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Name

English

Topic

My Grandparents' Garden- Flipped Classroom

Learning time

1 hour

Designed time

1 hour and 30 minutes

Size of class

5th

Description

This lesson will teach students specific vocabulary about gardening. As a flipped classroom the students are going to be asked to share impressions about their grandparents tell the class what they like best about them.

Mode of delivery

Blended

Aims

By the end of the lesson students will be able to: talk about their grandparents through the context; read a text and fulfill comprehension activities use appropriately why questions to describe their grandparents' garden.

Outcomes

Editor

tatianadragan

At home - Activities planned for before in school learning happens

Class Day - Activities planned for in school learning

At home - Activities planned for after in school learning happens

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.

Social learning graph will not display correctly, because no class size is set.

Social learning graph will not display correctly, because one or more learning types do not have group size set.

© UCL Knowledge Lab, UCL Institute of Education 2013-2021 Version 2.45

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When planning  blended learning scenario,  there should  be a definite topic and skills link between class-based and online work, which learners need to be made aware of.  In terms of technical support, it is preferable to have introductory face-to-face computer sessions to aid sign up, navigation and communication. If students have limited online learning experience, it is advisable to scaffold their participation by initially making involvement a course necessity and providing guided tasks. Not less impostant is to bring creativity and engagement when planning the activities.

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3.2 Example of a blended learning activity sequence

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3.2 Example of a blended learning activity sequence

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When blending learning between distance and on-site settings, we carefully need to consider if students are working by themselves, in groups, or with the whole rest of the class. Depending on the setting, individual and collaborative activities will have quite different dynamics and call for different considerations and tools.Take small group work, for example: there is a difference between getting students to work in groups in an on-site setting versus getting them to work in groups in a distance setting. The tools required for each setting will be different, the group dynamics will be different, and the instructions you provide and your role as a teacher will also be different.

It is the same for individual work. If a student works by themselves in class, they can ask you if they are struggling. But what does the student do if they are working from home by themselves? Who can they ask for help? How can they ask for help? What role do parents play in such situations? And what type of students  might have a preference for either scenario: working by themselves at a distance or working by themselves in the classroom with you in the background?

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The first step to be done by the teacher  to motivate students to learn autonomosly is to give them a role in the educational process and create  a variety of activities according to their level of knowledge  focused on their interests, in order to be able to choose their homework assignments. This input may nurter  students' sense of autonomy of  choosing the most appropiate way of learning.

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Exploring all the blended models posted above, I think flipped classroom activities are more appropriate to my students level of learning. They are motivated  and engaged to explored the content previously and excel with information while meeting together. What I have to take into account is to  deliver right worksheets according to their level of knowledge.

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Benefits: It's  a meaningful approach for adults and  for self-improvement.
I think it's not appropriate to school.
Challenges: Most of the students  don't have the level of readiness of studying by themselves

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Benefits: This  model  make the students succeed with their learning . I think it's more appropriate to gifted students that need just to be quided by the teacher.
Chalenges: Most of the students need constant teacher assisstance.

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Benefits: It's  absolutely attractive for students . The provides diversity of accomplishing the tasks but at the same time it's complusory to be responsable.
Challenges: This approach requires to engage  students everyday to get them comfortable with this learning environment. Meanwhile the school   should enable both techers and students with the necessary equipment and stable wireless.

https://www.blendedlearning.org/how-to-customize-learning-with-individual-rotation-3-examples-from-schools/?__cf_chl_jschl_tk__=d32304e93883887252d0257a96c30d1167af3492-1611234970-0-AfWGJb9lCsr2g8IosSMxEyPeOnxbGrMdC_T4InHL5vdggcyEYE6V47nqdL7Cb97UUfVkhM5noS63GntbshUUoiM2SGmtgeRbPyzg8uw0ILZ9vu1QyGQtrmHGVewxr2WfX1rQc3aX1F3lTX3X-bcZ2Bo_h0IHMkA66hBxUwkswu7K-xQ1dvX97m7Sg-5WVgU4w_198wvgFnDt9FLHQ9YAYcaW9sO86kH_-Qz1qjy5bV8HiEnUGoorpvfx-VRZ4gbSk-x13Fyll_njbbKMrE9JJdM1IfaL1FJR8vLlEIQX7J7eEd8hb0rSXKNXznnUeHRBc1t-l9so_nzWIUt9LQLpSzlmejkHxvSoQB7cg6V_2nx0nKn0pkcpMv-kUmmAy0kApaDLgxHz605sfyVP6xke_Q8

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2.3Barriers to implementing blended learning

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2.3Barriers to implementing blended learning

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Some significant barriers could be the technological issues, the teachers' strategies that don't fit the students' needs . It's relevant for teachers to select the right approach to ensure themselves that students would be engaged to accomplish the tasks.

