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Perfect Blend

Perfect Blend. Catlin Tucker @CTuckerEnglish English Teacher, Curriculum Designer, & Author. Blended learning demystified Creating a safe space online Building an online community Designing dynamic questions Teaching students to say something substantial

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Perfect Blend

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  1. Perfect Blend Catlin Tucker @CTuckerEnglish English Teacher, Curriculum Designer, & Author

  2. Blended learning demystified • Creating a safe space online • Building an online community • Designing dynamic questions • Teaching students to say something substantial • Flipping your classroom • Weaving instructional mediums together Workshop Objectives

  3. Click “Register Now” & enter info goo.gl/l4Jgi

  4. Welcome! Tell me about YOU: goo.gl/5NW5K8

  5. My Story …how discussions transformed my classes.

  6. Blended Learning: Shifting The Paradigm

  7. Discussions are Critical to Learning Brainstorming | Peer reviewing | Debates | Roundtables | Group projects “During discussion learners are not passive recipients of information that is transmitted from a teacher. Rather, learners are active participants.”

  8. What are discussions like in your class? • Awesome - Intellectual discourse of the highest order • B) Good – Most students engage • C) Fair – Room for improvement • D) A struggle - Like recruiting for jury duty m.socrative.com Room 44701

  9. Benefits of Taking Discussions Online • Less anxiety • Equity of voice • Embedded modeling • Asynchronous flexibility • More time to collaborate • Ability to test out new ideas • Space to question • Online transcript

  10. Beauty of the Backchannel www.todaysmeet.com/Tucker

  11. Developing a Community of Inquiry

  12. Benefits of Taking Discussions Online • Less anxiety • Equity of voice • Embedded modeling • Asynchronous flexibility • More time to collaborate • Ability to test out new ideas • Space to question • Online transcript

  13. Social Presence

  14. Round Table Discussion #1 What do students need to know about online communication? What behaviors belong on a “Dos and Don’ts” list for online communication? How would you introduce & reinforce expectations? TodaysMeet.com/Tucker

  15. Live Binder: Support Resources goo.gl/igGTl Access Key: Perfect Blend

  16. Create a Foundation for Success • Communicate expectations: • Behavior and conduct • Quantity and quality • Learning objectives • Strategies for blending instruction • Then trust your students!

  17. Which superpower would you choose? Break The Ice Online! • Practice skill set • Correct missteps • Model strong responses • Build relationships • The ability to read minds • The ability to stop time • The ability to fly • The ability to become invisible • The ability to heal people

  18. Practice with an Online Icebreaker Return to Collaborize Classroom site. Find: Time Machine Icebreaker Click “View and Comment” Select one option and post your comments. Then reply to at least one person. *Refresh to see new comments posted.

  19. Like improvisation, discussion is a 2 way street… In the great words of Tina Fey…

  20. So, what did we learn? • Respect what your peers have created. • “Yes, and”…add something of your own. • Don’t be afraid to contribute. • Make statements. • Problem solve and be part of the solution. • There are no mistakes, only opportunities.

  21. Why is it important to say something substantial? • Substantive postings: • Drive conversations forward. • Require students to really think. • Reinforce understanding of the topic. • Keep quality of discussions high. • Produce more meaningful interactions.

  22. Round Table Discussion #3 How would you define a “substantive” response? Why is it important for students to participate in a substantive way? Brainstorm strategies that students can use to ensure their postings are substantive. TodaysMeet.com/Tucker

  23. Strategies for Saying Something Substantial Present a new question to refine or redirect Share a personal experience Think outside the box/play devil’s advocate Ask for clarification Make connections Share a resource Summarize main ideas Comment thoughtfully

  24. Intriguing Exit Strategies Teach students how to end responses and replies to invite further discussion.

  25. Ask for clarification or further explanation. • “I am confused about ______________. Does anyone have any ideas or insights that might help me understand?” Intriguing Exit Strategies

  26. Invite your peers to draw a different conclusion or share another perspective. • “Did anyone else reach a different conclusion based on the reading?” Example Exit Strategies

  27. Example Exit Strategies • Pose a follow-up question to expand the conversation or shift it in a new direction. • “This topic was not presented in the question, but does anyone have an opinion about __________________?”

