Models of Blended Learning

Primary

Blended learning in the Primary level looks a lot different than what it might look like at an Intermediate or Senior level.  At this level there is a much greater emphasis placed on a model of blended learning that centres around a teacher guided approach.  Blended learning in the primary grades might be having classroom centres, that the students move through, and one of the centres being technology based.  In the world of blended learning this is what is known as the rotation model.

Example 1:
In my class last year we used centres to teach math and one of the centres that the students rotated through was an Ipad centre.  With the help and guidance of my TA students would play math based games on the Ipad that reinforced the concepts we were working on in that particular unit.  I believe that this enhances the learning of the students because it gives them a fun and engaging way to practice the concepts that we were learning in class and allowed them to strengthen their math skills in a new and novel way.  I also really liked using the Ipads because the students were able to play games that were at their level of understanding.  That is why the classroom TA was placed at this station, so that she could monitor the students, assist them with any questions and ensure that they were playing games that challenged their current levels of understanding.

Example 2:
In my class last year my Junior Kindergarten Students had opportunity to connect with students in Ontario through Skype. The students were exposed to another culture through the internet. Since all my students are First Nation and most do not leave the community often or at all they were able to see and connect with people who live differently than them. Along with Skyping we sent pictures of our community. This experience I believe was eye opening and exciting for both parties as they both had so much to share.


Junior

Example 1:
Through reading various articles about blended learning I came across a website that I think is a fantastic way to encourage reading comprehension.  I had never heard of this website before this, but I truly believe that this is an amazing way to motivate students to become more proficient readers and writers.  Furthermore, it allows the teacher to demonstrate to his/her students the global connectedness the Internet bring us and a good teaching moment to demonstrate safe sharing of information on the Internet.

The website is called The Monster Exchange.  The following description of this program is taken directly from this website:

“Monster Exchange is designed to encourage the development of reading and writing skills while integrating Internet technology into the classroom curriculum. Classrooms from a variety of schools worldwide are paired together; the students in each classroom are split into groups, each of which designs an original picture of a monster. The students must then write a description of the monster. The partnered classes then exchange their descriptions via e-mail and the Internet. These students are then challenged to use reading comprehension skills to read the descriptions and translate them into a monster picture. The true challenge involves creating a redrawn picture as close to the original picture as possible without looking at the original and using only the written description of the monster.”

Although this website is appropriate for grades K-8 I think it would work best in conjunction with a descriptive writing lesson for grade 5.  I think that a lesson that used the Monster Exchange to teach descriptive writing would truly enhance the learning experience because, not only would the students be really motivated to and intrigued by this lesson, it would also motivate them to really put a lot of effort into their description so that they could ensure that the person who is reading the description on the website is able to produce a monster that is similar to theirs.

Example 2:

Another example might be using a site like glogster. The teacher could put the information needed to learn a specific lesson and then the students can explore the Glog to learn. I used glogster in my grade 5/ 6 practicum class to teach about the Canadian Government. The students went on the Glog and I had a worksheet for them to fill out as they explored the Glog. The glog seemed engaging as it had videos, tests and articles for them to read. I used the worksheet to keep the students on task and give them a guide for their learning. Do you know any other suitable ways to test the students knowledge while exploring the Glog?

Here is a link to the Glog: http://ezwier.edu.glogster.com/canadian-government-grade-5-6/

Intermediate

At this stage of their learning the students have more independence and can be expected-if they chose to- to complete work with little face to face interaction with a teacher and outside the confines of a brick and mortar campus.

Example 1:

A website called the “Clayton Christensen Institute for Disruptive Innovation” details many examples of blended learning from all across the United States ranging from the K-12 classroom.  One good example of blended learning, detailed on this website, at the intermediate level comes from the Albuquerque eCADEMY.  The following is a description of this program takes from the website:

“At the Albuquerque eCADEMY, students in grades 8–12 meet face-to-face with teachers for their first course meeting at a brick-and mortar location. They can complete the rest of their coursework remotely, if they prefer, as long as they maintain at least a “C” grade point average in the program.”

What is good about this approach is that: first it offers the students the option of either completing the course at the brick-and mortar campus or from a remote location off campus.  This is useful because it allows the students who may be struggling the option of working, face-to-face with a teacher to give them further guidance Second, the condition that they can continue the course from a remote location if they maintain a “C” average  because it acts as a safety net.  Before a student has fallen too far behind to catch up, this condition ensures that are being monitored and will be given the proper support if they struggle.

I think this enhances the learning experiences because it offers students the independence to go about the course work at their own pace and the freedom to do it whenever they want.  I also think this model offers a good balance and gives students who may not prefer an online course the option of a traditional means of instruction.
Although we do like this approach, there are several questions that we have.  First, is the course fluid in terms of the delivery method?  By this we mean that can students alternate between taking the course online and in the classroom or are they forced to stick with their choice unless they are struggling.  Second, is the course that is offered at the brick-and mortar location still based on computers, with the teacher supervising them or is it more like a traditional classroom with the teacher delivering lessons and the students using pencil and paper methods?

Example 2:

At the Intermediate age the students are becoming more independent and becoming responsible for their learning. They soon will be moving onto University or College where they will have full responsibility for their learning. Since this is the case the teacher is trying to get the students to start exploring and researching on their own. A way that they could do this through blended learning is giving the students a Math Topic. Then ask them to use the computer to find out how to do perform the appropriate operations. The teacher could lead the students to a site such as Khan Academy to assist with the assignment. After giving time for research the students could come back and present what they learned about the topic.
By having the students present their understanding the teacher can make the appropriate adjustments to where they should begin their teaching. If the students seem to grasp the concept well s/he can move onto a more difficult task. Or if s/he only see’s some students struggling she can make sure s/he puts the appropriate accommodations into her lessons.