When thinking of the challenges related to the creation of an instructional resource aimed at sharing my research with my colleagues I want to refer back to my major takeaways from the Clark readings this week.
Chapters 3-6 in the Clark reading highlight the different technical aspects of teaching procedure, concept, fact and process. My major takeaways from each of these sections follow: Procedure
Concept
Creating a resource for the concept of a blended classroom model will include the use of examples of what different classroom models are available to teachers. Most of my colleagues in the math department are only familiar with two different instructional models: the direct instruction model which is very teacher focused, and the PrBL model which, if done correctly, can be student focused. Building conceptual understanding of a blended model requires that they understand the purpose of the classroom and have clear intentions for the instructional model they choose. I hope that my resources will allow them to see that a blended model allows for each interested party, teacher and student, to have a hand in the learning of material. Fact
When I think about the presentation of fact I refer to the Clark readings explanation of fact being unique pieces of data. My resources will include hard data as to the effectiveness of the blended instructional model I am experimenting with as well as any relevant facts related to the use of a blended model. Such facts will include things like: - Homework will look different using a blended model - Students will be front loading information at home before they take notes in class - Front loading information before lecture provides students with prior knowledge Process
Resources related to process will include a flowchart that explains the learning cycle in a blended classroom. The resource will explain the process of students watching videos at home and trying one practice problem, coming to class and taking guided notes on the concepts related to the video they watched the night before, and then doing what is traditionally called “homework” in class with teacher aid. This process then repeats for a new concept. The deeper the understanding my colleagues have for the blended classroom model the more likely they will be to attempt it and employ it correctly.
4 Comments
Monica Knecht
3/16/2019 07:07:14 pm
Brandon, you just blew my mind! These ideas are so professional and well thought out. Citing the authors in such an organized fashion and making such profound observations and ideas about using these ideas with your own classes was fabulous. You must be an amazing teacher and your students are so lucky to have you. And your colleagues really could learn a lot from you.
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Jona Sandau
3/17/2019 01:34:47 pm
Awesome application of the readings to your driving question! Loving how you took the main concepts and thought about how you would put these into action as you share your work around flipped classrooms. What I love about Clark is 1) the clarity around how to teach things in a way that works best for the learner. It's "next level" to me, in that I do not recall having ever learned these kinds of things in my credential program. 2) I love the versatility of Clark's work. This learning can be applied to everything that we are doing in our work (from Kindergarten to High School to TOSA work), as well as what she originally intended it for: technical trainings. Thanks for another awesome blog!
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Caitlin Mitchell
3/17/2019 02:47:51 pm
Hi Brandon,
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Catalina Goldstein
3/17/2019 03:29:28 pm
The classic sit down classroom is so deeply ingrained in us that a blended classroom does require some training on the procedures. Figuring out how to navigate the ICAREs was tricky but now it's almost second nature. I'm sure your students will get it.
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