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Blended Learning Workshop

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by

Miroslava Raspopovic

on 11 November 2015

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Transcript of Blended Learning Workshop

Blended Learning Workshop
Introduction
Instructors introduction

Participants intruduction

Expectations
You will:
Participate in your teams
Participate in workshop discussions
Be reflective how these techniques can apply to your teaching
Some key concepts of blended learning
Effective learning
Summary
VIBES AND WAVES IN ACTION
July 27, 2015
Dr. Miroslava Raspopovic
miroslava_raspopovic@uml.edu

Dr. Kavitha Chandra
kavitha_chandra@uml.edu

GK-12 fellows:
Cory Miniter, Johnny Gelsomini, Chrisna Nguon, Paula Cavalcanti, Jenny Au, Barbara Deschamp

Graduate Research Assistants:
Hui Zhou, Sameera Mogulla
Participants
Workshop instructors
What is your name?
What is your department?
What course do you teach?
What interests you about blended learning?
What question(s) do you have from the pre-workshop materials?
YES
Learn how to design and plan a blended learning lesson
Learn how to effectively develop your online lesson
Learn how to integrate online lesson with in-class activities
Learn how to create a lesson on edX
Outcome:
You will have a fully developed lesson for a flipped classroom (online & in-class portions)
NO
Time management
Classroom management
All-technology implementation in the class
Pedagogy
Program
Day 1 - July 27, 2015
Day 2 - July 28, 2015
8:45-9:00 Sign in

9:00 - 10:30 How to create a lesson on edX

10:30 – 10:45 Break

10:45 – 12:30 Creating and organizing a lesson plan (each teacher will work on their own lesson plan)

12:30 – 1:00 Lunch break

1:00 – 3:00 Planning lesson content (each teacher will work on the content for their own lesson)

Sign out
8:30 - 9:00 Registration - Sign in, complete the pre-workshop survey, pick up registration package

9:00 – 10:30 Workshop

10:30 – 10:45 Coffee break

10:45 – 12:30 Workshop

12:30 – 1:00 Lunch break

1:00 – 3:00 Workshop - sign out



Day 3 - July 29, 2015
8:45 - 9:00 Sign in, turn in HR paperwork

9:00 - 10:30 Development of online and in-class activities and assessment strategies (individual work)

10:30 – 10:45 Break

10:45 – 12:30 Lesson development (individual work)

12:30 – 1:00 Lunch break (prof.Yana Weinstein - Assessing learning)

1:00 – 3:00 Integration and posting the content on the online platform (individual work)

Complete post-workshop survey, Sign out

Now
High-Quality Blended Learning
Personalized learning
It goes after needs and gaps of each learner
Getting away from delivering same material at the same time to all
Mastery-based
Students receive credits only after they have mastered the concept
Students must show competency in content before progressing
Student ownership
Students are empowered with tools, skills and information needed for their learning
What it means to be educated:
know how to learn on your own
High expectations
Based on high expectation for students
Typical classroom example
In one class typically there are 3 groups of students:
1. Those who already know the topic
2. Those who are not ready for that lesson because they are lacking the background knowledge
3. Those who are "on point" and ready for the class
Relationships
Working in small groups and 1-on-1 should build better relationships, allowing to know student's strengths and weaknesses
Empower students to
do the work in the classroom
(rather than to have teacher do all the work)
Empower students to
seek out help when they need it
(i.e. from teachers, classmates, etc.)
Moving a teacher from "the center of the stage" to the "guide on the side"
If students learn to
own their learning
they can be
more successful in the future
(life long learning)
Teacher is in the center of student learning
More time for 1-on-1 interactions
with teacher and with classmates
Working closely with a student will provide a student
feeling that he/she is known
, especially when teacher talks to them about their accomplishments and problems
Note:

Starting blended learning assumes
focusing on what you can do
, and not starting with constraints and what you cannot do.
This is an iterative process.
Your definitions - misconceptions & discussion
"It allows students to work at their own pace while allowing them to get
instant feedback on mastery of the content.
"
What is blended learning?
What does this depend on?
"
Help isn’t dependent on the teacher
because they are able to ask classmates building communication skills. "
Who does it depend on?
What is teacher's role?
"Blended learning is using both face-to-face teaching as well as computers
to push content
to learners. "
"This is
different
than having students
use a computer to take notes
or write an essay."
"It's more about using technology as activities to
re-teach and reinforce content
so students gain a better understanding of the lesson. "
Think of active learning!
"With blended learning, I can provide video tutorials on introductory conceptual topics,
leaving more class time for application exercises
such as problem solving and lab activities."

