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Blended Learning:
Case Study #1: This case study examines blended learning at a Gainesville Florida school called P.K. Yonge Development Research School. This school defines blended learning as the culmination of digital content and activity with face-to-face and activity. The nature of the case study involves a mixture of differentiated instruction, formative assessments, and student access to content 24/7 for review or extended learning. Blended learning allows for differentiation as well as small groups with the instructor. It is similar to stations/rotations in the sense that there are different activities going on. As the instructor works in small groups, the other students are doing a different activity. The teacher can use that time for formative assessment and immediate remediation while working in small groups as well as teach the students a new digital tool (educreations). Blended learning looks different in every classroom as the needs for each instructor will differ. The teacher houses various supplemental videos for students to review a concept in which they can replay as many times as they need to understand the concept (virtualwellers). Evidence that students are learning shows in state testing performance. One instructor stated that her students have scored the highest in their state on the standardized test. Another instructor stated that the pass rate in her first year of blended learning was 75% and the second year was 93% while the state average somewhere around 60%. You also see student commentary about how they have learned more in one small group session than they had in a week. You can also see another student creating a podcast video to present to their class. From observing the lesson, I learned an innovative way to differentiate instruction using technology. I can make podcast videos as a supplemental resource for my students which target the concepts I want them to learn. I also learned how I can have more face-to-face time with my students and be able to assess their learning to inform instruction. I loved the autonomy I observed among the students and the engagement. Students explained how the supplemental videos were very helpful to them in grasping a concept when they did not understand. Once I become more adept at creating videos of myself, I could absolutely use this lesson. Link: https://www.edutopia.org/practice/blended-learning-making-it-work-your-classroom Collaborative Digital Presentations Enrich Projects (Tech2Learn Series): Case Study #2: This case study examines “teach back” to peers via online demonstrations created with tech tools at a small charter high school in Hayward, California called Impact Academy. The nature of this case study is the introduction of new concepts. The instructor states that the objective of the lesson was to use a Project-Based Learning activity to teach key concepts of chemistry. The goal for the students was to work in pairs to develop a lesson to present to the students. There were three categories within the project which included: visuals (slide, video, poster, etc.), handout (fill-in-the-blank notes), and an engaging activity (crossword puzzle or word search). Evidence of student learning is apparent as you listen to student interviews and presentations. They are able to explain what their objective is, their end product, and what tools they will use to accomplish the project. One student states that creating presentations and having students follow along on a handout during the presentation makes the learning more hands on because they are forced to follow along. From observing the lesson, I learned about some ways I can help my students gain deeper understanding through technology as well as peer teaching. Some digital tools they used were Google docs and Google slides. This allows students to collaborate simultaneously and peer edit. It also allows the instructor to check in on student progress and make any changes necessary. It reduces issues because everything is stored in the “cloud”. Having students peer teach creates higher stakes and allows for students to gain deeper understanding of concepts because they have to teach it. Another tool they also used was Keynote but I am unfamiliar with the applications of this tool and would like to explore it some more. This is an idea I also had years ago but never had the time to put into practice. This is definitely something I would like to incorporate in my classroom. Link: https://www.edutopia.org/tech-to-learn-collaborative-digital-presentations-video Free Online Resources Engage Elementary Kids (Tech2Learn Series) Case Study #3: This case study examines how to keep students motivated through the use of free online resources to create multimedia presentations and projects in a fifth grade classroom. The nature of this case study involves the extension and synthesis of learning which requires students to create a product that showcases their understanding of key concepts in a content area of their choice (personal narrative, poem, explain a math concept, etc.). Evidence of student learning is clear as you watch the clips of the student interviews. They are able to explain what the goal of their project is and exactly what tools they will use. They utilize I-movie, the cloud, audio tools (voicethread), Animoto, etc. You see them collaborating with one another and bouncing off ideas. These fifth graders are able to communicate that they have uploaded their materials to the server and digital portfolio. Their end products speak for themselves. From observing the lesson, I learned about various free digital tools that I can easily implement in my classroom to motivate my students. Projects involving technology also allows student build their organizational and collaborative skills as they learn how to use these digital tools. I am amazed at the level of competency of the students as digital citizens for such a young age. I also like the aspect of an authentic audience in which students are excited to know that they will be able to share with other people. They participate and contribute in their own learning and that is very powerful. I would also love to incorporate this in my classroom. Link: https://www.edutopia.org/tech-to-learn-free-online-resources-video |
Nai Saelee
Middle school math teacher preparing the leaders of the future. Inspiring curiosity, creativity, collaboration ArchivesCategories |