Final Organisation of Problem 3** BLENDED LEARNING TASK Jean Herbert always dreads the time when she will introduce long division to her 4th year class. Some of the students catch on very fast. Many need to have the procedure shown and explained many times. Some students have not acquired the prerequisite maths skills to actually begin learning about complex division. Mrs Herbert has four computers in her classroom (all with the Internet connections) and a part-time teaching assistant" – adapted from Smith & Ragan (1993) Instructional Design. Your task: to come up with a blended learning solution to Mrs. Herbert’s problem. Specify the blends (media) and how each medium will be used.
1. Initially the lesson could start as a whole group lesson - where introduction to long division is done. During this time Mrs Herbert could : · Determine what the students already know-either by a 10 question quiz style paper or through class discussion. · Provide an explanation of when and how long division could be used in an authentic context that is relevant to yr 4 students. · Provide several demonstrations to show the students how to tackle long division; · And finally divide the class into 3 groups based on ability.
Ø Group 1: The more competent students could use the computers to complete set tasks (e.g. Mathletics) Ø Group 2: The middle group of students could complete set worksheets or book work with the teaching assistant Ø Group 3: The students who aren't sure, could do work on the interactive whiteboard with Mrs Herbert to ensure they develop a better understanding
2. As each group of students develops their skills at their appropriate level, a movement of groups through each blend occurs, allowing differentiation to occur at each blend and an opportunity for each student to have the variety and flexibility of different learning environments.
3. After all three groups have had a lesson in each of the three environments the class is regrouped into 4 mixed ability groups to work on a computer based presentation. The students can use a poster type website like “Glogster” to produce a poster demonstrating the use of long division in everyday life. The students are given some examples such as: Ø As a reward a class has been given a pizza lunch. The students have to work out how many pieces of pizza each child will get if they buy a certain no. of them.
Ø Lolly guessing competition - a number of people guess the correct amount therefore the lollies need to be divided amongst all winners.
· Although presenting to their own class their presentation must be aimed at teaching long-division to the year below them (year 3), in a fun and interesting way. · There will be a marking rubric provided that outlines all content required Justification:
Trasler,(2002): · “Flexibility, variety and adaptability is the name of the game in terms of attracting, retaining and motivating learners.” · “Break down the existing program into its constituent parts and indentified the most appropriate medium for each to give greater flexibility; second they revised the underlying pedagogy to give learners much more responsibility for their own learning.” · “E-learning should be used where it genuinely adds value.”
“Speak to the target audience in their own voice, triggering an emotional response to the prospect of learning which combines with an intellectual understanding of the proposition to deliver and exceptionally powerful blend of "head" and "heart" commitment.”
Hakkinen, (2002): · "Apparently there are some necessary conditions, which must be fulfilled in open environments in order to produce a positive influence on learning outcomes. These include, first, guidance and individualised support by the teacher......students representing a low level of achievement attains poorer outcomes in open and very unstructured environments compared to more structured environments."
Merrill, (2002): · “Learning is promoted when learners are engaged in solving real-world problems” · “Learning is promoted when existing knowledge is activated as a foundation for new knowledge.” · “Learning is promoted when new knowledge is demonstrated to the learner.” · “Learning is promoted when new knowledge is applied by the learner.” · “Learning is promoted when new knowledge is integrated into the learner’s world.”
BLENDED LEARNING TASK
Jean Herbert always dreads the time when she will introduce long division to her 4th year class. Some of the students catch on very fast. Many need to have the procedure shown and explained many times. Some students have not acquired the prerequisite maths skills to actually begin learning about complex division. Mrs Herbert has four computers in her classroom (all with the Internet connections) and a part-time teaching assistant" – adapted from Smith & Ragan (1993) Instructional Design.
Your task: to come up with a blended learning solution to Mrs. Herbert’s problem. Specify the blends (media) and how each medium will be used.
· Determine what the students already know-either by a 10 question quiz style paper or through class discussion.
· Provide an explanation of when and how long division could be used in an authentic context that is relevant to yr 4 students.
· Provide several demonstrations to show the students how to tackle long division;
· And finally divide the class into 3 groups based on ability.
Ø Group 1: The more competent students could use the computers to complete set tasks (e.g. Mathletics)
Ø Group 2: The middle group of students could complete set worksheets or book work with the teaching assistant
Ø Group 3: The students who aren't sure, could do work on the interactive whiteboard with Mrs Herbert to ensure they develop a better understanding
2. As each group of students develops their skills at their appropriate level, a movement of groups through each blend occurs, allowing differentiation to occur at each blend and an opportunity for each student to have the variety and flexibility of different learning environments.
3. After all three groups have had a lesson in each of the three environments the class is regrouped into 4 mixed ability groups to work on a computer based presentation. The students can use a poster type website like “Glogster” to produce a poster demonstrating the use of long division in everyday life. The students are given some examples such as:
Ø As a reward a class has been given a pizza lunch. The students have to work out how many pieces of pizza each child will get if they buy a certain no. of them.
Ø Lolly guessing competition - a number of people guess the correct amount therefore the lollies need to be divided amongst all winners.
· Although presenting to their own class their presentation must be aimed at teaching long-division to the year below them (year 3), in a fun and interesting way.
· There will be a marking rubric provided that outlines all content required
Justification:
Trasler,(2002):
· “Flexibility, variety and adaptability is the name of the game in terms of attracting, retaining and motivating learners.”
· “Break down the existing program into its constituent parts and indentified the most appropriate medium for each to give greater flexibility; second they revised the underlying pedagogy to give learners much more responsibility for their own learning.”
· “E-learning should be used where it genuinely adds value.”
“Speak to the target audience in their own voice, triggering an emotional response to the prospect of learning which combines with an intellectual understanding of the proposition to deliver and exceptionally powerful blend of "head" and "heart" commitment.”
Hakkinen, (2002):
· "Apparently there are some necessary conditions, which must be fulfilled in open environments in order to produce a positive influence on learning outcomes. These include, first, guidance and individualised support by the teacher......students representing a low level of achievement attains poorer outcomes in open and very unstructured environments compared to more structured environments."
Merrill, (2002):
· “Learning is promoted when learners are engaged in solving real-world problems”
· “Learning is promoted when existing knowledge is activated as a foundation for new knowledge.”
· “Learning is promoted when new knowledge is demonstrated to the learner.”
· “Learning is promoted when new knowledge is applied by the learner.”
· “Learning is promoted when new knowledge is integrated into the learner’s world.”
Bottom of Form
help on how to format text