YES! Active learning!
"Giving students the ability to
access pre and post-lesson material
via the Internet fosters an educational environment in which lessons maintain, for lack of a better term, a momentum (
keeping the lesson moving forward
). "
What type of learning is this (online, traditional, blended)?
Mastery level?
Discussion about your definitions on blended learning
Why flip classroom?
Theories of learning
Active learning
Flipped classroom
Why blend?
Clintondale High School
, Michigan
graduation rate 90%
college attendance 63% in 2010, 80% in 2012
McAfee
uses flipped classroom training for new hires
Byron High School
, MN
29.9% passed state mathematics test in 2006
By 2011 73.8% students passed same test after flipping the math classroom
* http://www.flippedlearning.org/review
Activity
Split in groups of 2-3
Discuss benefits of the flipped classroom (students & teachers)
Present it to other groups
Benefits to flipping the classroom
Students:
learning can be more active
control over the pace of learning
time to reflect on learning
more guidance and feedback from faculty when applying concepts
Teachers:
opportunities to detect and correct errors in learning
Basic process of flipping a class
Exposure to lecture before the class
Proper incentives for students to prepare for the class
Pairing lecture video with graded assessments
Facilitate engaged-learning activities in the classroom
Learning is promoted when learners:
observe a demonstration
(
demonstration principle
)
apply
the new knowledge (
application principle
)
activate prior knowledge or experience
(
activation principle
)
integrate their new knowledge
into their every day world (
integration principle
)
engage in tasks
(
task-centered principle
)
Learning types
facts
--> direct instruction
concepts
--> discovery learning, exploratory learning
reasoning and simulation
--> virtual laboratory procedures,
problems to solve
problem solving
--> case-based, inquiry-based, problem based learning

Gagne's 9 events of instruction:
1.
gain attention
(ground lesson, motivate; present a good problem, a new situation, use a multimedia advertisement, ask questions)
2.
describe the goal
3.
stimulate recall of prior knowledge
(help connecting)
4.
present the material to be learned
5.
provide guidance for learning
6. elicit performance
"practice"
7.
providing feedback
8.
assessing performance
9.
enhancing retention and transfer
Bloom's taxonomy
Learning theory
Active learning
"Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content."

Center for Research on Learning and Teaching, University of Michigan
Edgar Dale's "Cone of Experience"
How passive are "passive learning" examples?
Examples
experiential learning
team-based learning
problem-based learning
case-based learning
guided practice
game-based learning
Four learning events
1. Recall previously defined knowledge
2. New simple declarative knowledge (concepts and categories)
3. New complex declarative knowledge (principles and samples)
4. New procedural knowledge (declarative description of rules and procedures)
methodological and technical training in preparation for real problem solving in-class
Activity
In your teams discuss following points:
What is the value of active learning to students?
What is the value of active learning to teachers?
What are risks in trying active learning in the classroom?
Brainstorm active learning strategies
Summarize and report to the group
What is the value of active learning to the students?
Students' retention and comprehension of the course material increases
Tasks to be accomplished become explicit
Students have an opportunity to provide personal insights and interpretation
It positively affects the attitude of students toward self and peers in the learning process
http://www.fctl.ucf.edu/TeachingAndLearningResources/SelectedPedagogies/TeachingMethods/content/ActiveLearningGuidelines.pdf
What is the Value of Active Learning to the Teacher?
It helps the teacher select objectives at the correct level of difficulty to meet the students' needs
The teacher encourages the students to be responsible for their own learning
Active learning brings the students into the organization, thinking, and problem solving process of the discipline
Active learning also gives the teacher time to perform the helping teacher functions of coach, listener, and advocate.
http://www.fctl.ucf.edu/TeachingAndLearningResources/SelectedPedagogies/TeachingMethods/content/ActiveLearningGuidelines.pdf
What are the Risks of Trying Active Learning Strategies in the Classroom?
Teachers give up their centralized role as "expert," "group leader," "source of authority and control. "
College students have expectations of the role of teacher and their role as students. Active learning challenges these expectations.
Actively participating in the class and having responsibility for learning may be viewed as a failure of the teacher to carry out his/her responsibilities.
There may be resistance to change and a sense that the expertise of the teacher is lost to the students.
http://www.fctl.ucf.edu/TeachingAndLearningResources/SelectedPedagogies/TeachingMethods/content/ActiveLearningGuidelines.pdf
Resource
Sample active learning techniques
http://www.fctl.ucf.edu/TeachingAndLearningResources/SelectedPedagogies/TeachingMethods/content/ActiveLearningGuidelines.pdf
Today's topics
1. Planning blended learning
- Benefits of flipping a class
- Learning theory
- Active learning strategies
2. Designing a flipped classroom
- What lesson to flip
- How to prepare online materials
- Online and in-class activities
- Assessments
3. Preparation of students and teachers for blended learning
Full transcript