Blended Learning
Done right, blended learning breaks through the barriers of the use of time, place, path to understanding, and pace to allow each student to work according to his or her particular needs—whether that be in a group or alone, on practice problems or projects, online or offline. It preserves the benefits of the old and provides new benefits—personalization, access and equity, and cost control.
-Michael Horn, Education Week, January 2016
What is Blended Learning?
The Cornell University Center for Teaching Excellence defines blended learning as "learning that combines the best of online learning and face-to-face instruction for the purpose of enhancing learning" and notes that ‘Flipping the classroom’ or ‘inverted teaching’ are also forms of blended learning, as course content is moved out of the classroom to an online format allowing for class time to be more interactive".
Factors to consider when deciding whether or not to use Blended learning
An Example of Blended Learning: Anthem by Ayn Rand, a study of Modern dictatorships, a lesson in WWII society, and an examimation of the Holocaust
Why Blended learning?
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More flexibility for students and instructors
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Varied ways for students to engage in and demonstrate their learning.
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Both instructors and students have the opportunity to develop their technology skills.
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Many students prefer classes that have some online components.
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Some technologies allow for more learning to take place,or facilitate a specific kind of learning activity that might not be possible without the technology.
Whether or not you decide to use Blended learning depends on the following:
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Your comfort level with using technology for learning.
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Whether or not you can attain your learning outcomes with a blended learning format.
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If there are any challenges you might be facing that may be remedied through online learning.
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How much time you want in class to do interactive learning activities.
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Must connect the online and face-to-face learning for deeper learning to occur.
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Must adjust timing of in-class instruction to compensate for online activities.
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Clear guidelines for students.
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Not all students have technology skills.
Start the slide show above by clicking on the image at the top left.
Opening scene of "Saving Private Ryan" (Stimulate students' interest)
"Conspiracy"-Movie about Nazi decision to gas Jews (Stimulate students' interest).
Overview
It is often the case that today's students do not understand the importance of thinking for themselves or how much of a privilege it is to be able to do so. In the same respect, they often do not truly understand the evil nature and brainwashing done by the Nazis during WWII. Finally, they often do not have a true appreciation for those who have served and those who do serve in our military. This blended learning unit is meant to "open students' eyes" to all of these issues. First, students will read the novel. While they are doing so, they will research Nazi society and compare it to a modern-day society in which similar methods of rule are used. They will demonstrate their understanding in a comparision-contrast essay and in a Google Slides presentation. They will also learn about Ayn Rand and her beliefs by participating in the online course (increased depth of knowledge). Finally, students will gain a better appreciation for those who have and do serve, as well as the attrocities associated with the Nazi party, by participating in the Scrapbook project, one that requires them to assume the role of a person in WWII and create a digital scrapbook representing that person's life. They will also take a "digital tour" of Auschwitz and upload images to Edmodo, images that they believe best capture the lessons to be learned from the concentration camp (increased depth of knowledge).
Anthem by Ayn Rand
Ayn Rand wrote Anthem in part to warn members of society about the dangers of groupthink and of the importance of being yourself. The protagonist, Equality 7-2521, named for the series of mass-produced children born in a particular year, struggles with his "curse". In essence, he has intellectual gifts, but he is beaten and harassed in an attempt to get him to conform. He struggles with the idea of conformity vs. exploring his intellectual gifts. Eventually, he is able to see beyond the socialistic (Nazi-like) rules of his society and teaches himself about Ego and the importance of thinking. Along the way, he is able to find another person who has similar feelings about society. The two of them escape their housing and live as free, thinking individuals in the forest. The message here is simple: Think for yourself and be true to yourself. Do not give in to the status quo or allow yourself to be brainwashed into doing things you would otherwise refuse to do (Nazi society). The link to the Anthem Teacher's guide can be found here.
The project for the Anthem component of this blended learning unit can be found below (Project 1).
Project 1
Because Anthem explores the problems associated with a society in which a dictator of sorts is in place, students will better understand what life is like for the average citizen living in such a society by researching a modern-day dictatorship. This will become the basis of a comparison / contrast essay and a Google Slides presentation.
