The definition of blended learning is a formal education program in which a student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
Blended Models (see http://tinyurl.com/tmlblended)
These blended learning models come from the Clayton Christensen Institute
Rotation model
Station Rotation
Lab Rotation
Flipped Classroom
Individual Rotation
Flex model
A La Carte model
Enriched Virtual model
Flipped Classroom
The idea of the flipped classroom as first developed in 2007 by Bergmann & Sams (2012), who describe their experience in their book "Flip Your Classroom: Reach Every Student in Every Class Every Day". The idea behind a flipped model of education is that much of the content is covered outside of the classroom through bite sized (under 10 minute) video clips, quizzes and collaborative discussions. Subsequently deeper learning can occur in the classroom through face to face discussion which can apply, evaluate and contextualise the content as well as enhancing collaborative activities, strengthening relationships, developing communication skills and other key competencies. The pedagogical approach has to be adapted and the mode of teaching must change to a more student orientated practice as the content (often teacher led) part of the session has already been covered. A flipped method fits in extremely well with many different learning areas but particularly links well and supports active learning experiences; more time for hands on learning and less time stuck in the classroom.
One interesting approach suggested by Schell (2013) is that it is best not to t tell students you are “flipping” or “experimenting” since they might be resistant to the idea. Instead, just go ahead and do it (stealth flip'). She also suggests that just flipping the classroom is not enough; you probably also need to rethink your assessment practice.
In-Class Flipping (See http://tinyurl.com/tmlflip)
Besides the fact that it avoids the home-related problems of a traditional flip, the In-Class Flip has other advantages as well:
The teacher can observe whether students are really watching.
The initial exposure to the video content has a better chance to sink in.
Hardware is (presumably) safer.
In-Class Flipping is not without its own challenges:
It doesn't make for tidy one-period lesson plans.
More preparation is required at the beginning. .
Technically, you don’t "gain" more class time.
Tools for Creating Content for Flipped or Blended LessonsEdPuzzle
A simple tool to add content to existing videos. Can use video content from multiple sources within the site, or upload your own video. It’s also easy to “crop” videos so you are only showing the section of the video you want students to watch instead of the whole thing. Insert questions anywhere in the video you want and have multiple choice questions automatically graded. Teacher view shows you which students have watched the video and how they fared on the questions. https://edpuzzle.com/
TED-Ed
TED-Ed is TED’s youth and education initiative. Using any video on TED-Ed, TED Talks or YouTube, teachers can create and customize lessons for their students. There are four elements, Watch, Think, (teachers can create multiple choice or short answer questions), Dig Deeper, (provide more information), and Discuss (prompts for online discussions). http://ed.ted.com/lessons
BlendSpace
Blendspace is an easy-to-use platform for creating multimedia lessons that can be accessed online. Using a drag-and-drop interface, can organize videos, text, links, images, and quizzes into cubes, then organize them to create lessons, or "canvases, " for your students to complete independently. https://www.tes.com/lessons
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