Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …
This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded “I don’t know”. But the neat thing is, your students are ok with this. You’re all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.
Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.
Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.
Concerning the questions from the students, please check my advice here:
|Background: Psychology and educational theory has a long tradition of research into learning styles. However, the current educational policy and practice interest in learning styles in the UK has resulted in concepts and practices being adopted with little rigorous empirical evaluation. Purpose: This small-scale, experimental study aimed to test the reliability and validity of an available inventory designed to identify learning styles (visual, auditory and kinaesthetic). Sample, design and methods: Nineteen children, aged 7-10 years, with different styles as identified by the inventory, participated in a class experimental evaluation of their differential response to the teaching of word spelling using different teaching methods. Results: The study found that the visual and auditory scales, but not the kinaesthetic scale, were reliable (internally and re-test). The three groups of pupils with different learning styles--visual only, auditory only and mixed visual and
This post is by CWK Contributor Chelsea Lee Smith, who writes Moments a Day, where she has an entire collection of Hands on Activities to build character in your children. I hope you will visit her there too. ~Alissa “Don’t handicap your children by making their lives easy.” -Robert A. Heinlein With the plethora of […]
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