Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Blended Learning

No description


on 6 February 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Blended Learning

BLENDING LEARNING Blended learning is any time a student learns at least in part at a supervised brick- and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. First, the student must learn in a “supervised brick-and-mortar location away from home” at least some of the time. A school building is the most traditional location. The student must experience online delivery with some control over the time, place, path, and/or pace. Teachers deliver most of their curricula. Online learning supplements or remediates, often in the back of the classroom or in a technology lab. Students rotate on a fixed schedule between learning online in a one-to-one, self-paced environment and sitting in a classroom with a traditional face-to-face teacher. The face-to-face teacher usually oversees the online work. Programs with a flex model feature an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible and adaptive as-needed basis through in-person tutoring sessions and small group sessions. The online-lab model characterizes programs that rely on an online platform to deliver the entire course but in a brick-and-mortar lab environment. Usually these programs provide online teachers. Paraprofessionals supervise, but offer little content expertise. Any time students choose to take one or more courses online to supplement their traditional school’s catalog. The online learning is always remote, which distinguishes it from the online-lab model, but the traditional learning is in a brick-and-mortar school. All supplemental online schools that offer a la carte courses to individual students facilitate self-blending. Building your Blended Course Determine your content management system:
Word Press
Moodle Establish a system to address the following: Orientation for working in a blended environment How will student work be monitored and shared digitally? Communication Methods Assessment Tools System for helping students pace their learning Orientation Begin your course with a teacher directed orientation
to describe the processes for working in the blended environment. Be sure to complement the orientation with a
web presence of the same material. Student Work There needs to be a transparent method for
students to demonstrate the work of the class.
Google Site
All assignments need to be posted, or documented
digitally. The creation of a student online portfolio is key to helping the student monitor their own progress.

Projects that require non digital content can be documented through simple photos, self reflections,
movie files, etc. as part of the summative assessment process. Course Structures The course should be built into large conceptual units.
Within each unit, create the following:
Essential Question
List of content and skills to be developed
Performance Assessment Tasks
Additional Resources for study
Summative Assessment Format for the exploration of course related materials

Research/Study Materials
Clear directions/expectations for the task
Are research notes required?
What type of research is required?
Is instructor intervention required for the assignment?
Documentation requirements for the task
Rubrics to assess content and process For each Performance Assessment Task, provide the following: Communication Tools Create a help ticket system. If the instructor is not
readily available, students can fill out a form to request help as needed. Email notification to instructor would occur. Students can set up appointments for content that needs to be shared by instructor. Provide a clear indication of when instructor
presentation of material is recommended. Provide a clear indication of when notes
are required during a specific unit. Set up a tool for students to "turn in" their work.
A simple form that requires the URL of the student
work can be set up in google docs for example. Develop a system for providing students with
feedback. Assessment of process and product. Consider providing a guideline for how long each
task should take to master. If more time is needed,
encourage work outside of class time. Challenge
As you build your course, find creative ways for students
to use or manipulate the information that they are studying.

Provide as much freedom as possible for students to explore aspects of the subject that may be of interest.

Provide a degree of choice for product creation.

As the course progresses, loosen up the structure to encourage a more self directed approach to study. Model first, then gradual release.

Focus your instruction and assessment on the process of how the student is learning in your course. Heterogeneous Flex A flex model in a classroom that
offers multiple content areas within a specific discipline. Teachers can team teach or rotate instruction based on the needs of the students.

Multiple sections can be offered during one block and students can be organized by interest. Provides for greater flexibility of scheduling, differentiated instruction, and interdisciplinary opportunities.

To make this work, time is needed
to build your course.

Once built... you can focus more on
helping your students learn how to

Last Consideration As we release the students from a guided
structure to a more open exploration of the
topic, consider the requiring the following: Proposal for unit of study
Additional Research Required
Final product and presentation of learning
Sequenced timeline for research and product creation
Documentation of daily research in portfolio
Formative and summative assessment plan
Full transcript