Presentation slides for my workshop at the Visible Learning conference in Brisbane 19th july 2013.

1. The teacher's role in the blended classroom
... or when 1 + 1 > 2
Morten Fahlvik
Educational researcher
itslearning

2. 1996

3. Agenda:
• Part 1:
Blended learning
• Part 2:
The Unified classroom
• Part 3:
Working with reading
comprehension

4. The voice of the pupils

5. Blended learning
“Blended learning is a formal education program in which a student
learns at least in part through online delivery of content and
instruction with some element of student control over time, place,
path, and/or pace.
AND
at least in part at a supervised brick and mortar location away
from home.“
Michael B. Horn - Innosight Institute

6. Catlin Tucker
“There is an underlying focus on ‘content’ and
‘instruction’ in this definition of blended
learning, which disturbs me.
The way it is defined seems to alienate
traditional teachers who are looking to make
online learning a meaningful part of their
curriculum."
http://www.tes.co.uk/article.aspx?storycode=6289176

7. Blended learning
“Blended learning is both simple and
complex. At its simplest, blended
learning is the thoughtful integration of
classroom face-to-face learning
experiences with online learning
experiences.“
Kanuka, Heater og Garrison, Randy D. (2004)
«Blended learning: Uncovering its transformative
potential in higher education», University of Calgary

8. NESTA Report
UK
«We found proof by
putting learning first.»

9. CONCLUSION
Over recent decades, many efforts to realize the
potential of digital technology in education have
made two key errors.
Collectively, they have put the technology
above teaching and excitement above
evidence.
This means they have spent more time, effort and
money looking to find the digital silver bullet
that will transform learning than they have into
evolving teaching practice to make the most of
technology.

10. CONCLUSION cont.
If we are to make progress we need to clarify
the nature of the goal we want to satisfy
through future innovation.
Much existing teaching practice may well not
benefit greatly from new technologies. As we
continue to develop our understanding of
technology’s proof, potential and promise, we
have an unprecedented opportunity to
improve learning experiences in the classroom
and beyond.

11. Scandinavian research
• SMIL – University of Bergen
– The teachers’ digital litteracy / skills matters
• UnosUno – Sweden
– The sum of small changes are more important
than the ”big revolutions”

12. The relationship between
ICT and learning
outcomes
SMIL – research UiB
Upper secondary schools
17 529 students (15-19)
2 524 teachers

13. Key findings (extract)
• A great deal of ICT is used in Norwegian secondary
schools, but there is too little subject orientation
• Students spend a lot of time in front of computer
screens, but they lack knowledge in school-related ICT
use
• ICT and continuous assessment must be seamlessly
interwoven if we want to increase students’ learning
outcomes as a result of using ICT
• A teacher’s digital competence raises students’
learning outcomes

14. When 1 + 1 is bigger than 2
Physical classroom Online classroom

15. Teaching in the physical
classroom

16. Teaching in the online
classroom

17. What are the best
qualities of the physical
classroom?
What are the best
qualities of the online
classroom?

18. Tangent classrooms

19. Disconnected classrooms

20. Overlapping classrooms

21. The unified classroom

22. Meet Sid
BBC – The Classroom Experiment
http://www.youtube.com/watch?v=J25d9aC1GZA (4:57)

23. How can teaching in the
unified classroom help Sid?

24. ”Reading is
the skill”
Doug Lemov

25. Reading:
The foundation for the
Norwegian school system.
1739: The king decided to
establish a school system in
Norway.
Purpose: Learn to read
(the bible)
All children should have
two subjects;
Reading and Christianity
Writing and arithmetic would
be offered if the parents
demanded it.

26. 2001:
the
PISA-
shock

27. Udir – Assessment for Learning
Udir : The Norwegian Directorate for Education and Training is responsible for the
development of kindergarten and primary and secondary education.
The Directorate is the executive agency for the Ministry of Education and Research.

28. Dylan Wiliam
Formative assessment

29. Dylan Wiliam
OECD: The role of formative assessment

30. John Hattie

31. James Nottingham
Previewing and differentiated teaching

32. What happens if these concepts
are blended together?

33. Non-fiction
Text:
The Ice Age
Goals:
• Be able to explain how glaciers
shaped the landscape
• Recognize and know the physical
traces of the Ice Age
• Be able to calculate the ice
thickness
• Be able to place the ice age on
a timeline
• Develop individual reading
strategies
• Motivate students to read the
text several times
• Increase insight into own
reading comprehension

34. Pre-knowledge

35. Words:
Shape and
content
Receptive and
productive
dimension

36. Pupil made page with polls and facts

37. Online discussion
Question: Why did the ice start to melt by the coast?

38. Searching for new words

39. Creating crosswords
NB! All pupils made cross words.

40. Know – Want to learn - Learned

41. Reading
comprehension in the
unified classroom • A community of learners was
established
• More pupils were activated
• The silent pupils got a voice into the
class discussions
• The pupils were better prepared for
class discussions
• The teacher gathered evidence of
learning

42. What should the teachers
in my school / school
district do?
How can I or the teachers
in my school / school
district utilise the unified
classroom?

43. Great teachers
Davis Guggenheim – Waiting for superman
http://vimeo.com/15132511

45. Morten Fahlvik
Educational Researcher
www.twitter.com/fahlvik
Morten.Fahlvik@itslearning.com