So we've introduced a lot of ideas about

how the

teacher's role changes, as we move into

these blended learning environments.

And as we think about what are really

mindset shifts, it's

important as teachers to think about, what

can we do less of?

>> And if there's one big idea I'd

encourage

people to let go of, it's the pacing guide.

This concept that we're supposed to have

every student moving at the same speed.

I mean, our education system is virtually

built on an assumption that we're the

world's best astrologers.

You say a student is born in the year

of the rabbit, and therefore, 15 years

later on October 27th, he's supposed to be ready to

red chapter six of Huck Finn pages 68 to 71.

Why not give a system that lets the

student get that material

at the right moment for them, let the

student control the pace?

>> And to do this really well, it means

that we as teachers,

can't just be one week ahead of where

students are at any given point.

We really, if we're going to let students

self-direct

their learning, have to have the entire

road map

laid out for them in advance, so they can

drive this learning, and keep moving at

their own pace.

>> Now, one important thing to

remember, is that there is still something

important about setting a minimum pace, so

that students don't fall too far behind.

There's a really great story that Dustin

Hoffman told on

stage, when he was having a dying

conversation with Laurence Olivier.

And Laurence Olivier was talking to him,

and finally Dustin

Hoffman said, Lawrence, like, why did you

go into acting?

Why, what does this do for you?

And he reached out and he held Dustin

Hoffman's face and

he said, look at me, look at me, look at

me.

And I think if we're honest as educators,

we have a little bit of that.

We want

the attention on us.

So an idea, I'm going to encourage all of

us to think about in a

blended setting, is we don't always need

to be the focal point of the attention.

We can turn students loose, and let them

work on different things.

And if we do that, it frees us to not

have this burden of managing the whole

classroom in lockstep.

We can be thinking in groups, and it

actually could take down some of

our stress level, and let it be a little

easier to work in smaller

groups at a time, but still be incredibly

productive.

We hold students to a standard of

productivity, rather than lockstep

attention on us.

>> Now another thing that teachers can

start to move away

from, is feeling like you have to grade

every single little task.

When, if we're being honest about it, some

of the technology can actually start

to take that burden off of us, and just

automate some of that grading.

>> also with the technology that we

have, which is part of

the blended learning, is giving me that, I

don't have to

go home and grade tests and see who didn't

get it.

I know right away who didn't get it.

And then it's fresh in their minds, and I

can correct immediately what it was that

they missed.

>> We see schools doing lots of these

little tiny tricks to save some teacher

time.

When a student comes in, automate the

Process of the do now launching of the class.

Or automate the collection of data at the

exit ticket at the end of class.

It's really all about taking something you

used to do manually, and seeing if

there's a way to try to make it automatic,

quicker, and save time for teachers.

>> One story I always tell parents, is

that there's no reason

that a teacher should ever write,

administer, or grade a vocabulary test.

Because, we have computers that can do

that better

and faster, and turn that data back to

students immediately.

Instead, our teachers

are better able to focus on, designing

great

lessons for kids and focusing on the

project-based environment

that we know is going to allow their

skill to remain at the forefront of their

learning experience.

>> As we talk about these big shifts

away from things that we used to

do in traditional classrooms in these

blended learning

environments, three things we think stay

the same.

The first is a focus on culture, the

second one is relationships,

relationships, relationships, and the

third one

is those magical light bulb moments.

>> So, we've talked about culture a lot

today, and the thing that I just want

to stress more than almost anything we've

said

about blended learning, is that these

schools nail culture.

They are vibrant, joyful places that can

also snap to

attention when they need to, and get down

to work.

So we want to show you some different

kinds of classrooms, and

pay attention to how silent they can be,

when they want to be

silent, how boisterous they can be, but in

total choral response with each other.

And how teachers just zone in on what they

want, and

expect students to get there and hold them

to high expectations.

But the unifying theme of culture,

permeates every school that

we've been talking to you about in this

whole course.

[SOUND].

>> The culture in a blended learning

classroom is really essential.

I think the biggest piece of culture, is

students knowing that every minute

that they're spending with me, and every

minute they're spending on technology, is

intentional.

So before they launch any program, before

they do

anything on technology, they know the

purpose behind it.

They know that this is helping me to grow

my brain as a reader.

They know that, I'm practicing math

facts, because I need to practice my

fluency with single digit addition.

They know that they're learning ST Math,

because this is something

that we did in class last week, so they

need to review.

So they know the purpose behind every

program that they interact with, and

therefore, they're engaged in the

technology and they're purposeful in their

learning.

>> We will, we will rock you.

>> Stop.

Let's give her some shine on, shine off

[INAUDIBLE]

>> Shine on, shine on.

>> When you have a student body that

feels like a uniform group of

people, almost like a team, you have the

ability to teach faster and more.

And every second really counts in the

school day,

versus so much time being lost in the

traditional school.

We get our kids into the classroom.

They know that they need to be in their

seats in 12 seconds.

And they need to be working on the Do Now

that's on the board.

