perfect blend catlin tucker @ctuckerenglish english teacher, curriculum designer, & author
TRANSCRIPT
Perfect Blend
Catlin Tucker @CTuckerEnglish
English Teacher, Curriculum Designer, & Author
Workshop Objectives
• 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
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Welcome!
Tell me about YOU:
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My Story
…how discussions transformed my classes.
Blended Learning: Shifting The Paradigm
Brainstorming | Peer reviewing | Debates | Roundtables | Group projects
Discussions are Critical to Learning
“During discussion learners are not passive recipients of information that is transmitted from a teacher. Rather, learners are active participants.”
A) 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
What are discussions like in your class?
m.socrative.com
Room 44701
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
Beauty of the Backchannel
www.todaysmeet.com/Tucker
Developing a Community of Inquiry
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
Social Presence
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
Live Binder: Support Resources
goo.gl/igGTl Access Key: Perfect Blend
Communicate expectations:
• Behavior and conduct
• Quantity and quality
• Learning objectives
• Strategies for blending instruction
Then trust your students!
Create a Foundation for Success
Break The Ice Online!
Which superpower would you choose?
o The ability to read minds
o The ability to stop time
o The ability to fly
o The ability to become invisible
o The ability to heal people
• Practice skill set
• Correct missteps
• Model strong responses
• Build relationships
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.
Practice with an Online Icebreaker
Like improvisation, discussion is a 2 way street… In the great words of Tina Fey…
So, what did we learn?
1. Respect what your peers have created.
2. “Yes, and”…add something of your own.
3. Don’t be afraid to contribute.
4. Make statements.
5. Problem solve and be part of the solution.
6. There are no mistakes, only opportunities.
Substantive postings:
Drive conversations forward.
Require students to really think.
Reinforce understanding of the topic.
Keep quality of discussions high.
Produce more meaningful interactions.
Why is it important to say something substantial?
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
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
Intriguing Exit Strategies
Teach students how to end responses and replies to invite further discussion.
Intriguing Exit Strategies
Ask for clarification or further explanation.
“I am confused about ______________. Does anyone have any ideas or insights that might help me understand?”
Example Exit Strategies
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
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 __________________?”
Teaching Presence
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
What does a strong question look like?
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
Start with a catchy title
Incorporate multimedia
Layer questions
Embedding Instructions in Your Questions
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!
Signals that participation is required after they answer the question.
Establishes a requirement for the number of replies.
Provides clear strategies for adding substantively.
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
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?
Involved Participant vs. Silent Facilitator
Involved Participant
vs. Silent
Facilitator
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
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.
Preferred Facilitation Style
Weave Work Online Back Into the Classroom
• Review discussion highlights
• Answer remaining questions
• Follow up debates
• Discuss results
• Groups present
What is the Flipped Classroom?
Traditional Approach to Flipped Classroom
There is no frame or context…
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.
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!
Document/PDF Attachments to Drive Discussion
Magazine Articles
Newspaper Articles
Documents, PDFs,
Handouts, &Lecture Notes
Picture Attachments to Drive Discussion
Graph
Artwork
Flow Chart
Video Attachments to Drive Discussions
Documentaries
Teacher Recorded Lectures
News ClipsRecorded Demonstrations
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.
Introduce project in class
Students work online to
accomplish task
Reenactments
www.covenantschool.org/wp-content/uploads/2010/10/APUSH-Battle-Reenactment1.jpg
Student-Centered Activities
Student-Centered Activities
Introduce project in class
Students work online to
accomplish task
In Class Debate
www.dailytarheel.com/media/00/00/01/09/10959_0224_studgov_kellyf.jpg
Introduce project in class
Students work online to
accomplish task
Creative Artistic Projects
mrsmanzellastudentartgallery.blogspot.com/2011/01/3rd-grade-collograph-prints.html
Student-Centered Activities
Introduce project in class
Students work online to
accomplish task
Field Work
academics.smcvt.edu/biologymatters/images/Spring10/Picture1%20CR.jpg
Student-Centered Activities
Introduce project in class
Students work online to
accomplish task
Labs and Experiments
brd.hilliardschools.org/wp-content/uploads/Dana-001.JPG\
Student-Centered Activities
Designing a Flipped Lesson
goo.gl/RA0V5
Cognitive Presence
Benefits of Taking Group Work & Discussions Online
• Less anxiety
• Equity of voice
• Embedded modeling
• Asynchronous flexibility
• No need to physically meet outside of class
• More time to work together
• Easy to assess quality of participation
• Stronger finished product
Student Driven Projects
Teacher sets structure & students drive process.
goo.gl/bK2EE
Tapping Into Our Collective Intelligence
Expert Group Investigations
Empower students to be the experts on a topic.
Teach research skills.
Analyze credibility of resources.
Communicate with peers.
Create a presentation.
Present findings to class.
#1 Expert Group Investigations
Step 1: Give groups a topic to research.
Solar Power as an Alternative to Fossil Fuels
#1 Expert Group Investigations
Step 3: Present research
Weebly or Wix.com
Solar Power
Web Quests Without the Hassle
Allow time to explore best resources.
Embed multimedia into safe online space.
Engage critical thinking.
Ask students to apply knowledge.
Facilitate communication & collaboration
#2 Web Quests Without the Hassle
Step 1: Embed the best online resources into your learning platform.
#2 Web Quests Without the Hassle
Step 2: Post information for students to explore and discuss.
Discussion Qs:
• What is the purpose of this?
• What fears are exploited?
• Identify stereotypes present.
#2 Web Quests Without the Hassle
Step 3: Create a modern example of propaganda.
Glogster.com or Google Drawing
PBL: Challenge Based Learning Project
Requires that students:
• Ask questions – inquiry based
• Problem solve
• Collaborate on real world issues and solutions
• Recognize their ability to have an impact
• Communicate with peers respectfully
• Leverage technology
= Makes learning relevant and interesting
#3 Challenge Based Learning Project
Big idea: Voting
Step 1: Group students and present a big idea or theme.
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#3 Challenge Based Learning Project
Step 6: Groups present their challenge, solution, evidence of implementation and reflection in the form of a multimedia project to publish.
• Dynamic informational website
• Power point or Prezi presentation
• iMovie or informational video
• Organized event
Creating a Student-Centered Classroom
Photo: LajosRepasi/iStockPhoto.com.
Amplifying Curiosity with Mobile Devices
QR Codes & Mobile Devices in the Classroom
Use QR codes in class to:
• link students to a helpful video.
• go on a virtual fieldtrip.
• design an in-class web quest.
• direct students to quizzing site.
• make a textbook interactive.
• post important info.
QRStuff.com
Help Students Organize Information
Evernote App
Help Students Organize Information
Get Every Student Involved in Discussions
Collaborize Classroom App
Get Every Student Involved in Discussions
Share Conversations
Voice Thread App
Share Conversations
Create & Comment on Digital Media
Create & Comment on Digital Media
Engage Students with Response System
Socrative App
Engage Students with Response System
Immediate Results
Immediate Results
Fun Class Competitions with Space Race
Fun Class Competitions with Space Race
Google in the Classroom
Google App
Google in the Classroom
Questions?
Catlin Tucker
Twitter - @CTuckerEnglish
Education Blog - www.catlintucker.com
Blended Learning in Grades 4-12: Leveraging the Power of Technology to Create
Student-Centered Classrooms (Corwin – June 2012)
Contact Information