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Blended Learning Presentation
Transcript of Blended Learning Presentation
High School World History class (8th Grade)
Almost all students have access to high speed internet at home
No laptops/mobiles currently used/allowed in school, however state-of-the-art computer clusters exist that run extended hours.
Most students are active on social media, and are proficient in their use of the internet. Current State of the Classroom World History currently has 5 contact hours a week (3x1.5 Hour classes)
Classes include teacher lecturing on a topic for 2 classes, 1 whole class dedicated to writing an essay.
Very little-no interaction among students. Discussion is frowned upon. Solution: The Flipped Classroom! Lectures to be delivered through a VLE, using OERs available online.
Classes to consist of practical sessions, group discussions, role-playing etc.
VLE Used : Canvas by Instructure - Open source, cloud based VLE.
Lectures will be accompanied by quick multiple choice quizzes. (Test prep)
The previous "essay" class will be held in the computer cluster, where students will maintain a reflective journal of their learning experiences(Graded) Rationale for the Flipped Classroom The flipped classroom is an emerging "blend", still in it's infancy. Not much research has yet been conducted on this form of teaching, possibly due to it's disruptive nature. Pedagogy Social Constructivism Problem Student grades are at an all-time low
Institutional pressures to focus on test-prep and increase grades.
Student interest levels dwindling, history seen as "boring". Behaviourism/ Instructional Design Gagné suggests ID consists of several steps:
1. Analyse the domain into a heirarchy of small units
2. Sequence the units so that a combination of units is not taught until its component units are grasped individually.
3. Design an instructional approach for each unit in the seauence.
(Mayes, T.,& de Freitas, S. (2007). Learning and ELearning: The role of theory) "Role playing provides an opportunity for "acting out" conflicts, collecting information about social issues, learning to take on the roles of others, and improving students' social skills". (Cherif, A. H., & Somervill, C. H. (1995). Maximizing learning: using role playing in the classroom. The American Biology Teacher, 28-33.)
According to Social Constructivists, "knowledge evolves through social negotiation and through the evaluation of the viability of individual understanding" (Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. Constructivist learning environments: Case studies in instructional design, 135-148.) "..after the Los Altos school district in Northern California adopted this blended approach, using the Khan Academy, seventh graders in a remedial math class sharply improved their performance, with 41 percent reaching advanced or proficient levels, up from 23 percent." (Koller, D. (2011). Death knell for the lecture: Technology as a passport to personalized education.) This model will aid in meta-cognition as well. The flipped classrom "is structured so differently that students will become more aware of their own learning process than students in more traditional settings. Students will therefore need to have more space to reflect on their learning activities so they can make the necessary connections to course content" (Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system ) Self-paced/Personalized Learning Experience
As students can access the lecture at their own pace, at their own convenience, and as many times as they need to, this leads to a very personalized learning experience.
(Boutell, M., & Clifton, C. (2011). SPLICE: Self-Paced Learning in an Inverted Classroom Environment. In Proceedings, of The 42nd ACM Technical Symposium on Computer Science Education.) Additional resources:
Maltese, A. V., Tai, R. H., & Fan, X. (2012). When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in High School Science and Math. The High School Journal, 96(1), 52-72.
Kellogg, S. (2009)Developing online materials to facilitate an inverted classroom approach. In Frontiers in Education Conference, 2009. FIE'09. 39th IEEE (pp. 1-6). IEEE.
Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. Constructivist learning environments: Case studies in instructional design, 135-148.
Carlisle, M. C. (2010, March). Using You Tube to enhance student class preparation in an introductory Java course. In Proceedings of the 41st ACM technical symposium on Computer science education (pp. 470-474). ACM. Link to course: https://canvas.instructure.com