Blended Learning

How does this support your teaching and best practice instruction? 

 

TPACK

When you incorporate TPACK, the following apply: 

  • The technology involves a Learning Management System

  • Pedagogy integrates the best practice principles of Blended Learning and the models from the Christensen Institute. 

  • Content Knowledge in your blended course can be presented in a variety of different ways. Organized your content within your blended course by subject, by unit, by week, or etc. and is up to the teacher’s discretion. 

We will take these connections a step further and break down the planning and integration of your blended course by ISTE Standard:

ISTE Standards

We will begin by taking a look at the International Society for Technology in Education (ISTE) Teacher Standards, which identify the skills you need to use technology effectively in your Lesson planning. As you move through this Thing, use the following template to brainstorm your ideas about:

Basics of Blending (1a-1c)

  • Set goals for blended classroom

  • Join Twitter and follow #blended learning

  • Reflect on what you know about blended learning; then review Christensen blended research; then describe how it informs or changes your practice

Get Ready to Blend (2a-2c)

  • Create and communicate a vision for blended learning to students, parents, colleagues, leaders, stakeholders; Interview the tech director and share vision

  • Define how you will create opportunities for access to meet diverse needs? Create a survey/make a plan/share out how you advocate for equitable access

  • Identify and share five new tools to add to your blended class

Connections to Citizenship (3a-3d)

  • Use the Positive Talk Stems/Accountable talk frameworks to prepare a lesson; utilize with discussion Forums and conversation on EMPATHY/Social responsibility. Consider frameworks like

    • SAY (Say something constructive, Ask a question, Yay-give praise)

    • SAFE (Say, Ask, Feedback, Empathize)

    • THINK (True, Helpful, Inspiring, Necessary, Kind)

    • TAG (Tell something you learned, Ask a Question, Give a compliment) 

  • Create a lesson that gives students a roadmap for effective search strategies - check out 21things4 (Students/Teachers) Search Strategies and plan a critical evaluation lesson to explore Fake News, valid/reliable/bogus/hoax, etc.

  • Mentor students in safe/ethical/legal use -- the use of intellectual property - Fair Use, Copyright/Creative Commons, safe image searching (eg. Google Image search or Pixabay) and citing sources/giving credits

  • Provide guidance to students on passwords, protections, personal data and digital identity - e.g. 21things4Students Digital Footprint or My Digital Life.

Collaboration (4a-4d)

  • Collaborate - Are there opportunities for collaboration with colleagues in your blended course? Collaborate with a colleague for a blended lesson.

  • Co-Learn - Giving up the “sage on the stage” to be a “guide on the side” - learning alongside your students - how do you give up control to allow students to explore? How do you have them teach each other and you?

  • Virtual - create a virtual experience to connect your classroom to experts, another classroom, authors, or etc. (Schoology Conferences, Teams, Zoom, AC, Meet)

  • Cultural Competence in Communication/Collaboration - use multiple tools, means, and methods to communicate across stakeholder groups (parent communication, translator tools, etc.) 

Communication (5a-5d)

  • Personalize & Differentiate - Onboarding, choice boards, personal interest surveys...UDL how do you personalize learning and differentiated instruction, personal learning survey, remediate struggling students and assistive tech inclusion of all learners

  • Content Area connections - content area standards, lesson plans, blooms/webbs, *capstone planning and lesson design/theme T3 , evaluation of the lesson

  • Create innovative digital environment - create Schoology, google classroom, or workspace or website, design classroom

Facilitator (6a-6d)

  • Student ownership of learning goals - how do students set personal learning goals

  • Manage digital platforms - how do you manage work?

  • Design Thinking/Computational Thinking - how do you incorporate these?

  • Model/Nurture Creativity - what opportunities for students to express themselves? 

Assessment (7a-7c)

  • Alternative ways to demonstrate competency - choice boards? Alternative pathways? Alternative assignments?

  • Variety of assessment formats, accommodations, use of student results/feedback to inform practice- use of data to inform instruction

  • Use student data to communicate/conference with students to allow student self-direction/progress monitoring. How might you engage students in data-driven dialogue such as online conferencing, personal progress monitoring within the blended course, or use of checklists for example?  

Leveling Up for Deeper Learning- Show this Thing as it relates to the SAMR model

 

Onboarding Students Activities - see ISTE Standards (above)


Link to Onboarding presentation - MISD session in Schoology: ONBOARDING STUDENTS TO BLENDED LEARNING 

Create a Choice Board for Onboarding - see slide 43

Onboarding Students
 

All lessons should include considerations for accessibility, personalized learning, differentiation, accommodations, and provide multiple means in the Universal Design for Learning framework.   How will your blended lesson address the following:  

  • Personalized Learning: empowering learners where students are agents of their own learning; providing them with choices on process, platform, or products to demonstrate competency. 

  • Differentiation - providing a wide variety of teaching techniques and variations to lessons to meet each students’ unique learning needs.

  • Accommodations - making changes to instruction to meet the needs of struggling students, such as multiple versions of tests, alternative timelines, or extensions.

  • Accessibility - how you design/redesign a lesson to be Perceivable, Operable, Understandable, and Robust for ALL students (AEM Center POUR)

  • Universal Design for Learning - embracing learner variability by providing multiple means of representation, action and expression, and engagement.

  • Designing accessible lessons - Considerations (Macomb ISD Site)

  • Accessibility Tip Sheet

Check out the MISD session in Schoology: ONBOARDING STUDENTS TO BLENDED LEARNING