In-class: Discussions about the novel, writing assignments, creation of Google Slides presentations, Scrapbook project, online course..
At-home: Continued readings (novel), chapter study guides, Scrapbook project, online course.
Online (Increased depth of study): Ayn Rand course (online class meant to increase students' understanding of Rand's views), Google Slides presentation, Scrapbook project, Auschwitz project (online "tour"), Operation "We Are Here" letter.
www.aynrand.org-Information about Rand's work, philosophy, etc.
Online course-Students will take this online course after having read the novel. It will allow them to delve into the novel on a deeper level, as well as to learn about Rand and her philosophy.
Project 2
Operation "We are here"- A website dedicated to allowing the average citizen to write to soldiers serving around the world, thereby providing them with support and a source of strength. Visit this website and write a letter to a person who is serving our country in the military today. Thank the person for his or her efforts.
Project 3
Hook: Based upon having viewed the clip and having viewed the speech from the WWII veteran, students will have a much better understanding of the sacrfices made by those who serve. Then, students will be given the name, rank, and a brief synopsis of where a modern-day soldier is serving. They will write a letter of appreciation to this current member of the Armed services. In the letter, they will explain what they have seen and heard and try to convey their gratitude for the service given by our men and women in the military. The letters will be mailed by the instructor. No addresses will be given to students, and they will be instructed to only use their first name in the letter.
Lesson Body:
Students will be given the "WWII Scrapbook project" overview. They will choose the role they wish to assume and begin researching what a person who served in that role may have experienced in WWII. The use of Primary Source documents is required.
World War II Scrapbook project
The Scene: It’s 1945, and World War II has finally ended. It’s time for you to put your memories, good and/or bad, together. Many of your most vivid memories will be captured for your children and grandchildren to look at in the years to come.
The Task: Your assignment is to create an authentic looking scrapbook to share with your children & grandchildren. As you design your scrapbook, consider these factors:
World War II had an enormous impact on the culture and society of the United States.
Why was there a second world war?
Why and how did Americans sacrifice for World War II?
Choose a character: Select from the list below, or develop your own character. You will work in pairs. Pick a role from "In the war" and "On the Homefront".
In the War: Choose a theater of war, a branch of the military, and a particular period of two years. You can be a soldier, nurse, officer, liberator of a specific concentration camp, aide to a general, etc…
The Pacific (many of the soldiers here were in the Army Air Force) (Include information about Allied prisoners of war)
Western Europe
North Africa (you’ll probably need to include events relating to both the US and British campaigns)
Italy (again, you’ll probably need to include events relating to both the US and British campaigns)
A WAVE (Woman Accepted for Volunteer Emergency Service)
A WAAC (WAC) (Women’s Army Auxiliary Corps)
A WASP ( Women Air Force Service Pilot)
On the Homefront:
A soldier’s sweetheart following him in a specific theater of war through his letters and the news media
A Japanese-American about to be “relocated” (Internment)
A Rosie-the-Riveter type female worker
A scientist (or other worker) on a top secret project at Los Alamos
A teen whose older brother signed up to fight in the war
Air raid warden
USO entertainer or volunteer
The Process:
Make sure your scrapbook includes the following:
A description or timeline of the major events of the two years you are following (ten major events)
5 authentic and relevant historic photographs (can check American Memory, Life, Time, etc.)
3 actual news clippings.
1 personal letter – created & written by you, based on historical fact
1 document relevant to your experience during the period (speech, legislation, poster, etc.)
3 artifacts with explanations. These might include: images of your weapons (s), drawings, political cartoons, an invitation, medals, images, mock ups of draft notices, representations of clothing, badges, posters, currency, your ship, your tank, your factory, your buddies, etc.
Every item in your scrapbook should be dated and annotated with at least a paragraph explaining its importance…made relevant to you whenever possible/appropriate. You must use Primary Source documents for these assignments.
Your works cited page should appear in the back of your scrapbook.
