Blended Learning: Teacher Perspective
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www.cue.or g Blended Learning and Teaching: What is it like to be a blended learning teacher? October 13, 2014
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What does it really mean to be a blended learning teacher? This webinar will feature teachers who have transformed into blended learning. They will share best practices regarding classroom management, personalizing learning for every student, ongoing data driven curriculum decision making, and the pedagogy required for a blended learning classroom. Also included will be the types of ongoing support that is needed to be successful in a blended learning classroom. Panel: Blended Learning Teachers: Meghan Jacquot, English teacher,Fusion Academy, California; Haley Hart, Science teacher, EAA, Detroit, Michigan; Jeff Gerlach, 7th Grade Social Studies / Instructional Designer, Michigan Virtual University, Detroit, Michigan; Brian Thornley, Algebra II Honors teacher, Huntley, Illinois; Lesley Farmer, Professor, Librarianship, California State University, Long Beach, California; Rob Darrow, CUE / Blended Teacher Network, California
Transcript of Blended Learning: Teacher Perspective
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Blended Learning and Teaching: What is it like to be a blended
learning teacher?
October 13, 2014
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Housekeeping• This session is being recorded and will be emailed out
and posted on CEM and http://cue.org/blended-learning-theme_2014
• Archives here: http://blendedlearning.pbworks.com/w/page/86632270/CEMBlendedLearning2014
• Hashtags: #ce14 #blendedlearning• Future BL webinars sign up via CUE website:
http://cue.org/blended-learning-theme_2014 • Feel free to share with others (see handout).
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CEM Blended Learning Strand
• Monday webinars for 4 weeks – 7:00 EST• Tuesday Tweet Ups – 8:00 EST (#ce14
#blendedlearning)• Ongoing discussions via Linked In “Blended Teacher
Network” Discussion group. Free to join.• Blogposts via
– CEM blog (connectededucators.org) , – CUE (blog.cue.org), – Rob’s Blog (robdarrow.wordpress.com)
Link your blogs with #ce14 #blendedlearning
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Panel Members
• Meghan Jacquot, English/History & Science teacher at Fusion Academy in San Mateo, California
• Haley Hart, Science teacher, EAA, Detroit, Michigan.• Jeff Gerlach, 7th Grade Social Studies / Instructional
Designer, Michigan Virtual University, Detroit, Michigan.• Brian Thornley, Algebra II Honors teacher, Huntley,
Illinois.• Lesley Farmer, Professor, Librarianship, California State
University, Long Beach, California• Rob Darrow, CUE / Blended Teacher Network, California
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Quick Poll• What is Blended Learning ?
– A. Students control their own learning– B. Teachers guide student learning through a
prescribed curriculum – C. A change in teaching pedagogy that better
personalizes learning for students.– D. Putting lesson plans and videos on the
web– E. All of the above
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Blended Learning Definition
• Important for research• How to teach others (professional
development)• Implementation• Let’s start what it is not…
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Teaching and Learning• What the student is
doing and where the student is.
What the teacher is doing and where the teacher is.
What and where the content is.
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Generally Defining Terms: “Teaching and Learning”
• Traditional = the way it has always been done – (e.g. teacher lecture, quarterly benchmark
testing, if students don’t get it, the teacher moves on, limited use of technology)
• Blended = use of technology, course management system, flexibility of time, student centered learning and data to personalize learning for students
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Blended Learning Definition – Christensen Institute
A formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path and/or pace
and
at least in part in a supervised brick-and-mortar location away from home, and , and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
(Horn & Staker, 2013)
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Ideal blended learning includes:
• Use of digital resources and tools are integral to content, curriculum and instruction and utilized on a daily basis
• Students engage with digital content on a daily basis (e.g. through a course management system or related tools)
• Students have some control and choice regarding content and pace
• Communication between teacher and students occurs both synchronously and asynchronously; in person and online in a variety of formats
• Teacher utilizes real-time formative assessment data on a daily basis that allows for ongoing feedback and better individualized instruction for students
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Blended Learning:Is a journey,
not a destination.It takes time to
transform thinking and teaching.
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iNACOL’s Blended Learning Roadmap:The Six Elements
• Leadership• Professional Development• Teaching/Instructional
Practice• Operations/Admin
Systems/Policy• Content• Technology
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Share a little about your blended learning journey
• How is teaching in a blended learning classroom different than in a traditional face-to-face classroom?
