1. Perfect Blend Catlin Tucker @CTuckerEnglish English Teacher, Curriculum Designer, & Author

2. Workshop Objectives Blended learning demystified Creating a safe space online Building an online community Designing dynamic questions Teaching students to say something substantial Flipping your classroom Weaving instructional mediums together

3. goo.gl/l4Jgi Click Register Now & enter info

4. Welcome! Tell me about YOU: goo.gl/5NW5K8

5. My Story …how discussions transformed my classes.

6. Blended Learning: Shifting The Paradigm

7. Brainstorming | Peer reviewing | Debates | Roundtables | Group projects Discussions are Critical to Learning During discussion learners are not passive recipients of information that is transmitted from a teacher. Rather, learners are active participants.

8. A)Awesome - Intellectual discourse of the highest order B) Good – Most students engage C) Fair – Room for improvement D) A struggle - Like recruiting for jury duty What are discussions like in your class? m.socrative.com Room 44701

9. Benefits of Taking Discussions Online Less anxiety Equity of voice Embedded modeling Asynchronous flexibility More time to collaborate Ability to test out new ideas Space to question Online transcript

10. Beauty of the Backchannel www.todaysmeet.com/Tucker

11. Developing a Community of Inquiry

12. Benefits of Taking Discussions Online Less anxiety Equity of voice Embedded modeling Asynchronous flexibility More time to collaborate Ability to test out new ideas Space to question Online transcript

13. Social Presence

14. Round Table Discussion #1 What do students need to know about online communication? What behaviors belong on a Dos and Donts list for online communication? How would you introduce & reinforce expectations? TodaysMeet.com/Tucker

15. Live Binder: Support Resources goo.gl/igGTl Access Key: Perfect Blend

16. Communicate expectations: Behavior and conduct Quantity and quality Learning objectives Strategies for blending instruction Then trust your students! Create a Foundation for Success

17. Break The Ice Online! Which superpower would you choose? o The ability to read minds o The ability to stop time o The ability to fly o The ability to become invisible o The ability to heal people Practice skill set Correct missteps Model strong responses Build relationships

18. Return to Collaborize Classroom site. Find: Time Machine Icebreaker Click View and Comment Select one option and post your comments. Then reply to at least one person. *Refresh to see new comments posted. Practice with an Online Icebreaker

19. Like improvisation, discussion is a 2 way street… In the great words of Tina Fey…

20. So, what did we learn? 1.Respect what your peers have created. 2.Yes, and…add something of your own. 3.Dont be afraid to contribute. 4.Make statements. 5.Problem solve and be part of the solution. 6.There are no mistakes, only opportunities.

21. Substantive postings: Drive conversations forward. Require students to really think. Reinforce understanding of the topic. Keep quality of discussions high. Produce more meaningful interactions. Why is it important to say something substantial?

22. Round Table Discussion #3 How would you define a substantive response? Why is it important for students to participate in a substantive way? Brainstorm strategies that students can use to ensure their postings are substantive. TodaysMeet.com/Tucker

23. Strategies for Saying Something Substantial Present a new question to refine or redirect Share a personal experience Think outside the box/play devils advocate Ask for clarification Make connections Share a resource Summarize main ideas Comment thoughtfully

24. Intriguing Exit Strategies Teach students how to end responses and replies to invite further discussion.

25. Intriguing Exit Strategies Ask for clarification or further explanation. I am confused about ______________. Does anyone have any ideas or insights that might help me understand?

26. Example Exit Strategies Invite your peers to draw a different conclusion or share another perspective. Did anyone else reach a different conclusion based on the reading?

27. Example Exit Strategies Pose a follow-up question to expand the conversation or shift it in a new direction. This topic was not presented in the question, but does anyone have an opinion about __________________?

28. Teaching Presence

29. Round Table Discussion #2 What types of questions do you typically ask? What strategies do you use when designing questions? How often will you use your online discussions? TodaysMeet.com/Tucker

30. What does a strong question look like? Does Reading Cure Racism? Do you agree with Angelous statement that the only way we as a society will be free of the blight of ignorance is if we read and learn? Do you agree that reading, knowledge and education are essential to respecting differences and forming cross racial friendships? What experiences in your life have caused you to be open-minded? Design different types of questions Start with a catchy title Incorporate multimedia Layer questions

31. Embedding Instructions in Your Questions Once you have posted your response, read the responses posted by your peers and reply thoughtfully to at least 2 other students. Compliment strong points, ask questions and build on ideas shared! Signals that participation is required after they answer the question. Establishes a requirement for the number of replies. Provides clear strategies for adding substantively.

32. Design Your Own Discussion Question Go to our Collaborize site. Click Start a Discussion. Design a question: Catchy title Layered questions Media Expectations for participation

33. Defining Your Role Questions to consider: What age level are you teaching? How many students are you working with? What is the goal of your online discussions? Where will students participate online? How much support do your students need?