You may use the Scrap Pad app to create a digital scrapbook. Be sure to post your final project to Edmodo and VoiceThread for class feedback. Based upon the feedback you get, you may revise your product and improve upon it.
Though your stories should be historically accurate, feel free to be creative!
Possible sources of Information:
Time Life Magazine (WWII archive): Photos and articles created during WWII
WWII interactive app: Read about the major battles and events of WW2 in detail. Swipe through the timelines for every month of the war. Watch rare video clips. Listen to famous speeches. See amazing photographs. Learn about the leaders, weapons, conferences, major operations, etc.
Poster art from WWII-Propaganda and artifacts.
Recollections from WWII-Actual commentary from those who participated in WWII.
The Pacific Theater- Articles, overviews of battles, etc.
Western Europe: Articles, overviews of battles, etc.
North Africa: Tank battles, overviews, etc.
Italy: Information of all kinds from History.com
Women who served: A variety of information about how women contributed to the war effort.
Japanese internment: Information about the treatement of Japanese Americans on the homefront.
Rosie the Riveter: Unnique roles of women during WWII.
Scientists an the Atomic bomb: Information about those who developed the weapon that changed the world.
Air Raid Wardens: Information about those who had to remain calm while bombs were falling on thier cities.
U.S.O.-Picttures, overview of functions, etc.
National Archives Docsteach app-A myriad of information from the National Archives.
D-Day-Facts, figures, overview, etc. can be accessed with this app.
Causes of WWII- Facts, maps, overview, etc.
Checking for understanding: Students will use the ShowMe app or the Explain Everything app to demonstrate their knowledge of what they have learned. They will present this information to the class. Using Edmodo, students will provide feedback to the presenters.
FInal product: Students will use the Splice app to create presentations that include all components of the project. These presentations will be posted to Edmodo so that peers can provide feedback and revisions can be made.
The following is meant to help you better understand World War II, its causes, the battles, and the aftermath of the war. Go to THIS SITE to view an overview of WWII.
Project 4
Activity
Just from the image of the entrance to Auschwitz, you do not get a sense of the horrific events that took place in the camp. Further exploration of images from inside the camp may shock you. First, do some research into what the words on the camp's entrance mean. After having done so, comment on why you think this message was chosen for the sign at the entrance to the camp.
Thereafter, your assignment is to collect some images of Holocaust survivors and images from inside the camp and use them as the basis for class discussion.
1. Click on the Holocaust link here. Select two images that you believe really encapsulate the tragedy. Take screenshots of them. Then, go to Google Earth and enter Auschwitz, Poland. Take a digital tour of the camp. The Google Maps link here. Click on Google Earth in the bottom corner to get a real-time view of Auschwitz. Click "show images" at the bottom to see pictures from the camp.
2. Upload your screenshots. Include a paragraph description of each. What happened at each location within the camp? What emotions did these images stir in you? Could you actually physically visit Auschwitz, or would knowing what happened there make you reluctant to do so? Why do you think the camp is still in existance? What messages might the camp's curators be trying to convey to those who visit it? Add your photos to our Edmodo page, along with your thoughts.
3. Conduct a class discussion of the images and paragraphs, as well as the Holocaust. Cite specific images you captured, what happened at each location, and what meaning you associated with each image.
Part of a sample WWII scrapbook. Click on the first slide (far top left) to begin the slide show.
Overview of this assignment
The purpose of this assignment was to design an example of a Blended Learning lesson that truly demonstrates the aspects of this type of learning. The unit I created is quite involved, and it will require students to utilize a variety of computer skills, thinking skills, creative skills, and presentation skills.
I tried to take the subjects (WWII and the importance of being an individual) and make them attractive to today's students by incorporating effective use of technology. I have actually taught this unit before, and I know that students enjoy the collaboration and computer-related tasks it requires of them.
I did decide to redesign the unit to make it even more "intense" so that students would be required to use higher-order thinking skills.
Ultimately, I was reminded of how proud I am of this unit when I redesigned it. I believe it is a unit that includes aspects of history, English, critical thinking, collaboration, and computer skills.