis Guggenheim – Wai<ng for superman http://vimeo.com/15132511
