Send the link below via email or IMCopy
Present to your audienceStart 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
Learning Excel: A Blended Model
Transcript of Learning Excel: A Blended Model
What is Blended Learning?
Using a Blend...
Moving toward enhanced student-centered learning, I will use a hybridized blend of the supplemental and replacement models.
: We will discuss the long winter we have had, reflecting on cold temperatures and canceled events.
Sharing and Reflecting
: The final step is to post the project to our class Edmodo page for everyone to see. Extending the collaborative element of this project, students will then share observations about one other's Excel projects.
Students are graded on not just the final product and their comments on each other's projects, but how well they worked together.
UDL: Let's Break this Down...
Learning Excel: A Blended Model
DL5103: Instructional Models for Digital Learning
American College of Education
Teaching Excel to 6th Graders
While they have some background knowledge of Excel, they haven't worked with it extensively with formulas and graphs.
: Using Excel, students will partner up and research and chart temperatures during the month of January. After plotting these temperatures and constructing formulas to discover minimum, maximum and average temperatures, they will post their projects to Edmodo and comment on each other's work.
Contrary to the "Moses Model" (Chandra & Fisher, 2009), which places absolute authority in the teacher, blended learning uses technology to center learning on the student.
Advantages of blended learning include accessibility, feasibility, and flexibility (Musawi, 2011).
Students can work at their own pace and collaborate at will, using Web 2.0 tools.
There are Three Blended Models
: more traditional, but technology is used to supplement some material. Basic structure of class is retained. No reduction in class-time. Online quizzes and alerts may be used.
: Face-to-face class-time is reduced, and some course materials are replaced with online multimedia lessons and activities. Class-time contains more collaborative, interactive activities.
: Class-time and lectures are eliminated, and a resource center is used. Content is delivered online, and teaching assistants are provided.
ISTE Standards for Students addressed in this lesson:
1.d. (Creativity and Innovation)--Identify trends and forecast possibilities
3.d. (Research and Information Fluency)--Process data and report results
4.c. (Critical thinking, problem solving, and decision making)-- Collect and analyze data to identify solutions and/or make informed decisions
5.b. (Digital Citizenship)-- Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
6.a. (Technology operations and concepts)-- Understand and use technology systems
6.d. (Technology operations and concepts)-- Transfer current knowledge to learning of new technologies
Before I was introduced to blended learning, I used a very traditional approach to teach Excel to 6th graders.
What was that approach?
Yes, to teach about Excel, I lectured about it!
How effective was this approach?
I'm in Mr. Dare's class!
This will NOT involve lecturing!
: Students will work in partners, collecting data from a reliable source on high and low temperatures in our area.
: Students work in partners to collate the data they have recorded. Collation involves calculating formulas. Once this is complete, they will advance to graphing as well as formatting their graphs and data tables.
: Students will view a You Tube video (the link will be available at our class page at Edmodo). This video will reinforce major concepts of Excel they'll need to know for their projects.
Instead of the teacher as the ultimate source of knowledge, the teacher is now a facilitator, guiding students toward a desired outcome (Francis & Shannon, 2013; Berk, 2010).
Students not only take charge of their own learning, but the latest technology has been blended with this learner-centered environment. This is the way it should be (Berk, 2010).
This project helps to reinforce the 21st Century Skills we are striving to build in our students: communication, collaboration, critical thinking, and creativity.
Universal Design for Learning--Access is provided equally to all learners (Edyburn, 2010).
Utilizing audio and video in You Tube, relying on not just the teacher as a facilitator, but also a partner, as well as an assignment sheet helps all learners maintain access. Using technology makes learning flexible (Edyburn, 2010).
How are brain networks engaged?
Multiple Means of...
Engagement: Seizing students' interest by relating the real-world to this project
Expression: Utilizing formatting in Excel to express data tables and graphs with variety and Edmodo to reflect and post comments.
Representation: Utilizing the SmartBoard, video, and audio.
Universal Design for Learning Guidelines. (2014, November 12). Retrieved March 27, 2015, from http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice
Berk, R. A. (2010). How do you leverage the latest technologies, including web 2.0 tools, in your classroom? International Journal of Technology in Teaching and Learning, 6(1), 1-13.
Brand, S. T., Favazza, A. E., & Dalton, E. M. (2012). Universal design for learning: a blueprint for success for all learners. Kappa Delta Pi Record, 48(3), 134-139.
Chandra, V., & Fisher, D. L. (2009). Students' perceptions of a blended web-based learning environment. Learning Environments Research, 12(1), 31-44. doi: 10.1007/s10984-008-9051-6.
Edyburn, D. (2010). Would you recognize Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.
Francis, R., & Shannon, S. J. (2013). Engaging with blended learning to improve students' learning outcomes. European Journal of Engineering Education, 38(4), 359-369. DOI: 10.1080/03043797.2013.766679.
International Society for Technology in Education. (2007). National educational technology standards for students. Retrieved from https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf.
Landry, S. (2013). Part 1: Introduction to blended learning [PDF document]. Retrieved from Lecture Notes Online Web site: https://ace.instructure.com/courses/1312284/files/55865931/download_id=12573246.
Musawi, A. S. (2011). Blended learning. Turkish Science Education, 8(2), 3-8.
(Brand, Favazza, & Dalton, 2012)
("Universal design for," 2014)
(International society for, 2014)