10 WAYS TEACHERS NEED TO ‘WORK DIFFERENTLY’ IN A BLENDED WORLD
03Mar
- Consider the fit for purpose of blending in the class/course/program i.e. integrating face-to-face and online learning? What is the optimal blend in the context of what students need to learn? Why move some learning activities out of the classroom and into an online environment? What value does the technology add?
- Focus on teaching skills. Successful blended learning challenges the traditional role of the teacher and the concept of learning environment. It requires teachers who are able to design instruction and develop learning activities, integrate face-to-face and online activities, facilitate discussions, lead one-on-one and small group interventions, and use data to enhance learning outcomes. Teachers need to communicate via a variety of media and be able to explore, identify and use an assortment of online tools and resources to personalise learning activities, develop collaborative communities of learning, engage students online in critical discourse and reflection, and provide timely feedback and guidance. They should think about when to have synchronous engagement (eg, instant messaging, videoconferencing) and asynchronous engagement (not all present at the same time, eg, email or discussion boards); teacher-centred and learner-centred strategies; encourage students independently or in small groups; and have report back sessions to the class either face-to-face or online and independent written activity.
- Focus on the role and needs of the learner. Consider differences in age, background, IT literacy, take account of disabilities and access to high-speed internet; how to personalise the learning objectives, how to stage learning experiences, for how long to meet as group, how long and often with individuals (possibly meeting more frequently but briefer), how to ensure the privacy of each student, how to empower students emphasizing autonomy and engagement. When blended learning is done right teachers have more time to provide individual instruction and support and feedback to improve learning outcomes for individual students; and students are free to collaborate with one another on learning activities; and provide peer-to-peer coaching/assistance to students who need help.
- Determine how content and resources will be different and used differently with, for example, some outstanding digital assets now available that provide for highly relevant, interactive, experiential learning. This means adapting instructional design principles for use in the blended learning environment in: defining learning objectives i.e. what will the learner be able to do as a result of instruction and how does it get used in real-life; determining content and activities i.e. is there existing content in a useful form and what media and tools will be helpful; providing guidance and maintaining engagement i.e. in thinking about the interface and tools, what look and feel is needed, how will learners enter and get around, how will they communicate and collaborate; confirming understanding by applying their knowledge; providing and receiving feedback for formative purposes; and formally assessing to measure performance and achievement of learning objectives.
- Consider how interactions will be different with synchronous and asynchronous instruction strategies and also the tools needed for effective online peer collaboration. Are there spaces for discussion, for co-creating, for collaboration; and are there clear rules, protocols and ways of working about all of these? Also, are there, for example: links to the workplace via videoconference with industry partners or community members; links to classes of students in other schools; online discussion boards and shared problem-solving activities; guest presenters for a scheduled synchronous (or asynchronous) contribution to online discussions?
- Consider how assessment and feedback will be different given the nature of adaptive and other digital assessments? Blended classrooms can have a stronger sense of community and collaboration thus serving as venues for more authentic and peer assessment. Digital assessments can be personalised to meet needs of students in terms of timing, form (paper, online) and being adaptive. They can enable frequent feedback, differentiated intervention and deeper student reflection; a combination of large-class and self-paced learning; use of e-portfolios to document and publish work; and collaborative and peer reviews via wikis, blogs, discussion boards and so on.
- Consider the implications for ‘classroom management’ with strategies like digital grouping, ‘breakout rooms’, ice-breakers, team-building, quick informal checks for understanding, using a timer, being intentional with transitions, validating self- and peer-reflection and feedback.
- Build familiarity with different tools and apps for different uses and purposes. Consider how best to provide intensive practice on cognitive or skill-oriented challenges via simulation, gaming, and interactive components; and how social networking technologies, such as blogs, wikis, podcasting and RSS-feeds can be particularly useful for engaging students in online learning communities for shaping student thinking and for teachers and students to provide feedback. Provide user-generated content tools to enable students to produce and share representations of their learning; and enabling the teacher to guide independent learning for individuals and groups working together online. Provide additional assistance and guidance for in understanding internet protocols especially those of cyber safety and intellectual property.
- Technically teachers may also need to manage course management systems and platforms to organise content, learning activities, assessments and interactions. For example, providing searchable resource links organised by curriculum and year level; instructional guides and videos; repositories of online assessment item banks and digital resources; spaces for hosting curated and created content; moderated forums for discussions; collaborative and co-creation spaces; and assistancd with technology issues.
- Monitor the success of the strategies and approaches in an ongoing way by talking and getting feedback i.e. is there a chance to provide feedback, are there multiple ways to receive and provide feedback, are the responses timely, is everyone’s particular circumstance acknowledged, and are the mechanisms easily navigable.
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