34. Involved Participant vs. Silent Facilitator Involved Participant vs. Silent Facilitator Actively engages Models strong participation *Tip: Dont overpower conversations Silently moderates Blends online work into class *Tip: Use online work to drive in class instruction

35. Return to Collaborize Classroom site. Find: What is your preferred facilitation style? Click View and Comment Select one option and post your comments. Then reply to at least one person. *Refresh to see new comments posted. Preferred Facilitation Style

36. Weave Work Online Back Into the Classroom Review discussion highlights Answer remaining questions Follow up debates Discuss results Groups present

37. What is the Flipped Classroom?

38. Traditional Approach to Flipped Classroom There is no frame or context…

39. Why Use Online Discussions When Flipping? Do you agree with Noam Chomskys statements about President Obama? Vote Yes or No then support your position with details from this video and our reading. Reply thoughtfully to your peers.

40. How can I flip instruction in my subject area? You would be surprised how much you can flip to free up class time for hands-on work!

41. Document/PDF Attachments to Drive Discussion Magazine Articles Newspaper Articles Documents, PDFs, Handouts, & Lecture Notes

42. Picture Attachments to Drive Discussion Graph Artwork Flow Chart

43. Video Attachments to Drive Discussions Documentaries Teacher Recorded Lectures News Clips Recorded Demonstrations

44. Tips for Flipping Your Classroom Break it up. Dont reinvent the wheel. Check for understanding using a variety of assessments in class. Design student-centered activities to build on ideas presented online.

45. Introduce project in class Students work online to accomplish task Reenactments www.covenantschool.org/wp-content/uploads/2010/10/APUSH-Battle-Reenactment1.jpg Student-Centered Activities

46. Introduce project in class Students work online to accomplish task In Class Debate www.dailytarheel.com/media/00/00/01/09/10959_0224_studgov_kellyf.jpg

47. Introduce project in class Students work online to accomplish task Creative Artistic Projects mrsmanzellastudentartgallery.blogspot.com/2011/01/3rd-grade-collograph-prints.html Student-Centered Activities

48. Introduce project in class Students work online to accomplish task Field Work academics.smcvt.edu/biologymatters/images/Spring10/Picture1%20CR.jpg Student-Centered Activities

49. Introduce project in class Students work online to accomplish task Labs and Experiments brd.hilliardschools.org/wp-content/uploads/Dana-001.JPG\ Student-Centered Activities

50. Designing a Flipped Lesson goo.gl/RA0V5

51. Cognitive Presence

52. Benefits of Taking Group Work & Discussions Online Less anxiety Equity of voice Embedded modeling Asynchronous flexibility No need to physically meet outside of class More time to work together Easy to assess quality of participation Stronger finished product

53. Student Driven Projects Teacher sets structure & students drive process.

54. goo.gl/bK2EE Tapping Into Our Collective Intelligence

55. Expert Group Investigations Empower students to be the experts on a topic. Teach research skills. Analyze credibility of resources. Communicate with peers. Create a presentation. Present findings to class.

56. #1 Expert Group Investigations Step 1: Give groups a topic to research. Solar Power as an Alternative to Fossil Fuels

57. #1 Expert Group Investigations Step 3: Present research Weebly or Wix.com Solar Power

58. Web Quests Without the Hassle Allow time to explore best resources. Embed multimedia into safe online space. Engage critical thinking. Ask students to apply knowledge. Facilitate communication & collaboration

59. #2 Web Quests Without the Hassle Step 1: Embed the best online resources into your learning platform.

60. #2 Web Quests Without the Hassle Step 2: Post information for students to explore and discuss. Discussion Qs: What is the purpose of this? What fears are exploited? Identify stereotypes present.

61. #2 Web Quests Without the Hassle Step 3: Create a modern example of propaganda. Glogster.com or Google Drawing

62. PBL: Challenge Based Learning Project Requires that students: Ask questions – inquiry based Problem solve Collaborate on real world issues and solutions Recognize their ability to have an impact Communicate with peers respectfully Leverage technology = Makes learning relevant and interesting

63. #3 Challenge Based Learning Project Big idea: Voting Step 1: Group students and present a big idea or theme. thinkprogress.org

64. #3 Challenge Based Learning Project Step 6: Groups present their challenge, solution, evidence of implementation and reflection in the form of a multimedia project to publish. Dynamic informational website Power point or Prezi presentation iMovie or informational video Organized event

65. Creating a Student-Centered Classroom Photo: LajosRepasi/iStockPhoto.com.

66. Amplifying Curiosity with Mobile Devices

67. QR Codes & Mobile Devices in the Classroom Use QR codes in class to: link students to a helpful video. go on a virtual fieldtrip. design an in-class web quest. direct students to quizzing site. make a textbook interactive. post important info. QRStuff.com

68. Help Students Organize Information Evernote App Help Students Organize Information

69. Get Every Student Involved in Discussions Collaborize Classroom App Get Every Student Involved in Discussions

70. Share Conversations Voice Thread App Share Conversations

71. Create & Comment on Digital Media

72. Engage Students with Response System Socrative App Engage Students with Response System

73. Immediate Results

74. Fun Class Competitions with Space Race

75. Google in the Classroom Google App Google in the Classroom

76. Questions?

77. Catlin Tucker Twitter - @CTuckerEnglish Education Blog - www.catlintucker.comwww.catlintucker.com Blended Learning in Grades 4-12: Leveraging the Power of Technology to Create Student-Centered Classrooms (Corwin – June 2012) Contact Information