Basic description of a Blended unit addressing the periods of Reconstruction and Jim Crow in the U.S.
Date reflecting on the worth of the blended learning approach is included.
2. Description of Unit:
Basic Summary:
This unit plan explores the African American experience after The U.S.
Civil War. The first part focuses on Reconstruction, and the second on
the Jim Crow Era.
In an effort to allow students to work at their own pace, and meet their
I E
needs for either ntervention or xtension, a plan was devised to
organize the content into manageable chunks. Student understanding
on each chunk is evaluated by brief Formative Assessments.
3. Primary Content Learning Strategy:
Screencast videos with a Picture in Picture window of the teacher serve as the main
content acquisition tool for the unit. (We use the PiP feature because it seems to
engage the students to see THEIR teacher talking to them.)
Students are able to proceed at their own pace, allowing them to either receive
necessary face to face intervention, or individualized extension.
Cornell style note guides that follow the format of the videos can be differentiated to
meet the specific needs of students (LEP, SPED, GT).
A Class Sharing Blog can be made available to prompt student discussion of the learning
in the units. This blog will be moderated by the teacher, but students will be
encouraged to engage in a peer to peer approach of idea sharing that does NOT have to
be teacher directed. A primary source relating to the main themes contained in the
videos will be posted every couple days to encourage students to participate in unit
relevant conversation.
Student Centered Student Centered Student Centered Student Centered Student
4. Is there more information available relating to the format of the
unit??????
YES!!!!!!! If interested you can contact me and I will be happy to
share.
However this is NOT the place OR the time.
Now we will move to see some data that reflects on the effect of and
impressions left by the unit.
All of this data was gathered by analyzing anonymous Pre and Post Surveys
given to the participating students.
5. S R
u e
p s
p e
o a
r r http://www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiteratureReview.pdf
t c
i h
n
g
6. “Students with cognitive and learning disabilities who were
taught the fundamentals of self-determination were more
likely to access mainstream curricula and achieve their
academic and other goals, according to new research by
Karrie Shogren, a professor of special education in the
College of Education.” – College of Education, University of Illinois - 07/24/12
http://news.illinois.edu/news/12/0724self-direction_KarrieShogren.html
Supporting Research
