four blended learning approaches include: 1. The rotation model, where students
rotate between teacher-led instruction and online learning. 2. A flexible approach, where students ex-
perience most learning online, while teach- ers provide a personal approach and touch. 3. The self-blend model, in which stu-
dents choose their courses from a menu to supplement their regular, non-technical school offerings. 4. The enriched-virtual model, a whole-
school experience in which students divide their time between attending a brick-and- mortar campus and learning remotely, using online delivery of content and instruction.
Fortunately, it does not require a massive
investment to take steps in the direction of blended learning. The following resources are free, relatively easy to use, and very ben- eficial in terms of increasing options for stu- dent learning.
Content In terms of content, the most notable
free provider of instructional resources is Khan Academy (
www.khanacademy.org), a website with more than 3,300 academic and real-world videos from basic arithmetic to quantum physics, introductory science to art history, and American civics to the basics of computer programming. These low-tech conversational tutorials last a few minutes and provide an introduction or a reinforce- ment of concepts and topics for students. Khan Academy also has an exercise sys-
tem that generates problems based on a stu- dent’s grade and skill level, all of which can be monitored by the teacher. What makes Khan Academy the poster-child for blended learning is its ability to assist with the deliv- ery of small chunks of content that can as- sist students needing reinforcement from a differing perspective, or those interested in higher-level skills.
n Honorable mention:
www.knowmia.
com. Knowmia boasts more than 7,000 teacher- and student-created videos in top- ics ranging from math to science, world lan- guages to English, social studies and tech- nology.
Conversation During classroom learning, technology
resources can be used to promote higher levels of engagement and interaction. One such approach is the use of a backchannel, which provides opportunities for students to use devices such as their own mobile phones, laptops or iPads to ask questions, provide input and share ref lections about what is happening around them.
Social hubs The link for students between the con-
tent, conversations and productivity tools can be a social hub such as Edmodo or a Learning Management System (LMS) such as Haiku. Edmodo boasts more than 7 mil- lion users and has been described as the “Facebook of education.” Edmodo now has apps for iOS and Android platforms that promote mobile access as well.
TodaysMeet (
todaysmeet.com) is a free,
simple option that works with just about anything that can get to the web. Today- sMeet allows for real-time conversations and connections with a live stream to make comments, ask questions and provide clari- fication. Even without web access, Twitter integration allows participants to use text messaging and interact with one another through this resource. In a classroom, a ninth-grade teacher
might pose a prompt such as, “What is your interpretation of ‘walking in someone else’s shoes’ from To Kill A Mockingbird?” Stu- dents can then respond to the question dur- ing a classroom discussion, with the back- channel becoming the discussion platform. Students respond to the prompt, to the com- ments of others, and reflect on other applica- tions of the concept or topic. Want more information on the use of
backchannels? Check out http://derekbruff. org/teachingwithcrs/?p=472.
Katie Angelone, social studies teacher in
the Roseville Joint Union High School Dis- trict, regularly uses Edmodo with her stu- dents: “I use Edmodo to engage my digital- native students, to teach them good digital citizenship and to post assignments and vid- eos. Recently, students posted avatars (using the free program Voki) to describe what en- lightenment philosopher they thought had the best and worst ideas and why. They had to view and comment on at least one other student’s Voki. “I have had students submit work digi-
tally as well. Students have been asked to preview material before coming into class so they may be better equipped to participate in that day’s activities (flipping the classroom). Students also are involved in discussions (kind of like a blog) and have sent me pri- vate messages asking for clarification on an assignment as well. Students and parents are enjoying Edmodo very much, as do I.” A Learning Management System can
November/December 2012 9
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