workshop: ict for a change - how teaching in the unified classroom help teachers to reach out to...
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Workshop at the itslearning User Forum in Warwick, June 2013. The workshoped focused on the opportunities teachers can utilise by combining the traditional physical classroom with an online classroom. The concept of teaching in the Unified classroom was introduced in this workshop.TRANSCRIPT
ICT as a drive for change – why? Workshop at itslearnig User Forum – Warwick Castle June 2013
Morten Fahlvik Educa3onal Reseracher itslearning
twi8er.com/Fahlvik
Have you experienced blended learning?
Yes, No, I do not know
If yes, what is your usual role in blended learning context
Student, Teacher, Administrator, none of the above
Have you been a student in a blended learning context?
Yes, No, I do not know
1996
We can make a difference!!«Today have we got Internet in our school!»
The voice of the pupils!
Part 1 – What is blended learning / blended teaching?
Part 2 – The unified classroom
Part 3 – Opportunities in the unified classroom
Reading comprehension case story
Part 1 – What is blended learning / blended teaching?
Michael B. Horn Innosight Institute
http://www.christenseninstitute.org
Disrup3ng Class: How Disrup3ve Innova3on Will Change the Way the World Learns
h8p://www.innosigh3ns3tute.org/media-‐room/publica3ons/blended-‐learning/
Blended learning “Blended learning is a formal educa3on program in which a student learns at least in part through online delivery of content and instruc4on with some element of student control over 4me, place, path, and/or pace.
AND
at least in part at a supervised brick and mortar loca4on away from home.“
Michael B. Horn -‐ Innosight Ins3tute
Michael B. Horn Innosight Institute
Different blend in different subjects Math
Online Analogue
Norwegian
Online Analogue
Science
Online Analogue
Phys. Ed
Online Analogue
Spanish
Online Analogue
Different blend in different units
Unit 1: Algebra
Online
Analogue
Unit 2: Geometry
Online
Analogue
Unit 3: Sta4s4cs
Online
Analogue
Unit 4: Numbers
Online
Analogue
The relationship between ICT and learning outcomes
(SMIL – research UiB)
17 529 students 2 524 teachers
Key findings (extract) • A great deal of ICT is used in Norwegian secondary schools, but there is too li8le subject orienta3on
• Students spend a lot of 3me in front of computer screens, but they lack knowledge in school-‐related ICT use
• ICT and con3nuous assessment must be seamlessly interwoven if we want to increase students’ learning outcomes as a result of using ICT
• A teacher’s digital competence raises students’ learning outcomes!
NESTA Report UK
«We found proof by putting learning first.»
CONCLUSION Over recent decades, many efforts to realize the poten3al of digital technology in educa3on have made two key errors.
Collec3vely, they have put the technology above teaching and excitement above evidence.
This means they have spent more 3me, effort and money looking to find the digital silver bullet that will transform learning than they have into evolving teaching prac3ce to make the most of technology.
CONCLUSION cont. If we are to make progress we need to clarify the nature of the goal we want to sa3sfy through future innova3on.
Much exis3ng teaching prac3ce may well not benefit greatly from new technologies. As we con3nue to develop our understanding of technology’s proof, poten3al and promise, we have an unprecedented opportunity to improve learning experiences in the classroom and beyond.
«What is the goal for introducing technology into learning processes in your school / organisa3on?»
«What oportuni3es are you looking for?»
Blended learning “Blended learning is both simple and complex. At its simplest, blended learning is the though[ul integra3on of classroom face-‐to-‐face learning experiences with online learning experiences. “
Kanuka, Heater og Garrison, Randy D. (2004) «Blended learning: Uncovering its transforma3ve poten3al in higher educa3on», University of Calgary
Catlin Tucker Online Discussions (Part 4): Your Role, Weaving Strategies and Assessing It All
http://www.schooltube.com/video/27cdc75d563741419cdb/Online%20Discussions%20Part%204%20-%20Your%20Role,%20Weaving%20Strategies,%20and%20Assessing%20It%20All
Flipped classroom Raising the expectations of the homework
h8p://www.bt.no/jobb/Fly8er-‐undervisning-‐hjem-‐2605501.html
Part 2 – The unified classroom
When 1 + 1 is bigger than 2
Physical classroom Online classroom
Teaching in the physical classroom
The online classroom
Tangent classrooms
Disconnected classrooms
Overlapping classrooms
The unified classroom
Meet Sid
BBC – The Classroom Experiment h8p://www.youtube.com/watch?v=J25d9aC1GZA (2:07)
How can teaching in the unified classroom help Sid?
Catlin Tucker
CUE Conference Keynote: Common Core – Transforming Teaching & Learning h8p://catlintucker.com/2013/04/cue-‐conference-‐keynote/ (3:42)
Video: Foreign Language Course Tour A whirlwind tour
Part 3 – Opportunities in
the unified classroom
”Reading is the skill”
Doug Lemov
Reading: The foundation for the Norwegian school system.
1739: The king decided to establish a school system in Norway.
Purpose: Learn to read (the bible)
All children should have two subjects; Reading and Christianity
Writing and arithmetic would be offered if the parents demanded it.
2001: the PISA- shock
Udir – Assessment for Learning
The Norwegian Directorate for Educa3on and Training is responsible for the development of kindergarten and primary and secondary educa3on. The Directorate is the execu3ve agency for the Ministry of Educa3on and Research.
Dylan Wiliam Formative assessment
Dylan Wiliam OECD: The role of formative assessment
John Hattie
James Nottingham Previewing and differentiated teaching
Reading comprehension and skill mapping
* Leselos * SOL
Reading didactics in the unified classroom
What happens if these concepts are blended together?
Non-fiction Text:
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 3meline
• Develop individual reading strategies
• Mo3vate students to read the text several 3mes
• Increase insight into own reading comprehension
Pre-knowledge
The pupils createa common page to gather informa3on of what they know before the unit starts.
Words:
Shape and content
Receptive and productive dimension
Pupil made page with polls and facts
Online discussion
Ques3on: Why did the ice start to melt by the coast?
Adding math to the topic
Task: The ice-‐cap is 3000 meters thick. Temperature rises and the ice melts by 3 meters each year. How thick is the ice cap aner 10 years? 100 years?
Searching for new words
Collecting words for a word cloud
h8p://www.wordle.net/
Word cloud
Quite visible which words that need a8en3on.
Creating crosswords
NB! The pupils create the crossword. It is a hard task. What is the ques3on / clue if the answer is Moraine ( h8p://en.wikipedia.org/wiki/Moraine )
Creating crosswords
NB! All pupils made cross words.
Solving one of the crosswords in class
Another vocabulary game
What we
* know * want to learn * have learned
(Donna Ogles 1986)
Know – Want to learn - Learned
Reading comprehension in the unified classroom • A community of learners was
established
• More pupils were ac3vated
• The silent pupils got a voice into the class discussions
• The pupils were be8er prepared for class discussions
• The teacher gathered evidence of learning