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Student Engagement with Blended Learning: 9 Unique Ideas

Student Engagement with Blended Learning: 9 Unique Ideas
There are many different ways to engage students, and one of those ways is through blended learning options. By using blended learning ideas in the classroom, students often learn more easily because they are interested in the activities and the knowledge. Presenting information to students the right way can be the key to seeing them develop a higher level of interest for anything they need to learn. Here are nine ways to achieve meaningful student engagement with blended learning. Help Students See the Relevance of the Work When students don’t see the point of what they are asked to do, they are far less likely to do it. Collaborate and Problem-Solve During Class Meetings Because blended learning incorporates face-to-face and online learning options, students have an opportunity to do things on their own and also to work with their instructor and the other students in the class. Mobile Learning Tools Should Always be Available Avoid “Busy Work” by Meeting Individual Student Needs

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Learning and Cognitive Load - An Introduction What does it mean to have learned something? What occurs within the individual as they are learning and what changes occur as a result of that learning? At some point in the teaching/learning cycle we need to ask this question and ponder our definition of learning and the consequences that follow from our conclusions. One possible approach to answering this question is to explore the processes that occur within the brain as we learn and to track the movement from a concept presented to us in the environment through to the inclusion of this into our existing mental models and our knowledge banks. When we take this approach we are applying a ‘Human Cognitive Architecture’ approach to understanding learning.

Steps to Create the Conditions for Deep, Rigorous, Applied Learning Many school administrators, teachers and parents want the education provided to children to be high quality, rigorous and connected to the world outside the classroom. Teachers are trying to provide these elements in various ways, but a group of schools calling itself the “Deeper Learning Network” has codified some of what its members believe are essential qualities of deep learning (check out how students lead parent teacher conferences in this model). Some of the goals include learning designated content, critical thinking, communication skills, collaborating effectively and connecting learning to real-world experiences. To better understand what schools in the Deeper Learning Network were doing differently, Monica Martinez and Dennis McGrath visited several schools and wrote a book about what they found: “Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century.”

Mapping the 21st Century Classroom — Bright The increased connectivity of our K-12 classrooms has opened the informational floodgates, giving students and teachers unprecedented access to eye-catching digital resources that are ostensibly superior to, say, a Florida textbook that still references the Soviet Union. But without a skilled, passionate teacher to curate, sequence, and focus students’ attention, the overwhelming availability of digital content can result in information overload and shortened attention span. (On that note, my colleagues at TNTP — formerly The New Teacher Project — which works with school districts nationwide, has developed guidance to support instruction in blended learning classrooms.)

Studies Confirm the Power of Visuals in eLearning We are now in the age of visual information where visual content plays a role in every part of life. As 65 percent of the population is visual learners, images are clearly key to engaging people in eLearning courses. Moving and still images have been included in learning materials for decades, but only now has faster broadband, cellular networks, and high-resolution screens made it possible for high-quality images to be a part of eLearning visual design. Graphic interfaces made up of photos, illustrations, charts, maps, diagrams, and videos are gradually replacing text-based courses. In this post, we will dig deep into some statistics and facts to further convince of why eLearning developers should embrace visuals when creating their courses.

What Do I Expect from Elementary School? Not this. — The Synapse What Do I Expect from Elementary School? Not this. When I put my children on the bus in the morning, the wish I call out to them after kissing their heads, is, “Have a good day!” Age of Distraction: Why It’s Crucial for Students to Learn to Focus Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area. “The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of Focus: The Hidden Driver of Excellence and other books about social and emotional learning on KQED’s Forum program. Katrina Schwartz

Are We Training Our Students to be Robots? — Bright There may be unintended consequences to bringing technology into the classroom. By danah boyd Excited about the possibility that he would project his creativity onto paper, I handed my 1-year-old son a crayon. He tried to eat it. I held his hand to show him how to draw, and he broke the crayon in half. Five Methods To Get Students Asking Essential Questions “If as I suggest the true goal of education is inspiring students with a lifelong capacity and passion for learning, it is at least as important that students be able to ask the right question as it is to know the right answer.” —Steve Denning, “Learning To Ask The Right Question” (Forbes Magazine, 2011) Would you rather teach A students who are proficient at memorizing facts in a textbook and answering multiple choice questions, or B students who are curious about the world around them and want to grow intellectually?

Reason 4: The Social and Emotional Components of Learning — The Synapse Reason 4: The Social and Emotional Components of Learning When my mother was in college in 1957, the Asian flu was raging through her mid-western campus. Her History professor had been sick and was still weak and shaky when he came to class. Revised Bloom’s Taxonomy A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct. (Anderson and Krathwohl, 2001, pp. 4–5) Riding the Magic Escalator of Acquired Knowledge Introducing the Magic Escalator of Acquired Knowledge Robin’s experience is familiar to anyone who has experienced complex software they didn’t understand. Interestingly, we can also explain it with an interesting device we call the Magic Escalator of Acquired Knowledge. The Magic Escalator of Acquired Knowledge represents all the knowledge the user can have about the design.

The Question Game: A Playful Way To Teach Critical Thinking The Question Game by Sophie Wrobel, The Question Game: A Playful Way To Teach Critical Thinking Big idea: Teaching kids to ask smart questions on their own How to never forget anything ever again — Life Tips. Two years ago I was having breakfast with a man who was purportedly the most successful Jeopardy contestant ever — behind Ken Jennings (and the Watson supercomputer). As someone who is always interested in learning new things, I wanted to know how he was able to remember so much stuff. “Have you ever heard of spaced repetition?” he asked me. “This is going to blow your mind.”