Blended Learning: Making it Work in Your Classroom
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Blended Learning: Making it Work in Your Classroom


>>Kristin: I can say that the
things I’ve been doing the last two years have really
made a difference, because my kids have scored
the highest in the State on the standardized tests. So what we’re doing
here is working, and it’s helping
them be successful.>>Julie: We define Blended
Learning as the combination of digital content and activity with face-to-face
content and activity. It sounds easy to
Blend, but it really, it looks very different
in every classroom. So if a teacher is using
something that works really well in a face-to-face situation,
they should continue to do that because it works well. If they can find something
else that works better, is more efficient or more
effective that’s digital, then that would be implemented.>>Kristin: What I have online
could be completely different than what the biology
teacher has online, or what the physical
education teacher has online. It just depends on what you
need those kids to have in order to understand what
they need to learn.>>Mickey: Okay, go
ahead get the laptops. And actually anybody that’s in
a small group come over here, I need you to get a iPad.>>Why I wanted to go to a
more Blended environment was so that I could figure out a
way to differentiate instruction within the biology classroom,
and I wanted a way to be able to work with students
in small groups, while other students are still
engaged in content learning.>>There are three activities. One’s assorted sentence
activity, one is an online interactivity and one is small group that’s
going to be working with me.>>Okay, slide to the apps,
and open up Educreations, because we’re going
to fill in this chart, because this is going to get
us practicing base pairing between DNA and RNA and
reading our photon chart. Okay, so what goes G?>>Student: C.>>Mickey: C. So I’m
going to put G and C together like this, right?>>Shelton: I’ve like
probably learned more today just by doing this than I
have the whole week that we’ve been doing this.>>Kristin: And we looked at the
research about Blended Learning. We’ve defined it, and
then we had to figure out what would it
look like in my class. And so that’s when I went,
“Well, I actually want to use it more as
a tool for the kids for like supplemental
materials.” There’s always practice
problems. Or you can go listen to
somebody talk about the topic. But the kids started to say
that, “We don’t want to listen to somebody else; we
want to listen to you. And we need your help, and
we want to hear your voice.” So I started to go, “Okay,
well, how can I do that?” And so our technology
person said, “Have you seen this
app on the iPad?” And me, not knowing anything
about technology, went, “I have no idea what
you’re talking about. Teach me.” So we went through a
process of me learning how to use the ShowMe app, and
then I started making podcasts and it gives me a chance
to be in their homes, wherever they are 24/7. It’s Virtual Weller,
is what we call it.>>”That will correspond
to six to nine, like it has in the
rest of the problems.”>>Luis: The podcast
like helps so much. It’s like as if she’s
actually there, and she just go through it again, and you can
like finally understand it.>>Kristin: I see them,
they’ll plug in, I look over and they have it
on their phones. They have it on their tablets,
they have it on computers. They do podcasts for
me during class time. I will have specific
problems I want to see, just like do they
understand the basics of what we talked about today?>>Student: Forty, all
right, 60 plus 60. Divide 40 to get C by itself. And C…>>…equals to 45.>>Class: Yay! [applause] Oh, yeah!>>Kristin: All right.>>For me classroom time, direct
instruction, investigations, discovery, that’s all
still part of teaching. It’s not all online. A lot of the face-to-face stuff
is still the most important thing to me. The online tools are there to help make understanding
even better, even more rich of an experienced for the kids.>>Julie: We really wanted the
focus to be on the teaching and learning part, and
on the digital tool as a secondary thing.>>Mickey: Kids don’t always
get it the first time, or the second time,
or the third time. And this allows different
ways for those kids to get it. The pass rate for my kids the
first year was 75 percent; and the second year
was 93 percent. The state average is
somewhere around 60 percent. So something’s working
for these kids.

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15 thoughts on “Blended Learning: Making it Work in Your Classroom

  1. I have some history videos up here, and my students really enjoy getting something from the online experience.  I'd love to learn more about the apps, but I'm not real sure how I could use them in a history class.  

  2. I use blended learning with my ESL/EFL  secondary students.Not an easy task by the way ,but challenging and effective.I believe I have more engaging classes than the usual classes.

  3. Many of you may find this interesting. This educator talks about how his school uses the Show Me app: https://www.edutopia.org/blog/ipad-apps-all-content-areas-andrew-marcinek.

