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Day 1:

Focusing on "What is blended Learning" and on the lower-levels of Bloom's Taxonomy on infusing proper activities in the learning process

How do we provide the best opportunities for self-led instruction in the lower-levels of Bloom's Taxonomy?
 
#AEABlendFlip

Introductions/Registration

Today's Learning Goals:

  • I can apply Bloom’s Taxonomy and Depth of Knowledge to the use of blended or flipped classrooms.

 

  • I can explore flipped learning opportunities and tools.

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  • I have experienced a blended learning opportunity.

 

  • I can understand the challenges and benefits of various blended learning models.

Welcome everyone to the first day of Blending/Flipping Your Classroom.

Extreme Classroom Makeover

Extreme Makeover Videos

  • Teacher story: time 1:00-5:17: Think about what your classroom currently looks like and what you may want it to look like.  Think about why you are wanting to make this change. Compare it to your own classroom. What is the real situation in your classroom?  What are some students struggling with while others are understanding?
     

  • Classroom tour: time 7:59-12:00: Now think about your own students.  How do you know where your students are at?  What are their interests? Is there choice in their learning?  
     

  • The reveal: time 31:34- 37:21: Think about what capabilities are there for the family after the remodel? What can they do now that they couldn’t do before?  What changed in their environment to meet the needs of each member of the family? How can we apply this to our own classroom?

THINK - What can teacher/students do once the classroom is blended that they couldn’t do before?

 

As you saw in the videos when Extreme Makeover comes to town, they talk to the individual parents (teachers), then the children (students) and finally in trying to add all the components that are wanted create a home (blended content).  Through interviews, we understand the specific needs of teacher/students and their environment is changed to meet their needs. While your students aren’t going to jump up and down and say thank you for changing your classroom, you still want to know if you are meeting their needs.  How will you know?

 

Be thinking of your needs as well as the needs of your students as you continue through the next three days.  Think about changing the environment in your own classroom to meet the needs of your students. And the question, what can I do now that I couldn’t do before?

Extreme Classroom Makeover

Blended Learning (model blended)

What better way to learn about the blended-learning models than to try one? During this sample station rotation, participants rotate among virtual stations to learn about and analyze the four common models of blended learning.

Work in your assigned virtual groups 

Blooms Taxonomy, DOK and Engagement

The new Blooms Taxonomy is supported with the Depth of Knowledge.  The DOK level should reflect the complexity of the cognitive processes demanded by the task outlined by the objective, rather than its difficulty. Ultimately the DOK level describes the kind of thinking required by a task, not whether or not the task is “difficult”.

 

Activity Resources: DOK Level 1  | DOK Level 2  | DOK Level 3 | DOK Level 4 |

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For Virtual Activity

 

Final: Don't peek :)

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Watch this video

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These resources can help

Click on image to view and download

Learning Map: Connection of Blending to the Classroom

Lower Level of Blooms/DOK in the Classroom

Thinking about what you do in the classroom:

  1. list what items that are done that would fall into the Lower Level of Blooms/Level 1 and 2 of DOK in group Padlet   |    Padlet for iPad

  2. You may use the learning map to help out.

  3. Brainstorm ways to do this in an online environment by categorizing them in your Padlet. 

Did you think of these items? Where would you put them?

Lunch Time 11:30- 12:30

Deconstruct a Lesson: Connection to Bloom's/DOK

 

Google Drive  |  Word Version   |  Also have printed version  (Keep this document as we will refer to it on Day 3)

Flipped Learning/Screen Casting

Flip Your Content

What a 'Flipped' Classroom Looks Like (PBS Newshour Video)

What to Look For in a Video for Flipping Your Classroom

 

Watch example video together from this playlist.

  • What tips did you notice being followed or ignored?

  • What would you do to make the video better?

  • What methods/tools were used?

Video Creation Tools to Try:

Add your flipped videos or those you have found in this resource.  Tag the video with  Iowa Video

Definition: Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (Flipped Learning Network adapted from Ramsey Musallam)

OER:

     What is it?

     How to navigate AEA Learning Online's OER Hub

     How to create an account in the system and add yourself to a group (Video)

Learning Management Systems (LMS)

How do we take content connecting to Blooms and push it outside the classroom so it is accessible 24/7 and centrally located with multiple functions.

There are several LMS used in Iowa. Here are the most common

  • Schoology

  • Moodle

  • Canvas

  • Google Classroom

  • PowerSchool

Resource: LMS: What to Know, How to Choose

Expansion: LTI- What does this mean for you? Are you using websites such as Khan Academy for students to do work?  Khan academy and other sites have a portal that connects to and LMS. You can even bring in content from OER Commons. It allows various data to be sent from the site to the LMS. Which ones can you use for this? Check Here. Contact AEA Learning Online for more information.

Bringing It All Together

Revisit the learning map and apply the lower level of Bloom's and or DOK

 

Brainstorm what types of learning objects would apply to this map to support the face to face and the online.  

 

Where do they fall into Bloom's and/or DOK?

Assignment

Repeat the Deconstruct activity using YOUR OWN lesson:

  • Identify the lower level activities within the lesson and place them where they fall on Blooms  or DOK- You choose and remove the other one from the document.

  • Determine which ones could be done online and how

  • What can be done to improve the lesson

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