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Blended Learning – STEM Style

“Life is a great big canvas and you should throw all the paint you can on it.” -Danny Kaye. Blended Learning – STEM Style. STEMstitute – June 24, 2013 Presented by the Clermont County Gifted Program

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Blended Learning – STEM Style

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  1. “Life is a great big canvas and you should throw all the paint you can on it.” -Danny Kaye Blended Learning – STEM Style STEMstitute– June 24, 2013 Presented by the Clermont County Gifted Program Heather Frost-Hauck and Fay Wagner, Gifted Intervention Specialists Bethel-Tate and Williamsburg Local School Districts in Partnership with the Clermont Co. ESC

  2. Our Mission • To develop a program that blended virtual learning with face-to-face lessons

  3. Two halves to our program: STEM Center – Face-to-Face Lessons Moodle and It’s Learning – Our Virtual Platforms

  4. What the research says…

  5. Lander Center for Educational Research (Touro College) Online Learning… • Is personalized and adaptive to meet individual needs. • Supports high levels of cognitive engagement in meeting learning objectives. • Balances computer- or teacher-led guidance with learner control. • “The distinctive advantage of online learning is that it gives control of time, place, and pace to the learner. Online instruction holds great promise for achieving high-level learning outcomes when it is designed according to research-based principles and utilizes adaptive technologies to meet individual learning needs.” - Marcella Bullmaster-Day, Ed. D. , study author

  6. U.S. Department of Education’s Meta-Analysis: “Evaluation of Evidence-Based Practices in Online Learning” • Results lean in favor of blended and online learning producing greater student gains than traditional methods alone. • Arne Duncan, U.S. Secretary of Education, regarding this study: “This new report reinforces that effective teachers need to incorporate digital content into everyday classes…”

  7. Also shaping our philosophy… • 21st Century Skills (The 4 Cs) – Communication, Collaboration, Critical thinking, Creativity • Mark Edwards (author of Every Child, Every Day) – Drivers of Student Engagement: instruction must be relevant, collaborative, personalized, and connected. • Beers & Probst (authors of Notice and Note) – “…rigor does not reside in the barbell, but in the act of lifting it.” Students should be engaged, observant, responsive, questioning, and analytical. • Carol Dweck (author of The New Psychology of Success) - Growth Mindset vs. Fixed Mindset • Jim Stigler – Struggle for Smarts

  8. What components make up a blended learning unit?

  9. Engaging and Challenging Face-to-Face Lessons

  10. Course Home Page

  11. Online Lessons

  12. Online Resources and Uploaded Files

  13. Online Assignments

  14. Quizzes and Tests

  15. Discussion Forums

  16. WIKIs

  17. Glossaries

  18. Blogs

  19. Online Messaging

  20. A Sample Blended Learning Unit…

  21. The Mystery of Felix Navidad • Based on GEMS “Mystery Festival” curriculum

  22. Data Analysis and Graphing…

  23. Claims and Evidence in an Online Writing Assignment…

  24. Creating a Blended Unit…

  25. Creating a Blended Learning Unit: • Select an existing unit you have developed. • Decide which activities could be transitioned to the virtual platform, keeping the unit standards in mind. • Coordinate the timeline for face-to-face and virtual activities. If possible, give more time than you think you will need to allow for flexibility. • Build the virtual portion of the unit, keeping activities as interactive as possible. Be sure to include extension activities so interested students may explore on their own. • You are ready to teach your blended unit, stepping into the role of facilitator with the online activities!

  26. Other ways to use blended learning…

  27. The One-Day Lab

  28. Ongoing Anchor Activities

  29. Online Activities with a Face to Face Culmination

  30. Communicating with Parents

  31. Improving with Age First Generation - Just the Basics - Web-sites - Discussions - Assignments Second Generation - Bells and Whistles - Better Higher Level Activities - More Types of Activities Third Generation - Integration of Content

  32. Immigration Example “ This week we have been learning why different groups of immigrants came to America. Today we are investigating why the Chinese came.”

  33. Generation One: Traditional • Read pages 134 - 137 in your textbook. In your journal, record the “pushes and pulls” for that group. Be ready to discuss your findings in class.

  34. Generation Two: Transitioning From Traditional to Interactive • Here are three web-sites to explore today. After completing your research, post your findings on the forums focusing on the “pushes and pulls”. Be ready to debate whether or not the “Chinese Exclusion Act” was needed.

  35. Generation Three: Utilizing the Virtual Environment to Build21st Century Skills • We have received a copy of a letter written around 1852 from an immigrant named Yong Chang sent to his family back in his village in China. Utilize your detective skills and the clues in the letter to investigate the conditions of that time period. Analyze the letter to find the “pushes and pulls” for the Chinese immigrants. Using the provided websites, find evidence to support your ideas and post your findings. Be ready to debate whether or not the “Chinese Exclusion Act” was needed.

  36. A Generation Three Unit… Stranded!

  37. Benefits of Blended Learning: • Students are engaged in meaningful activities • Makes appropriate use of rich online resources now available • Improves students’ technology and keyboarding skills • Prepares students for the online testing environment • Collaboration between schools and districts becomes possible • Increased quality of student performance • Challenging activities geared to the learning styles and needs of diverse learners • Tasks can be differentiated to match passions, talents, and ability levels • As the years progress, so to does the curriculum we will be able to offer because units can be reused • Parents can view any and all assignments • 24/7 availability and support • Affordable and Sustainable

  38. Potential Challenges: • Ensuring that time and technology are available to students for online tasks • Allocating teacher time for unit development and facilitation • Educating students about online etiquette • Remember… Baby steps are necessary at first!

  39. “Progress is impossible without change, and those who cannot change their minds cannot change anything.” -George Bernard Shaw

  40. Thank you for your time! • Contact Information for Teachers: • Heather Frost-Hauck, Gifted Intervention Specialist: heatherfrost1@aol.com • Fay Wagner, Gifted Intervention Specialist: wagner_f@betheltate.org • Contact Information for Administrators or Professional Development Requests: • Amy Bain, Clermont County Gifted Coordinator: bain_a@ccesc.org Developing Units for Virtual Learning Environments For Gifted and Talented Students through Pieces of Learning

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