  4. An increasing number of Spokane Public Schools teachers are using Blended Learning to give a more personalized educational experience. http://youtu.be/1T8SU7ZVcjk

  5. This video provides a great example of what blended learning looks like in an actual classroom environment. I appreciate how the teacher recognizes the importance of digital content and how one of them went as far as to create her own individual podcast for the lesson ISTE-T 1a. Yet, she also says that the face to face time is the most important part of her, which is something that can get lost when educators become over-enamored with the technology. One of the advantages of blended learning is the ability of students to review a video or simulation multiple times which is difficult as a classroom teacher. Educators do review and go over difficult concepts, but the educators selecting the right content allows the students to focus on specific aspects of the concept they are having trouble with. The Biology class was a great example of this with some students working on an interactive base pairing site while other worked in a small group with the teacher ISTE-T 2C.

  6. Blended learning is an amazing way to adapt to many of the needs that educators need to work with on a daily basis. As we attempt to lead our students to success we must always adjust to what each student needs individually. Blended learning, such as the example on this video, allows the teacher to make adjustments for each student, and therefore allows for greater differentiation in teaching at appropriate times. (ISTE-T2c) I believe that the success of each student is based on timing. In our role as educators we must begin believing in the ideology that less importance is given to what pace we learn at, and more importance is given to the fact that we actually learn. Learning capacity for each student varies, and good teachers such as this one understand that principle. We, as educators, must use every tool we can to engage our students so that they can move forward successfully. (ISTE-T3b) Moving forward as a society of educators, we must think outside the box, and allow for the openness to accept what our students both feel comfortable with as well as what they are successful with. Blended learning allows for both.

  7. I chose this video because it not only defines blended learning, but also provides several examples of how blended learning can be utilized. In the video Julie Henderson defines blended learning as, “the combination of digital content and activity with face to face content and activity”.

    Teachers discuss how a blended learning environment allows them to differentiate and meet with small groups of students, while ensuring the other students are actively engaged on an appropriately planned activity. Teachers can record videos/presentations that students can listen to and refer back to while they are working with other students. These can also be accessed repeatedly if a student is absent, or needs to revisit material at home to review or complete assignments.

    Students have options given to choose formats, activities, and projects that they can complete in order to demonstrate their learning. Blended learning can look completely different in every classroom based on teacher preference, access, and the instructional needs of the students and coursework. (ISTE 2C)

    The examples shown in the video are truly blended learning and demonstrate options for “flipped classrooms”. This is where the technology is a tool to utilize in order to complete learning tasks, NOT where students are necessarily learning how to use the computers or iPads. A blended classroom is NOT entirely completed online or “with” the technology, the technology is a TOOL that is utilized to support, encourage, and differentiate their instruction. (TPACK 4, TCK 1)

  8. It is very useful to use the Rotation Model, where it rotates between learning modalities, at least one of these involving some form of online learning resources. Also, students can learn with visual representation (manipulatives) both on-screen and off. Educational technology tools provide great visual representation of math concepts and problems.

  9. To move from a 75% to a 93% pass rate is a true testimonial to the validity of moving to the blended learning classroom organizational format.

  10. I didn’t have a very strong understanding of what the term blended learning meant. I honestly thought it has something to do with integrating technology into your lessons, but through researching this topic I found that it goes deeper than just using technology for a lesson or two, but truly integrating into your everyday classroom routines. It becomes a part of how your students are learning your information. It aides in their communication with you and their peers. I chose this particular video because as I was reading about blended learning, I struggled to get an image in my mind of what it would look like in the classroom. This video demonstrates the ISTE standard that state, educators use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs (ISTE, 5.a, n.d.). In the video teachers design/facilitate diverse learning activities that incorporate digital tools and resources (TPACK, TCK, 1, n..d). I loved how the teacher accepted the feedback from the students, that they wanted to hear her voice and they wanted to interact with her, and used it to find the ShowMe application that met the needs of her students. There are so many directions you could go with blending learning in your classroom. I feel that seeing how it actually looks in the classroom helps give me a direction of how to design my classroom as a blended learning classroom.

  11. I really hate blended learning of my university.
    It makes the classroom environment more positive and cheerful, then made most of the students get C.

    1. They provided the videos with very poor explanations
    2. They made us discuss the too difficult topic so that most groups in our classroom remained silence.
    3. read the text, search articles on the internet, and analyzing it were more helpful for me than just watching hundreds, thousands of given videos. Too many videos!!!

    The learning method which is invented to promote the quality of learning ironically brought negative effects to me.
    The blended learning experience was interesting but we should doubt whether utilizing more digital tool really help us learn more.

  12. I chose this for several reasons. The first being that it was produced by Edutopia, which is a source I trust. Second, I really like that one of the teachers said that their first steps were to research blended learning and then to create their own definition that works for them. There are also practical applications that can be used in this video. I first noticed that the teacher told her students to go to Educreations, which is an interactive presentation website that I have yet to use. She also demonstrated how students can create their own podcasts to show work. They can then be played for the class and students don't have to worry about the embarrassment of standing in the front of the room.

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