When the students are in the computer lab,

they know

that in 15 seconds from when they're walk

through those,

the door, they're counting down in their

head, they should

have their headphones on, and be logged

into their software program.

And those are the types of things of

student

culture and efficiency at our schools,

that really lends

itself to what is called bell to bell

learning,

where there are never down times for the

students.

Because we have maybe five or six

different dynamic

groupings throughout the day, those

students get little

mini breaks, as they're traveling to their

next area.

It's almost like they have these little

mini recesses that

help them reset, okay, now I'm on to my

next task.

>> Relationships are going to remain

absolutely critical in these blended

learning environments.

It's not like a computer can replace

that special relationship between a

teacher and a

student, where teachers are really

nurturing and caring

for students, to turn them on to learning.

>> technology's a huge part of our

school.

It's not the biggest part of our school,

we always are going to focus first on the

student teacher relationship.

>> And that like, relational moment,

that spark,

that a-ha moment, that's what education is

all about.

It's those light bulb moments that all

teachers can tell you about.

And the reason that is the case,

is because students are getting really

close to

a concept, but there's like one

fundamental misunderstanding,

or a missing piece of the learning

process.

And that's where we need the teacher.

That's the moment where the teacher can

just

[SOUND]

say one thing, make a different analogy,

give that like, wink or encouragement,

[SOUND]

and the kid can go flying.

And the whole idea with blended learning,

is to save our most precious commodity,

the

teacher, and just having had as many of

those magic light bulb moments as they

can.

Because they're in smaller group settings,

or they're working one on one.

because I know when I taught, it's really

hard to look

at 31 kids, and know who needs what light

bulb when.

But give me two or three kids, I can find

that moment.

>> When, when we often talk about

blended learning, we focus

on the technology, and we actually make a

huge mistake by not focusing on the

teacher.

And when you think about the magic

moments, that potentially could happen in

a classroom.

And I would suggest some of those

are socratic seminars, that one-on-one

conferencing, those

rich discussions that transform the way

you

think about learning or you think about

content.

The truth

is in most schools, that's a very small

percentage of the time.

In some schools tragically, it's

nonexistent.

And so, from my perspective, blended

learning's a lot about, how do we increase

those magic moments to once a year, to

once a week, to three times a day?

Such that a big chunk of the teacher's

time is able to be

directed to those things that we know that

adults can uniquely do with other

with other children, and other adults and

other people.

And, and so I'm very focused on the magic

moments, which frankly has

nothing to do with technology, but, I, I,

think this is the great opportunity.

And it's frankly why people got into

teaching.

And we often forget with the classroom

management, and the meetings, and the

100,000 decisions we're making during the

day, why we really got into teaching.

And I think this

is one of the keys to, to increasing these

magic moments for, for, for us

as teachers and for, for the kids who, who

need these moments in their lives.

>> You know, kids are still the center

of my day.

I still work really hard every single day

like, with kids, talking to kids.

planning and doing activities with them in

the

classroom, trying to teach them scientific

inquiry skills.

I think, you know, when I first started to

think

about this model before I started teaching

here, it was easy to think

that like my day would look so different,

my job would be so different.

But the truth is in many ways, it's not.

I think what I'm focusing my time on has

changed.

But I actually think that's, that's a good

thing.

And, I think it's going to allow me, to

spend more

time working with kids, and what, what

actually matters more.

I think spending more time helping them

develop the skills is way more important

than

helping them understand specific pieces of

content knowledge.

