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final copy
Looks good to me Serena - thanks for putting final copy together. Not sure about the link but will check it some time today.

final copy
ok guys have put all our ideas together into a final version. Please feel free to edit it it as you see necessary-especially references/justifications. Now we need to add it to week 4 discussion-or will the link already added still bring them through to final org.

Problem 3
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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.”
Bottom of Form
help on how to format text
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real life activities
Have fleshed out ideas for option one at the bottom of the ideas page - same as you Tim not precious at all about my ideas - so if you want to change or whatever go for it!

Will check it all again tomorrow.

Mrs Herbert will help this group. These students have a limited understanding of the concept of long division. Students will use Maths equipment and actually deal out and divide various objects into groups. This will then be transferred onto paper - so students can see the link between the concrete and the written work. As in the middle group students can peer teach - ensuring that students have a chance to explain out loud their understanding of the concept.
After a time working in these ability groups students are bought together as a class and re- organised into mixed ability groups and given some real life problems to solve together. Their solution must be recorded either on paper or electronically to present to the class.
Activites
1. the class has been rewarded for their good work throughout the term with a pizza lunch. The students are allowed to buy a certain number of pizzas. The group must work out how many slices each student will receive when divided out.
2. The class has run a lolly guessing competition to raise money for the people affected by the Queensland floods. When the guessing has been completed it was found that a number of students had guessed the correct amount. Therefore the lollies will have to be divided equally among all the winners.
3. The class needs to run a cake stall to raise money for the people affected by the earthquake in New Zealand. They need to organise all the cakes/slices to sell and then run the store on the day. All their calculations need to invovle long division.
After all groups have decided on a solution to their problem and have prepared a report to share with the class - all students come back together and group by group share their ideas.

Towards end of program the 3 groups are 'mixed' and the new mixed ability groups are to design some form of presentation for the class using a 'named' web2.0 tool. Their design must have included, the product, the sales pitch BUT be underpinned with the money aspect (long division). 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. (quote 2 & 4 above)
There will be a marking rubric provided that outlines all content required.
Fleshed out Option One
Whole class introductory activity. Mrs Herbert conducts whole class input to lesson - maybe in the form of a mini pre - test. Whilst Mrs Herbert is running this lesson the teachers aide will be roaming round the classroom observing students and their understanding of the concepts presented. Mrs Herbert will then separated the students into ability groups for the next part of the lesson before calling them back together to share their work with the class.
Group One: Competent Students
These students have a good understanding of the concept of long division. They are set to work on the maths programme Mathletics. Mathletics can be individually set to suit each student's need. They work through a set of problems on a specific topic which increase in difficulty as they progress through programme. If the answers are correct. before students begin the next set of questions, they are rewarded with a chance to play some Maths based games.If students finish the set tasks they can move onto other interactive Maths sites such as www.mathsisfun.com .
Group Two: Middle Students
The teacher's aide will assist this group. These students need a bit more consolidation work to ensure they fully understand the concept of long division. Worksheets have been prepared with get incrementally harder. With the help of the teacher's aide each student will receive individual attention when needed. Students can also help each other - thus developing their own understanding of the concept as they explain it to their peer.
Group Three: Lower Students
Mrs Herbert will help this group. These students have a limited understanding of the concept of long division. Students will use Maths equipment and actually deal out and divide various objects into groups. This will then be transferred onto paper - so students can see the link between the concrete and the written work. As in the middle group students can peer teach - ensuring that students have a chance to explain out loud their understanding of the concept.
After a time working in these ability groups students are bought together as a class and re- organised into mixed ability groups and given some real life problems to solve together. Their solution must be recorded either on paper or electronically to present to the class.

real life activities
Option one's a go - happy to flesh out the activities if someone wants to work on the back up from articles.

Will add some more ideas on ideas page.

real life activities
remember this is due tomorrow to give others 24hrs reading time.

Im happy with either of the above contexts or one I posted re: school fete.

Serena it still sounds like the Hakkinen article is relevant and lets proceed with option one but with modification to ensure it is truely blended rather than just classroom control.

given time restrictions I suggest we run with the post I put up re: Tina's option one and modify as required.

PS I have posted our Wiki site on blackboard for others to monitor.

3. E-learning should be used where it genuinely adds value.
4. 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.
"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, guidsnce and individualised support by the teacher......Students reopresenting a low level of achievement attain poorer outcomes in open and very unstructured environments compared to more structured environments." (Hakkinen, 2002)
CONTEXT for Mrs Herbert
School fete: Students fundraising for charity. Need to have a product that they will advertise and sell. All calculations on costings and money earnt will be done via long division.