  28. Teaching Presence

  29. Round Table Discussion #2 What types of questions do you typically ask? What strategies do you use when designing questions? How often will you use your online discussions? TodaysMeet.com/Tucker

  30. Does Reading Cure Racism? Do you agree with Angelou’s statement that the only way we as a society will be free of the “blight of ignorance” is if we read and learn? Do you agree that reading, knowledge and education are essential to respecting differences and forming cross racial friendships? What experiences in your life have caused you to be open-minded? Design different types of questions What does a strong question look like? Start with a catchy title Layer questions Incorporate multimedia

  31. Embedding Instructions in Your Questions Signals that participation is required after they answer the question. Establishes a requirement for the number of replies. Once you have posted your response, read the responses posted by your peers and reply thoughtfully to at least 2 other students. Compliment strong points, ask questions and build on ideas shared! Provides clear strategies for adding substantively.

  32. Design Your Own Discussion Question • Go to our Collaborize site. • Click “Start a Discussion.” • Design a question: • Catchy title • Layered questions • Media • Expectations for participation

  33. Defining Your Role • Questions to consider: • What age level are you teaching? • How many students are you working with? • What is the goal of your online discussions? • Where will students participate online? • How much support do your students need?

  34. Involved Participant vs. Silent Facilitator Involved Participant Silent Facilitator vs. Actively engages Models strong participation *Tip: Don’t overpower conversations Silently moderates Blends online work into class *Tip: Use online work to drive in class instruction

  35. Preferred Facilitation Style Return to Collaborize Classroom site. Find: What is your preferred facilitation style? Click “View and Comment” Select one option and post your comments. Then reply to at least one person. *Refresh to see new comments posted.

  36. Weave Work Online Back Into the Classroom • Review discussion highlights • Answer remaining questions • Follow up debates • Discuss results • Groups present

  37. What is the Flipped Classroom?

  38. Traditional Approach to Flipped Classroom There is no frame or context…

  39. Why Use Online Discussions When Flipping? Do you agree with Noam Chomsky’s statements about President Obama? Vote “Yes” or “No” then support your position with details from this video and our reading. Reply thoughtfully to your peers.

  40. How can I flip instruction in my subject area? You would be surprised how much you can “flip” to free up class time for hands-on work!

  41. Document/PDF Attachments to Drive Discussion Newspaper Articles Documents, PDFs, Handouts, & Lecture Notes Magazine Articles

  42. Picture Attachments to Drive Discussion Artwork Graph Flow Chart

  43. Video Attachments to Drive Discussions Recorded Demonstrations News Clips Documentaries Teacher Recorded Lectures

  44. Tips for Flipping Your Classroom Break it up. “Don’t reinvent the wheel.” Check for understanding using a variety of assessments in class. Design student-centered activities to build on ideas presented online.

  45. Student-Centered Activities Reenactments Students work online to accomplish task Introduce project in class www.covenantschool.org/wp-content/uploads/2010/10/APUSH-Battle-Reenactment1.jpg

  46. Student-Centered Activities In Class Debate Students work online to accomplish task Introduce project in class www.dailytarheel.com/media/00/00/01/09/10959_0224_studgov_kellyf.jpg

  47. Student-Centered Activities Creative Artistic Projects Students work online to accomplish task Introduce project in class mrsmanzellastudentartgallery.blogspot.com/2011/01/3rd-grade-collograph-prints.html

  48. Student-Centered Activities Field Work Students work online to accomplish task Introduce project in class academics.smcvt.edu/biologymatters/images/Spring10/Picture1%20CR.jpg

  49. Student-Centered Activities Labs and Experiments Students work online to accomplish task Introduce project in class brd.hilliardschools.org/wp-content/uploads/Dana-001.JPG\

  50. Designing a Flipped Lesson goo.gl/RA0V5

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