当进入混合式学习的时候，我们介绍了许多关于教师角色怎样转变的观点。

当我们真的想要转变的时候，作为老师我们需要考虑至少要做些什么，这点真的很重要。

要想让学生大胆的放手去学习，那就是同步指导

我们期望学生以同样的速度前进，我们的教育系统真正的建立在一种我们是世界上最好的占星家的设想上，

一个孩子出生在兔年，在十五年后的十月27号，他才被要求读到Huck Finn书中68到71页的第六章。太按部就班了，太机械了。

为什么不给出一种模式，让学生即刻就能得到他们所要的材料。

让学生自己来控制步伐的快慢。

要把这个做得很好，作为老师，不要太多超过学生的已知点

如果我们真的想让学生自主学习，需要拥有全面的设计思路，并提前做好计划

这样学生才能驾驭好这种学习，并且按照自己的步伐前进。

我们要明白，这件事很重要，那就是保底。

这样学生不至于落后很多。

Dustin Hoffman 在舞台上说的一个真实的故事，，

他和Laurence Olivier进行临终最后一次谈话时，

Laurence Olivier跟他谈话，

最终Dustin Hoffman说Lawrence,，你为什么不贯彻下去呢？

什么对你是有效的？

他探出身子，捧着Dustin

Hoffman的脸说，看着我

如果我们是诚实的教育者

哪怕有一点点诚实。

我们想被关注

我想鼓励我们所有人考虑混合式学习模式。

我们不总是需要成为被关注的焦点

我们让学生放松，让他们做不同的事情。

如果我们那么做，就会把我们从一刀切的管理整个班的负荷重解放出来。

我们可以小组合作，事实上它可以减少一点压力，小组合作会将事情变的简单一点，但很有效

我们把学生当成标准的生产机器，而不是我们关注的个体。

另一个老师需要移除的思想就是。老师们总是想着给学生判分数，划分等级。

这点如果我们很诚实，技术真的可以帮我们分担，并自动分级

通过我们混合式学习这项技术，老师们就可以做到不用带工作回家，不用非得把分数判出来，，就能了解谁成绩好，谁成绩不好。

而且是马上就能知道

老师们对此可以一目了然。

我们看到学校做很多工作，想一些方法来节约老师的时间

当一个学生进入课堂时，他可以自动化的按照学习流程开始一节课，。

并且在课堂结束时自动收集整理本节课所收获的资料。

你过去常常自己亲力亲为的事情，有一种方法让它变得更自动化，更快，可以为老师节约时间。

我经常告诉家长，

老师没有理由总是出题，维持秩序，或者看卷子。

因为我们有电脑，它可以做的更好，更快，并且将学生的数据迅速整理收集。

这样，我们的老师才能更好的专注于备课，专注于项目化学习，使学生保持名列前茅。

从传统的教学模式，到混合式学习模式的巨大转变中，有三件事情是不变的。

第一重视文化，第二重视关系 第三重视学生闪光点。

我们今天谈到的更多是文化，关于混合式学习，我更想强调的是学校的文化，,学校充满活力的地方，既可以张扬自我，也可以刻苦学习。

我们想给你展示几个不同的教室，看看他们安静的时候有多安静，

喧闹的时候有多喧闹。当然是积极学习的那种正正能量的喧闹。

看看老师怎样根据学生的水平划分区域。

文化大统一的主题贯穿在混合式学习的每所学校。

混合式学习的文化是最基本的。

这个文化就是，学生知道要时刻跟随老师，时刻跟随技术。

所以在开始任何项目和技术前，他们都知道目标是什么。

他们知道这是在积累阅读知识，练习数学，他们需要熟练运算个位数加法，

他们还知道这是准备数学考试，因为这些是我们上星期学的，需要复习。

因此他们知道每个项目的计划安排，他们进行混合式学习，并且学习目标明确。

你有一群学生，你能教的又快又多，

在学校的时间是有限的，

在传统学校中，时间就会被忽视。

我们让学生待在教室里，学生也知道他们12秒钟之内

不能离开座位，

他们需要学习留在黑板上的任务，

当学生在实验室（混合式学习模式的教室）时，他们就知道在他们进门的15秒内，他们需要带上耳机，学习软件。

那就是我们学校学生文化和效果的呈现。

它可以引领学生从这节课到下节课自主学习。

学生从来不会停下来无事可做，

因为我们有五六个小组一直在积极参与学习

那些学生很少停顿，他们不断移到另一个区域学习。

他们利用这种小小的进步重新设定任务，

现在我就向下一个任务出发了。

关系在混合式学习中仍然是决定性的。

电脑不能代替老师和学生的特殊关系。

在这种关系中，教育就是要关注学生个体。

主要靠老师转变学生学会学习。

我们首先要关注师生关系

教育就是老师能关注每个学生

没有老师，学生就会走向一种基本的错误，

或者错过了学习的某一个步骤。

那就是我们为什么需要老师

混合式学习可以解救我们宝贵的资源-----老师，混合式学习能够尽可能多的关注每个学生。

因为他们在更小的小组内，甚至是一对一的学习，

当我教学的时候，我发现同时关注31个孩子真的很难

但是给我两三个孩子的话，我就会很容易发现谁需要被关注。

谈到混合式学习，我们总会关注技术，如果没有关注老师，这就是一个很大的错误。

当我们考虑到这点，潜在的效率就会在课堂发生。

我建议召开专题讨论会，一对一的会议，来讨论这种学习能力重要还是知识重要。

事实上，在大多数学校，这点很少被注意到。

甚至在一些学校这点根本没被考虑到。

在我看来，混合式学习就是我们怎样将学生的闪光点从一年一次，增加到一周一次，再到一天三次。

老师的时间就会更多的投入到师生关系，师生互动中去。

我很关注那些闪光点，坦白讲，跟技术毫无关系。

而我认为这却是最大的机会。

我们总是忽视课堂管理，忽视集会，我们也忽视了一天中我们做过的那么多的决定，我们会忘记我们为什么教学。

这就是答案，增加那些闪光点，包括老师们的，以及学生们的。

学生是我一天的中心。

每天我仍然工作的很累，和孩子们在一起，跟他们说话，为他们设计活动，尽最大效率的教他们。

在我开始在这里教之前，我认为这种模式会让我的日子变得与众不同。

但事实并非如此。

我想我所关注的时间改变了。

但事实上我想那是件好事

它让我有更多的时间跟孩子们一起学习。

我想花更多的时间帮助他们提高学习能力，比让他们明白那些死板的知识更重要。