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Hybrid Pilot 2013

Hybrid class: Arabic, Mandarin Chinese, Japanese Pilot for fall 2010

Kim Ibara

on 8 April 2013

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Transcript of Hybrid Pilot 2013

Arabic, Mandarin Chinese, Japanese Hybrid Class Pilot Is a Hybrid classroom
blended learning?? Teacher of Record (not content area instructor) Online learning Teacher meets with students, but a significant portion of the teaching process is online Key Component: 1. the virtual environment learning management system (Google sites, wiki, blog)
access to links and course information
tools (podcasts, interactive activities, self-graded formative assessments, audio and video links, student-generated study tools such as Quizlet.com) 2. curriculum proficiency guidelines (ACTFL Proficiency Guidlines: Novice Mid)
reinforces the five C's (Communication, Culture, Connections, Comparisons, Community)
focus on culture (collaboration with same language students, sharing with all)
Linguafolio for self-assessment of L2 progress
students become self-aware learners, take responsiblity for progress
teacher as mentor and coach 3. assessment self-assessment: through tools such as Linguafolio, students keep track of progress toward course goals
formative assessments: ongoing throughout the course, immediate feedback (online tools, experts)
summative assessment: STAMP test at end of course to determine proficiency level (goal is Novice Low to Novice Mid) http://quizlet.com/ example of site students could use to prepare own study materials hybrid classroom student technology teacher content application process
different learning styles
high interest level
constant self-assessment online material available all the time
community resources including native speakers
tracking through tools such as Linguafolio available daily in the classroom
allows student-directed learning
enhances the curriculum with content-driven tech tools
provides flexible, open opportunities for learning mentor and guide
available daily for one-to-one help
provides guidance on best ways to study and learn, how to use course tools, and teaches skills necessary for success in the course example of google site http://casls.uoregon.edu/lfo.php https://sites.google.com/a/egrps.org/sra-mme-ibara/ http://languageguide.org/ example of online study tool Genesis of the idea Call for more language offerings (deemed "critical")
Not able to implement new class (budget, qualified instructors)
Brainstorming session at World Language department meeting
Students already accessing different resources (differentiation through technology); why not have 3 languages in one classroom? What had we already tried? Having students do an online class in Mandarin Chinese through Michigan Virtual University. Why did it fail? Not enough supervision and accountability
Independent work; no group for support What does it look like on any given day? Key Component: Key Component: Kim Ibara
East Grand Rapids
High School
kibara@egrps.org To find this Prezi: Go to prezi.com, Explore, and search for Hybrid Class Pilot 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. A program in which content and instruction are delivered PRIMARILY by the Internet, students move on an individually customized, fluid schedule among learning modalities, and the teacher-of-record is on-site. The teacher-of-record provides face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. or Content-area instructor Student fully in charge of schedule & progress; no oversight
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