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  • >>Kristin: I can say that the things I've been doing the last

  • two years have really made a difference,

  • because my kids have scored the highest in the State

  • on the standardized tests.

  • So what we're doing here is working,

  • and it's helping them be successful.

  • >>Julie: We define Blended Learning as the combination

  • of digital content and activity

  • with face-to-face content and activity.

  • It sounds easy to Blend, but it really,

  • it looks very different in every classroom.

  • So if a teacher is using something that works really well

  • in a face-to-face situation, they should continue to do

  • that because it works well.

  • If they can find something else that works better,

  • is more efficient or more effective that's digital,

  • then that would be implemented.

  • >>Kristin: What I have online could be completely different

  • than what the biology teacher has online,

  • or what the physical education teacher has online.

  • It just depends on what you need those kids to have in order

  • to understand what they need to learn.

  • >>Mickey: Okay, go ahead get the laptops.

  • And actually anybody that's in a small group come over here,

  • I need you to get a iPad.

  • >>Why I wanted to go to a more Blended environment was

  • so that I could figure out a way to differentiate instruction

  • within the biology classroom, and I wanted a way to be able

  • to work with students in small groups,

  • while other students are still engaged in content learning.

  • >>There are three activities.

  • One's assorted sentence activity,

  • one is an online interactivity

  • and one is small group that's going to be working with me.

  • >>Okay, slide to the apps, and open up Educreations,

  • because we're going to fill in this chart,

  • because this is going to get us practicing base pairing

  • between DNA and RNA and reading our photon chart.

  • Okay, so what goes G?

  • >>Student: C.

  • >>Mickey: C. So I'm going to put G

  • and C together like this, right?

  • >>Shelton: I've like probably learned more today just

  • by doing this than I have the whole week

  • that we've been doing this.

  • >>Kristin: And we looked at the research about Blended Learning.

  • We've defined it, and then we had to figure

  • out what would it look like in my class.

  • And so that's when I went, "Well, I actually want

  • to use it more as a tool for the kids

  • for like supplemental materials."

  • There's always practice problems.

  • Or you can go listen to somebody talk about the topic.

  • But the kids started to say that, "We don't want to listen

  • to somebody else; we want to listen to you.

  • And we need your help, and we want to hear your voice."

  • So I started to go, "Okay, well, how can I do that?"

  • And so our technology person said,

  • "Have you seen this app on the iPad?"

  • And me, not knowing anything about technology, went,

  • "I have no idea what you're talking about.

  • Teach me."

  • So we went through a process of me learning how

  • to use the ShowMe app, and then I started making podcasts

  • and it gives me a chance to be in their homes,

  • wherever they are 24/7.

  • It's Virtual Weller, is what we call it.

  • >>"That will correspond to six to nine,

  • like it has in the rest of the problems."

  • >>Luis: The podcast like helps so much.

  • It's like as if she's actually there, and she just go

  • through it again, and you can like finally understand it.

  • >>Kristin: I see them, they'll plug in, I look over

  • and they have it on their phones.

  • They have it on their tablets, they have it on computers.

  • They do podcasts for me during class time.

  • I will have specific problems I want to see,

  • just like do they understand the basics

  • of what we talked about today?

  • >>Student: Forty, all right, 60 plus 60.

  • Divide 40 to get C by itself.

  • And C...

  • >> ...equals to 45.

  • >>Class: Yay!

  • [applause] Oh, yeah!

  • >>Kristin: All right.

  • >>For me classroom time, direct instruction, investigations,

  • discovery, that's all still part of teaching.

  • It's not all online.

  • A lot of the face-to-face stuff is still the most important

  • thing to me.

  • The online tools are there

  • to help make understanding even better, even more rich

  • of an experienced for the kids.

  • >>Julie: We really wanted the focus to be on the teaching

  • and learning part, and on the digital tool

  • as a secondary thing.

  • >>Mickey: Kids don't always get it the first time,

  • or the second time, or the third time.

  • And this allows different ways for those kids to get it.

  • The pass rate for my kids the first year was 75 percent;

  • and the second year was 93 percent.

  • The state average is somewhere around 60 percent.

  • So something's working for these kids.

>>Kristin: I can say that the things I've been doing the last

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ブレンデッド・ラーニング。あなたの教室でそれを機能させる (Blended Learning: Making it Work in Your Classroom)

  • 61 3
    Benson Lin に公開 2021 年 01 月 14 日
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