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The events of the last nine months have launched the phrase “blendedlearning” into the mainstream. I worry that instead of articulating the value of a powerful blend of online and offline learning, teachers are receiving the message that they “must” adopt blendedlearning to meet the demands of the moment.
The pandemic has elevated the phrase “blendedlearning.” ” When schools closed or shifted to hybrid schedules, many institutions turned to blendedlearning to navigate the new demands placed on teachers and educational institutions. What BlendedLearning Is. What BlendedLearning is Not.
When I work with teachers shifting to blendedlearning, I strive to establish the WHY driving our work together. I want teachers to understand the purpose and value of the shift to blendedlearning. Blendedlearning is not a reaction to a moment. BlendedLearning Benefit #1: Student Agency.
Like many, this teacher felt intense pressure to teach the standards and wasn’t sure how to embrace Universal Design for Learning (UDL) and blendedlearning. Listenwise), an online article, or a video on biodiversity. This is not unusual. They can find a podcast (e.g.,
When I facilitate blendedlearning workshops, I ask participants to think about these three roles and identify the role they spend the most time and energy in. Blendedlearning can help! So how do we leverage blendedlearning to be more strategic about the form instruction takes in classrooms?
Can teachers who are teaching an AP course use blendedlearning models and cover the extensive curriculum? I get asked this question frequently as a blendedlearning coach. In this guest post, Cori Schwarzrock shares her experience using blendedlearning models in her AP psychology course.
I like to compare the teacher’s work designing learning experiences to the work of an architect. In my new book with Dr. Katie Novak, UDL and BlendedLearning , I share a story about working with an architect to design a new home after my family lost our house in the Tubbs Fire in 2017. 3 Identify and Remove Barriers.
In my last blog, I focused on the Universal Design for Learning (UDL) principle of engagement. I highlighted how blendedlearning can help educators more effectively provide multiple means of engagement to increase student motivation and ensure all students can successfully engage with learning experiences.
When I train coaches supporting teachers in the shift to blendedlearning, I share my blendedlearning coaching cycle, which I wrote about in Power Up BlendedLearning. It is essential to “think big and start small” when onboarding a teacher to a new blendedlearning model.
Video and Infographic From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter Teachers are moving from face to face classrooms to online classrooms quickly. Top online course designers who have also taught face to face tell us how. I had so many people ask for the video.
My doctoral research focused on the multidimensional motivational construct of teacher engagement in blendedlearning environments. Mix Modalities and Provide Choice Providing a range of learning activities and allowing students choice can increase engagement. Check out my self-paced online course.
Today is the official launch of my newest book UDL and BlendedLearning: Thriving in Flexible Learning Landscapes ! Explore how you can universally design blendedlearning to remove barriers, provide firm goals with flexible pathways, and cultivate expert learners who are motivated, resourceful, and strategic!
The term “blendedlearning” is an umbrella that encompasses many different models that combine active, engaged learningonline with active, engage learning offline. In my book, BlendedLearning in Action , I included a chapter on the Whole Group Rotation, which is a modern spin on the Lab Rotation.
Add a Dash of Professional Development to Your Blended-Learning Program. That technology includes HP and Lenovo laptops, tablets, G Suite for Education, NEC projectors , eBeam , Schoology learning management system, LanSchool classroom management software and Kajeet hotspots (for students to use at home). “In
Universally designing blendedlearning presents educators with the opportunity to transition from designing a single experience that is teacher-paced and teacher-led to a more flexible experience that gives the students more control over the pace and path. 3 Choose Your Learning Path Adventure.
As I’ve embraced blendedlearning, I have transformed many of my whole group, teacher-led lessons into student-centered, student-paced learning experiences using different blendedlearning models. The playlist model presents students with a sequence of learning activities that they self-pace through.
Organize and edit all of the documents your students will need and decide what you will use as evidence of learning (e.g., written responses, videos, observations, presentations). You may want to consider using video to provide directions in order to save time. Courses on Sale for Back-to-School!
Katie Novak and I wrote UDL and BlendedLearning: Thriving in Flexible Learning Landscapes to support teachers in developing a mindset, skill set, and toolset nimble enough to traverse any teaching and learning landscape with confidence. It will take time and a willingness to pursue our own learning.
As much as I like the chat and basic polling features in video conferencing platforms, like Zoom and Google Meet, I wanted something more dynamic. I also share my screen, so their responses are projected via the video conferencing platform we are using. The chat window can be hard to manage while also presenting. It worked beautifully!
One thing that I’ve been thrilled about is that technology and onlinelearning have really supported these students to continue their education, even though the pandemic disrupted many systems and processes. As schools and universities reopen their gates, there’s great hope that there will soon be more in-person learning.
If the phrase “concurrent classroom” is unfamiliar, it’s when teachers have a group of students in the physical classroom and a group joining simultaneously online via video conferencing. If you missed the live show, you can access the recorded webinar.
public schools to attend an Apple Distinguished Schools Day where Natick shared its blendedlearning approach with other schools and districts. First, a quick definition: According to the OnlineLearning Consortium blendedlearning means “a portion of the traditional face-to-face instruction is replaced by web-based onlinelearning.”.