• Student perspective• Teacher perspective
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Meghan Jacquot, Fusion Academy
• Private / Independent School (Tuition based)
• 1-to-1 school • Formerly at S.F. Flex Academy, a
Blended Learning Public Charter School
• http://www.fusionacademy.com/learning-center/san-mateo/teachers
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Haley Hart, Science Teacher, PASE Prep Academy at Southeastern High School
Detroit, Michigan http://icansoar.org/southeastern/
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Blended Learning in PASE
• Students operate on a “bell-less” schedule; manage their own learning time and pulled out by teachers for small group instruction and 1-on-1 conferencing.
• All curriculum is available to student through our course management system (purchased content + teacher-created curriculum).
• More flexibility for students and teachers within the learning environment; allows creativity in how we meet each student’s needs.
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Blended Learning in PASE
Instructional Needs• 1:1 Student-technology
ratio• Course management
system• Daily student data
(mastery & progress)• Lots of curriculum
resources
Instructional Benefits• Student-centered• Increased
individualization• Increased differentiation• Teacher-led instruction
is more targeted & effective
• Teacher freed up to focus on deeper learning
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Jeff Gerlach, 7th Social Studies, Instructional Designer
• Wayne-Westland Community Schools. Westland, Michigan.
• Michigan Virtual University / MyBlend: http://myblend.org/jeff
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Brian Thornley, Algebra II
• Huntley High School, Huntley, Illinois • https://district158.haikulearning.com/bthornl
ey/hhs/cms_page/view
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Lesley Farmer, Professor, CSU Long Beach, California
• Educational Technology and Media Leadership
• http://www.ced.csulb.edu/people/lesley-farmer
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ECAR Student study, 2011key findings
Students are drawn to hot technologies but rely on more traditional devices.
Students recognize major academic benefits of technology.
Students report uneven perceptions of institutions and instructors on technology.
Facebook-generation students juggle personal and academic interactions.
Students prefer, and say they learn more in, classes with online components.
©2011 EDUCAUSE. CC by-nc-nd
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Academic benefits…four factors for academic success
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Makes Learning More Engaging and Relevant
Facilitates Connecting with Others
Gives Students Access to Resources and Progress Reports
Makes Students More Efficient
Learning more creative Learning more fun Think out of the box Individualized/personalized
More relevant to real life More engaging Elevates teaching Reach academic potential
Take control of own learning Extends learning beyond classroom Prepares me for the workforce Prepares me for graduate school
Feel connected to other students Feel connected to professors/staff
Feel connected to what's going on Gives me access to experts in my field
Helps me do my work faster Allows me to produce higher-quality work
Efficient way to store examples of work Makes college easier
Easy to track my academic progress Helps me know how I am doing Simplifies administrative-related activities
Gives me access to resources Easier to get help when I need it
Avg. Agreement with Statements
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Effective, frequent, and seamless use
• The strongest predictors of how students rate their institution in its use of technology– their instructors’ effective use of technology– their instructors’ use of technology frequently enough– the seamless integration of technology into their
courses
• These three predictors alone accounted for approximately 54% of the variance in students’ perceptions of their institution’s effectiveness in using technology.
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Blended Teaching:Data to Inform Instruction
• What data systems are in place that inform your instruction on a daily basis?
• How does this customize learning for your students?
• How does this impact the organization in your classroom?
• Meghan, Haley, Jeff, Brian, Lesley
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Blended Teaching:Technologies
• Which online technologies do you use for blended learning?
• How does this help to customize instruction for students?
• Meghan, Haley, Jeff, Brian, Lesley
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Blended Teaching:A Typical Day or Class
• What is a typical day or class session like in your blended learning program?– Schedule– Logistics / Management– Class organization – Student learning– Teacher instruction (whole class vs.
groups?)
• Meghan, Haley, Jeff, Brian, Lesley
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Quick Poll• What is Blended Learning ?
– A. Students control their own learning– B. Teachers guide student learning through a
prescribed curriculum – C. A change in teaching pedagogy that better
personalizes learning for students.– D. Putting lesson plans and videos on the
web– E. All of the above
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Thank you panelists!
• Link will be emailed out to you.• Check the handout for specific links.• Thanks for being part of Connected
Educator Month and the blended learning strand.
www.blendedteachernetwork.org
Join Today – It’s Free!
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Contact / Resources
• Meghan Jacquot, English teacher, Fusion Academy, San Mateo California - [email protected] or [email protected]
• Haley Hart, Science teacher, EAA, Detroit, Michigan. [email protected]
• Jeff Gerlach, 7th Grade Social Studies / Instructional Designer, Michigan Virtual University, Detroit, Michigan. [email protected].
• Brian Thornley, Algebra II Honors teacher, Huntley, Illinois. [email protected].
• Lesley Farmer, Professor, Librarianship, California State University, Long Beach, California. [email protected]
• Rob Darrow, CUE / Blended Teacher Network, California. [email protected]
