teaching literacy in the blended classroom, or when 1 + 1 is bigger than 2

Teaching literacy in the blended classroom,

or when 1 + 1 is bigger than 2

Morten Fahlvik

Head of Centre for new media

Bergen University college - Norway

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Bergen University College

Bergen University College

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Faculty of Education

Faculty of Engineering and Business Administration

Faculty of Health and Social Sciences

Bachelor Programmes

• 30 programmes / 3 years

Teacher Education

• 4 programmes / 4 years

Master Programmes

• 14 programmes / 2 years

PhD programmes

• 1 programme (3 in progress)

750 ACADEMIC STAFF

7300 STUDENTS

My “mission statement” for this workshop:

“I want you to find one single thing you could do in your school.”

Agenda

Part 1:

Blended learning

& the Blended Classroom

Part 2:

Literacy in the

Blended Classroom

Learning in the future…. View from the past

Illustration av Fransk kunstner - Villemard in 1910

More similarities than differences

“Blended learning is both simple and

complex. At its simplest, blended

learning is the thoughtful integration

of classroom face-to-face learning

experiences with online learning

experiences.“

Kanuka, Heater og Garrison, Randy D. (2004)

«Blended learning: Uncovering its transformative

potential in higher education», University of Calgary

What are the best qualities of the physical classroom?

What are the best qualities of the online classroom?

NESTA Report UK

«We found proof by putting learning first.»

“Too much time,

effort and money has

been spent looking

for

the digital silver

bullet

to transform learning

rather than

evolving teaching

practice to make the

most of technology.”

The Blended / Unified Classroom

Homework

ICT supported

classwork

ICT supported

homework

During teaching….

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Everybody knows more

than me….

What is an active student?

What is important when it comes to reading instruction?

What is important when working with reading comprehension?

Inspired by Concept oriented reading instruction

Reading instruction / comprehension

• Activate pre-knowledge & Inquiry

• Vocabulary and terminology

• Motivation - Read many times

• Productive and receptive dimension

• Inferences

- the process of arriving at some conclusion that,

tough it is not logically derivable from the

assumed premises, possesses some degree of

probability relative to the premises.

“Blended reading instruction”

PI – Pedagogical Imagination

(& Technical imagination)

PO – Pedagogical Organisation,

ER Explorative reasoning

(Utforskende Analyse)

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Action research

CS – Current situation

IS – Imagined situation

AS – Arranged situation

Skovmose og Borba 2005

Non-fiction text:

Topic:

The Ice Age

Goals:

• Be able to explain how glaciers

shaped the landscape

• Recognize and know the physical

traces of the Ice Age

• Be able to calculate the ice

thickness

• Be able to place the ice age on

a timeline

• Develop individual reading

strategies

• Motivate students to read the text

several times

• Increase insight into own reading

comprehension

Pre-knowledge

Words:

Shape and content

Writing and sound

Receptive and productivedimension

Pupil made page with polls and facts

Online discussion

Question: Why did the ice start to melt by the coast?

Searching for new words

Creating crosswords

NB! All pupils made cross words.

Know – Want to learn - Learned

Reading comprehension

in the unified classroom

• A community of learners was established

• More pupils were activated

• The silent pupils got a voice in the class discussions

• The pupils were better prepared for class discussions

• The teacher gathered evidence of learning

Blended teaching in Bergen

The teachingdesign

Whole class

Small Group

Individual

students

Introduction to

hydro electric

power production

Homework:

Survey vocabulary and

terminology

Teacher comments

on the survey in

class

The pupils

discuss in

pairs

Class discussion

The pupils

create

crosswords

Crosswords for understanding

Working with Vocabulary

and Concepts in the blended classroom

• Pupils got more involved with finding the meaning of new words

• ”The quality of student work increases when they create content

(crosswords) for each other.”

• The word cloud gave the pupils insight about their own learning

compared to their peers

• The teacher gathered evidence of learning

Things I liked most: Things that could be improved:

Things I did not understand: New ideas to consider:

or

Choose …

What should the teachers in my school do?

How can I or the teachers in my school utilise the blended classroom?

Takk for meg

Morten FahlvikHead of Centre for New Media

Bergen University College

Morten.Fahlvik@hib.no

www.twitter.com/fahlvik