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Week Three Video 2

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K-12 Blended & Online Learning

University System of Georgia

4.8 (32 ratings) | 4.8K Students Enrolled

This course introduces teachers and interested adults to K12 blended and online learning. Participants will design a blended or online unit and develop one module to use with K12 students.

Reviews

4.8 (32 ratings)

5 stars
25 ratings
4 stars
7 ratings

PP

Jul 11, 2019

Very practical and useful course for any online trainer. Thanks the Dr Anissa Lokay Vega for creating such an wonderful curicullum.

JP

Sep 06, 2017

Great course and it motivated me to continue learning...

From the lesson

Teaching Blended and Online in the Content Areas

Week Three Video 26:20

Week Three - Subject Area Guest (Social Studies)6:37

Week Three - Subject Area Guest (Lower Grades ELA)6:45

Week Three - Subject Area Guest (Upper Grades ELA)6:24

Week Three - Subject Area Guest (Mathematics)5:17

Week Three - Subject Area Guest (Science)5:50

Week Three - Subject Area Guest (Inclusive Education)6:26

Taught By

Anissa Lokey-Vega, Ph.D.
Assistant Professor of Instructional Technology
Jim Cope, Ph.D.
Executive Director

Transcript

[MUSIC]

The Clayton Christensen Institute for Disruptive

Innovation designed four models of blended learning.

Remember in module one that we defined blended learning

as a combination of both face-to-face and online learning.

The International Association of K-12 Online Learning's

graphic, titled The Defining Dimensions of Blended Learning

Models, laid out blended learning as a

continuum of various models that combined online and

face-to-face instructional practices.

The Clayton Christensen Institute breaks blended learning down into four key

models: rotation, flex, a la carte, and enriched virtual.

Let's start with rotation. The rotation model includes any program

where students rotate between learning modalities such as small-group activities,

full-group lectures, group projects,

individual tutoring, or pencil-and-paper tasks.

The model is broken down into four more specific sub-models.

The Station Rotation reminds me of my own elementary classroom experiences.

Students rotate among classroom-based activities and modalities.

Students move from station to station, sometimes we call these centers.

Small student groups may move between stations that include

small group instruction with a teacher, or individual pencil-and-paper work,

to a reading corner, or a listening station, and always

to at least one station that allows for online learning.

This model works great in the classroom with a

small group of two to five student desktop computers.

Many elementary teachers may already be

implementing this form of blended instruction, and

not realize that they're already engaging students in online learning.

The second sub-model of rotation is the Lab Rotation.

This model resembles the Station Rotation, but expands

on the campus facilities beyond a single classroom.

The Lab Rotation model has students moving from classrooms with traditional

learning modalities, to a computer lab

specifically designed to support online learning.

We likely

see something similar to this happening in many middle and high

schools, as students rotate into computer labs to learn about software applications.

However, expanding these opportunities to include online

learning makes it a blended learning experience.

The third sub-model is one that has a catchy name, the Flipped Classroom.

[SOUND] This model is credited to Mr. Bergman and Mr. Sams at Woodland

Park High School, who were recording class

lectures for absent students, and posting them online.

These teachers found that all students could

benefit from accessing class lectures at their own

pace from home, and spend precious limited class

time getting questions answered and working on projects.

The Clatyon Chritiansen Institute expands on this definition

to state that students rotate between teacher-guided practice

on campus, during the school day, and online delivery of content

and instruction at a remote location, like their home, after school.

The last sub-model of rotation includes Individual Rotation.

In this sub-model, students rotate on a custom or individualized schedule

among learning modalities, at least one of which is online learning.

Students get a more customized

learning experience as individual students are guided by

their teacher to learn online, and using other modalities.

I've seen clever teachers practice this model as a differentiation

strategy in classroom with students who need remediation or extension activities.

These four rotation subcategories can help any classroom

teacher provide blended opportunities to his or her students.

The second model is classified by the institute as the flex model.

This model depends heavily on an online learning program

that students access on a individual path or pace.

An on-site teacher provides face-to-face learning

support on a flexible or as-needed basis.

These teachers may also facilitate group projects or provide individual tutoring.

The third model

is called the a la carte Model. In this model students take one

or more courses entirely online with an online teacher, while that student's other

courses are taken at the traditional brick-and-mortar school.

This model works well for students who need to

recover credits, or want to take a class that's

not available at their local school due to low

enrollment, or the lack of a qualified teacher in that

subject area.

The fourth and last model is the enriched virtual model.

This is similar to the Flipped Classroom model in that students access

the content and instructional delivery offsite,

but students seldom attend the brick-and-mortar school.

It's also similar to the a la carte model in that whole classes are taken online.

However, the enriched virtual model is a whole school

experience for the student.

Every class it taken online with only occasional

visits to a school building for face-to-face instructional support.

You can read about examples of each of these models of blending

learning by browsing the Blended Learning Universe, linked in our course materials.

Perhaps you've already been providing

your students with blended learning experiences.

Have you seen any of these models practiced

in your school or district?

Different models work best for different contexts and learning goals.

Do you have some new ideas about how

you can incorporate blended learning in your classroom?

[MUSIC]

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