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Being engaged in eTwinning projects for a couple of years, my students got acquainted with some strategies of learning by themselves , to collaborate in groups, share their points of view and respect the netiquette. I provided my 9th graders a debating tip template and some " noisy classroom' videos to  gain first exposure to new material outside of class, and then they used class time zoom session to  engage in a debate . The students were motivated to show their best furthermore they encouraged each other .

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Discover how to insert blended learning into teaching for better learning objectives

Explore tools and strategies for implementing blended learning in my teaching and learning processes

Plan for the implementation of a blended learning scenario with my students and share it with mu coleagues

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https://academy.schooleducationgateway.eu/en/web/blended-learning/foro/-/message_boards/category/2572570

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Different perspectives of blended learning

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Different perspectives of blended learning

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According to the European Commission (2021), blended learning is a teaching and learning process integrating various factors: learning environments (home, online, school, other); competence development process (lifelong learning and professional); affective domain (motivation, satisfaction, discouragement, frustration); and people (learners, teachers, parents, other staff). For this reason, it is important to consider blended learning within the ongoing development of the whole school and all of its associated stakeholders.

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My scenario created in collaboration with my coleagues

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Blended lesson scenario At my grandparents ' garden 5th

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Teacher competences for blended learning

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Teacher competences for blended learning

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After studying the framework and using self-assessment tool I realised I need to establish stronger relationships with all my students, pay attention to their well-being while communicating in digital space. I need to allow time for the students that are not available online and help them with their learning progress. I have to keep improving my abilities to conduct a video session.

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The rapid shift to remote teaching and learning that schools experienced as a result of the COVID-19 pandemic highlighted the need for schools and districts across the state to provide targeted professional learning experiences for teachers to effectively guide instruction for our students.

In a collaborative statewide effort by REMC, MAME, and the Michigan Virtual Learning Continuity Workgroup, this free, interactive resource was produced for teachers and school administrators alike to help understand and develop the knowledge and skills needed for teaching in a remote learning environment.

Teachers and school leaders may find this web-based resource valuable as a personalized self-assessment tool to determine their degree of readiness for teaching remotely. It is a checklist-style, interactive self-assessment spanning the categories of culture, equity, and relationships; technical skills; instructional design; and providing accommodations to students in need.

After completing the self-assessment, the tool provides personalized recommendations for professional learning resources that educators can use to develop knowledge and skills identified as growth areas through the completion of the self-assessment. While this resource is valuable in its current state, it will remain a perpetual work in progress. As more and more resources are identified to help educators grow their knowledge and skills, they will be added to this tool.

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Teacher Self-Assessment Tool & Personalized PD Playlist Generator | Keep Michigan Learning

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The rapid shift to remote teaching and learning that schools experienced as a result of the COVID-19 pandemic highlighted the need for schools and districts across the state to provide targeted professional learning experiences for teachers to effectively guide instruction for our students.

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My teaching experience during the pandemic

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My teaching experience during the pandemic

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The pandemic motivated me to BLEND all my previous teaching experiences , learning strategies and  my digital skills into a creative way in order to bring life on my screen.  It allowed the opportunity to use the interactive world  of educational apps into the virtual classroom.

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My name is Tatiana Dragan, and I am an EFL teacher who has spent  12  years teaching elementary and middle school students.  I L-O-V-E bringing my creativity into everything I do.

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I totally agree that blended learning should be promoted not only by the teachers nut at the same time by the Ministry of Education.  For this reason, it is important to consider blended learning within the ongoing development of the whole school and all of its associated stakeholders.

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Key elements we should keep in mind if we are interested in adopting BL

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Key elements we should keep in mind if we are interested in adopting BL

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1 WHERE Take into consideration where it take place.
2  WHAT do we need? Use the blends that fit with students: at school or at home , self directedc or guided activities
3 HOW learning takes place: learning strategies (acquisition, collaboration, discussion, investigation, practice, production - ABC framework) and assessment opportunities
4What do we want the learners to achieve?
Don't forget about TPACK framework. the place , the learning strategy and the appropriate tool to achieve the best learning outcomes

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Why should we focus on blended learning?

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Why should we focus on blended learning?

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I consider  that / In my own case, blended learning is the best and the most effective approach of learning especially during the pandemic. It allows students to take responsability to engage into the topic by themselves  and enhance their knowledge in class. I am very interested to gain experience how to adopt in a creative way the blended learning approach into my teaching process. From my own experience, I found out that eTwinning projects are a great source of implementing blended learning I was inspired by the idea to organize my classes outside the walls like parks  or areas along the river. It sounds amazing!

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Welcome Webinar

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