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HQ Blended Learning

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Alex Franks

on 26 November 2013

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Transcript of HQ Blended Learning

An Exploration into HQ Blended Learning
Traditional Teaching Environment
Individual Rotation
Students' Feedback
Placement Quiz
10 minutes
15 questions: Present Simple v.s. Continuous
Computer Lab
Student No:

9 students
(6 students graduated to next station)
20 minutes
10+ mins presentation on Present Simple vs. Continuous, then 10+ mins practice (workbook)
Keynote, Global textbook&workbook
iPad and Apple TV
Station Exit Assessment:

teacher's decision
Small Group Instruction
Student no:

4 students
(1 graduated to next station)
playlist of exercises related to the subject matter
Station Exit Assessment:

online Moodle quiz
Computer-based Instruction
Student No:
35 minutes more or less
areas of study specific to learner's needs were highlighted in a list compiled by the teacher
Different software programmes and websites
: iMacs
Self-directed Learning
Pathway 1
(below 70%)
Pathway 2
(below 90%)
Pathway 3
(90% and above)
- Students' learning pathways was set according to placement test.
- Students moved to the station that matches learning pathway.
- Students were able to rotate to the next station through a station exit assessment.
All students
10 mins
15 questions comparing Present Simple and Present Continuous.

Exit Test Outline
(80% was pass rate)
number of passes: 13
number of Fails: 5
*goes towards continual
Exit Test
Station Locations
Both the
Placement Test
and the
Exit Test
took place in the Computer Lab area on iMacs
Pathway 1
on the two round tables in front of the Apple TV in the Group Study area
Pathway 2
on the remaining two round tables in the Group Study area
Pathway 3
in the Computer Lab area
Everyday challenges
Teacher's View
Role of Teacher
The Learning Context
Middle East
Military College
Foundations (Intermediate)
Subject Matter:
Present Simple & Present Continuous
Class Time:
55 minutes
No. in Class:
Males between 18-25 years old
...on the Learning Environment
SAT (Military quality-control system) - all students must receive the same content and progress at the same pace
Fixed timetable set by military personnel rather than educators, meaning...
5 consecutive ESL lessons in a row every day for Term 1, then only 2 per day in Term 2
all lesson titles/content named and fixed in advance
Value of Discipline: students sitting in orderly rows listening and not speaking is valued more than a dynamic one which is considered "chaotic"
...on this project
1. I was not allowed to change the classroom, so I borrowed an area of the library as the Blended Learning classroom.
2. I am not allowed to make any video recordings or take photographs on site. Therefore, I used...
cartoons to visually represent the learning environment
Prezi to present the information as it is more dynamic than a long written narrative of a blog
unmotivated or difficult students, due to different
levels of understanding, disrupt learning process
eager students disrupt the learning process by dominating class 'talk'
emphasis on time-keeping - covering all the lesson material - rather than students' understanding
pressure to maintain position of authority, and fear of losing it
Everyday Frustrations
Students' View
subject matter too difficult or too easy
lecturing doesn't suit learning style
classroom culture of correctness - i.e. don't contribute unless you know you are correct
role of subordinate undermines self-esteem
Teacher-centered Classroom
knowledge is transmitted one way - from teacher to students (represented by red arrows)
little value is given to students input
seating arrangements disadvantage some and benefit others
limited configurations for pair or group work
difficult for teacher to monitor and/or facilitate
any student physical movement causes disruption
Classroom Layout
Communication Channels
Role of Student
formal authority
subject matter expert
supreme orator and/or showman
data analyst
empty vessels
passive participant
memorize and recite
Teacher's Thoughts
"I find program for learning Present Continuous boring"
"I found difficult to concentrate because of noise"
"thank you teacher, smaller group help me to understand"

Sometimes I felt overwhelmed with trying to keep all the students on task...

a lot of the time I couldn't monitor/facilitate students outside of the small group instruction...
the students on iPads didn't collaborate as I hoped... they often just gave each other the answers.
The small group instruction worked really well - I could pitch it at the right level and pace for my lowest students to participate in the learning process...
some of the self-directed learners did some great work during the 35 minutes.
What Changed?
Exit Test Results
in the end, 13 students scored 80% or above in the Exit Test- compared to 9 students in the Placement Quiz
every student scored higher in the Exit Test than the Placement Quiz over the course of the lesson
A move away from the expert role, the source of knowledge, to a more guiding role of where and how to find this knowledge. The new role included being a...
- using data to loosely guide student learning, and provide scaffolding
- monitor student progress, keep them on task, and discipline them when necessary
- demonstrate to students how to access and comprehend information
Role Changes
Greatest change happened for students. Now they were active participants rather than passive recipients. Their new role included being a...
Team player -
working with peers to complete a task
Teacher -
guiding or helping peers through the learning process
Explorer -
choosing how and what to study

The Learning Process
A higher degree of
personalized learning
- the students had more control over what they learned, especially in the self-directed learning station. However, everybody had to work within the boundaries of the subject area, the software available, and the restrictions imposed by the military.
The real benefit
for all the students was in how they chose to learn, specifically the pace they adopted. Students who struggled with the subject matter were given a longer time to tackle the problems and absorb the information.
Implications for Future Practice
The potential of HQ Blended Learning is evident in the results - a greater number of students were actively involved in the learning process than they would normally be in the traditional classroom. Blended learning allowed for more personalized instruction in a more dynamic learning environment, and thus greater levels of mastery.
My primary Goal
: use data to create a mastery-based course where student who 'get it' can move on with greater agency, whilst the ones who struggle can receive more personalized instruction.
1. Generate a classroom culture which promotes independent learning. Currently many students are unable to use 'independent study time' productively.
2. Invest time and money in the LMS and software, so technology can help motivate and guide students on what to learn. I spent a long time creating individual playlists for the students - time I wouldn't have if I taught this model every day.
3. Successful implementation of the above two points should make monitoring students to make sure they are still on task less overwhelming.
4. Adopt a different Blended Learning model, or alter the existing one to better suit the needs of the learners. Station 2 (Computer-directed Instruction) failed to significantly contribute to the learning process
My primary goal:
use data to create a mastery-based course where student who 'get it' can move on with greater agency, whilst student who don't can receive more personalized instruction.
Play with the HQ Blended Learning Model until a best fit is found, then introduce the idea to the college stakeholders, and persuade them to invest in it i.e. get permission to transform the actual classrooms.
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