geog overview blended learning
DESCRIPTION
Summary of BLAST project looking at aspects of learning design at A level using MoodleTRANSCRIPT
Blended Learning
An evidence-based approachSummaryRoger Handyside
Blended Learning and
Sixth Form Teaching
Some observations about (some) sixth form students
• Lacking engagement?• Waiting for teacher to ‘deliver’ the lesson?• Minimal homework?• Reluctance/inability to do reading?• Passive attitude?• Lack of independent learning skills?
SLT becoming ever more obsessed with ever more complex lesson plans, 3 or 4 part lessons all documented in ever more detail depending on whichever ‘guru’ is fashionable at the time. (Chief of Ofsted says extended reading and writing is OK (outstanding?) in lessons with teachers giving individual feedback)
Little work has been done on longer term sequences of activities, over a week, fortnight or longer.
What works? Resurgence of interest in evidence-based teaching and looking at classroom research.
Themes
Ofsted and VLEs – Ofsted are becoming more interested in the use of VLEs especially at post 16 level:
http://www.ofsted.gov.uk/resources/virtual-learning-environments-e-portfolio
What are schools using their VLEs for?
One week: 2 X 1hr classes, 2 X 1hr homeworks
Tutor presentation: didactic teaching for basic knowledge
Resource Based Individual Activity: Homework written task follow up
Timeline – traditional modelA sequencing model for HE
Cognitive balance
Differentiation
Analysis
Learning phases
• Traditional 3 part lesson• Mike Hughes 4 phase lesson• Blended learning 3 phases (big picture)• Petty (PAR)
What works? - Hattie’s Effect sizes
Activity (click through on slide show to show different activities)
Popular reference work
in schools
Summary of effect sizes
Mike Hughes 4 phases• Set the scene; link to prior learning; review previous lesson;
provide the big picture; share learning objectives
• New information; instruction/exposition
• Processing; making sense of information; understanding
• Review
Phase one:
Phase two:
Phase three:
Phase four:
Petty, G. (2009)
Geoff Petty’s PAR Model
Phase one/twoStarter
Phase three: Process
Phase four: Review in class
Phase four: Follow up homework
Timeline – more active learning modelActivities
dragged from list
Attempting to incorporate ‘phases’ into
blended learning
Cognitive balance
Differentiation
Analysis
Blended/hybrid teaching
Longer term planning3 main phases
1. Online preparation2. Face to face class interaction3. Online reflection/review/follow up etc.
Integrated planning of online activities using VLE and face to face lessons
Independent LearningProgression
model
Progression from GCSE – Sixth form?
Pre-class activities• A great deal of research has been done in HE (especially in
first year science courses)• Mainly to get groups up to speed when there has been a
variety of science backgrounds• Activities have included, text-book work, readings,
worksheets, writing frames, quizzes etc.Benefits
• Students are familiar with key terms/concepts before the lesson
• Lessons become more discursive as students already have knowledge of the topic
• Students become ‘ready for the lesson’ and less passive
Reflection
Working on metacognition works• How did you tackle the task?• What went well? What didn’t?• What alternative ways could this have been done?• How would you approach a similar task?• How would you advise another student? Etc...(e.g. Hughes 2002)
Timeline – blended learning model, with reflective journal
Pre-lesson activities - online
Active class lesson Online forum
Practice exam question submitted online
Reflective journal - online
Could be adapted as sequence for various
learning/skills objectives
Cognitive balance
Differentiation
Analysis
Example geog page
Student guidance
Project information
Learning sequence
Work plan outline
Forum (from biology)
Extract fro Biology forum
Quizzes for testing basic terminology/
concepts
Online assignment
using video clip
Assignment submitted here
Draft of reflective journal to encourage
metacognition
Next steps
• Revision activities for June modules• Online model answer marking against mark scheme after class
discussion• Collaborative creation of exemplary exam answers using wikis.• Peer assessment, online pairs• Development of bank of SCORM quizzes• Develop use of discussion forums/small group forums• Develop online graphical organisers• Collaborative student presentations