Some are beginning entirely online and others are returning to school on a modified schedule where they will only see students in person a couple of days a week. So, the question many teachers are asking is, “How should I spend my limited time with students in the classroom or in video conferencing sessions?
Teachers are scrambling to move their offline courses online to ensure that students continue learning for the remainder of the school year. Understandably, the focus is on onlinelearning as that is a new and unfamiliar learning landscape for a lot of educators. What did they learn?
Teachers got a crash course in creating video content when schools shifted online. They relied on videos out of necessity to explain concepts and model strategies while students learned from home. As teachers transitioned back into classrooms, many abandoned video in favor of live instruction.
Blendedlearning and flipped classrooms. When teachers leverage technology, learning outcomes improve. From virtual labs and games to digital textbooks and online curriculum, digital classrooms rely on video. For decades, research has revealed the benefits of using video in the classroom.
In the early days of my transition to blendedlearning, I had one Chromebook, which I received after writing a Donor’s Choose project. It is a series of stations, or learning activities, that students rotate through. Typically, there is a teacher-led station, an online station, and an offline station.
For the better part of a decade, many schools have been implementing blendedlearning models that integrate onlinelearning with brick-and-mortar instruction to rethink time, space and staffing. Flipped Classroom: Making the most of independent and in-class learning Flipped Classroom model.
This epiphany brought me to the blendedlearning movement. Transforming my classroom into a blendedlearning environment. I was awarded this new technology and started to rewrite my curriculum for onlinelearning. I tried several web-based learning management systems including Google Classroom and Schoology.
In a flipped classroom, students watch lectures and other lesson content on video. When video conferencing with your students, your engagement time is more limited, and therefore more valuable. So … now is a great time to flip your classroom and have students watch videos for their “homework” and asynchronous learning.
The event typically draws tens of thousands of educators from around the globe for discussions, presentations and activities that highlight how technology transforms teaching and learning. Join EdTech as we provide written and video coverage of ISTE20. ISTE also has announced that professor and renowned author Ibram X.
Teachers juggling the concurrent classroom with some students physically attending class and others joining remotely via video conferencing are trying to balance the demands of teaching in two learning landscapes simultaneously. admitting students into a video conferencing session and taking attendance). Present-Pause-Discuss.
Perhaps the most concerning survey result is that more than half of teachers (57 percent) say they do not feel prepared to facilitate remote and onlinelearning. Use a URL shortener to make links easily accessible in a slide presentation or push out using a Learning Management System (i.e., Google Classroom, Canvas, Schoology).
To enhance the learning environment with technology and use the classroom time more wisely teachers start implementing additional types of activities such as working in groups, collaborative learning, independent preparation at home, and, in doing so, unwittingly start using the blendedlearning approach.
First, let’s establish the value of the flipped classroom in case you have never used this blendedlearning model. auditory processing, attention deficit, lack of background knowledge or vocabulary, absences), teachers record video instruction and assign those videos for homework. I caution teachers not to do this.
As an advocate of blendedlearning, my focus is on helping teachers design and facilitate learning experiences that are differentiated for specific groups of students and personalized for individual learners. 3 Students are capable of self-directed learning. 1 Relationships need to be our #1 priority. This is not new.
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter As we struggle with the coronavirus COVID-19 health crisis, many of us educators are figuring out how to prepare to teach online. Blendedlearning (having a face to face and an online classroom) is best. Learn more here. See this site.
I am excited to announce the launch of a new video series on YouTube called “Virtual Coaching.” ” I have the privilege of working with thousands of educators every year who are expanding their teaching toolboxes to include blendedlearning models , UDL , and student-led instructional strategies.
Guest blogger, Emily Cleary, has some great ideas on some of her favorite must-have resources for today’s blendedlearning. The Internet is a big place – so there are tons of options available when it comes to eLearning resources, and looking up explainer videos and DIY tutorials on YouTube is pretty much a given.
If the teacher is presenting information the same way for all students, that presentation would be more effective in a video. Video instruction puts students in control over the pace at which they progress through the new information. They pause a video, rewind it, or rewatch as many times as they need to understand the information.
But the reality is also that we’re going to have to prepare for a fall that – whatever it looks like – will include an onlinelearning component. Even if we go back to face-to-face learning, we will all have to be prepared to teach online, and the best way to do this is to first educate ourselves with research and pedagogy.
When I ask teachers, “How would you describe a successful online or blendedlearning course? Breakout rooms are a relatively new addition to our students’ learning landscape, so we cannot assume they will be immediately comfortable speaking up in a breakout room. What would that look like?”
I know navigating these new schedules and designing a combination of in-person and onlinelearning can be daunting. The courses are composed of instructional videos, activities designed to encourage application and implementation, templates, and resources.
One of these practices is known as blendedlearning and the term that has been garnering some attention within the education industry as of late. But, what is blendedlearning? This video offers a good introduction to blendedlearning if you've never heard the term before. What is blendedlearning?
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