A lot of the conversation about blended

learning

focuses on like the tools and the

software.

But it rarely talks about the on the

ground techniques and tools

that the teacher does in the classroom,

and that's where we're going now.

What I would call the moves of a blended

learning teacher.

Now a caveat; this might be a bit in the

weeds, and if you're

not going to be in a actual classroom

setting, feel free to skip this next

section.

But I personally think it's by getting

into the

weeds that we start to make this real and

tangible, and you can actually start to

understand, how do

we succeed as a teacher in these new kinds

of classrooms?

>> Doug Lemov wrote this great book,

Teach Like a Champion, that

profiles some of these strategies for

getting great student outcomes in

traditional classrooms.

So we asked the teachers in our blended

learning

schools, what are their strategies for

getting great student outcomes.

And they shared some great strategies and

systems.

>> Some tools and routines that I used

in my

blended classroom and I've seen work in

other blended classrooms.

Definitely you still always need an

attention signal.

lots of blended teachers use lots of

different signals, but imagine

you've got 20, 30, 40, 50 kids, with ear

buds in.

And they're staring at their screen.

They're not going to hear your ding,

they're not going to hear your clap, or

your stomp, or whatever it might be, and

so I've

actually done a lot of, kind of, stadium

style wave.

With kids, where I might tap a kid on the

shoulder

with two fingers, the first kid, and they

put their hand up.

But then they, or, I'm sorry, before they

put their hand up, they know to

tap the next kid and the next kid and it

kind of waves around the room.

And honestly, the attention signal can

take a little longer than

a normal kind of classroom a, attention

signal, but that's the

sort of thing that we figured out.

>> Think about the act of starting a

class, and how teachers

do what we call a do now or some sort of

launching activity.

>> In a blended classroom, teachers and

students

need entrance procedures and they need

exit procedures.

One of the things I like about a

blended classroom is that, if your kids

are walking

in, you don't need to create a Do Now, or

a warm up, or anything like that.

The Do Now or warm up for those kids,

for whom it's their turn on the computers.

It's, go to your computer and start.

Just get right back to work wherever you

were when you logged out the last time.

Whether the last time was an hour ago, or

two weeks ago, or whatever it was.

When it comes to an exit procedure, I

think

it's really important that kids, much like

the old adage,

you know, when we're off hiking and

camping, we're

going to try and leave it cleaner than we

found it.

That you want to be really clear  

With kids, about what you want the computer stations

to look like when they exit.

So, I used to do one knuckle keyboards.

Which meant the kids would put their

knuckle there, and that

was the space between the edge of the

table and the keyboard.

And, then we'd look down the rows and

we could see, you know, basically what was

correct.

And it really helped kids understand

because wires

get crisscrossed, entangled, that this is

this station's

mouse and keyboard and everything is the

way

it's supposed to be and it gives that kind

of structure and order, and then you can

dismiss and it real, I

found that it helped bring kind of an

element of rigor to the classroom.

Just the physical maintenance of, of the

space.

>> In blended learning, there are often

more transitions than in a traditional

classroom.

Just think about a station rotation model

where

students are rotating between the online

learning and small

group instruction, or think about a lab

model

where students are rotating from the

learning lab and

then into the traditional classrooms.

Managing these transitions and making them

tight, and really

fit well with the learning schedule, is

really critical.

[NOISE]

>> Team Courage, please sign out, Team

Ghanas,

please go to the iPads.

Team, other Team Otter, go to the iPads.

Team Ghanas,

please

go to the

[INAUDIBLE].

[NOISE]

Alright, Team Courage,

please me a folder and

[INAUDIBLE].

[NOISE]

Alright, Team Courage, please sit in the

purple, blue, or green rows.

10, 9

[INAUDIBLE]

Sitting on your folder.

Two.

[NOISE]

One.

[NOISE]

Devon, our feet are on the line.

'Kay, I want you in and logged on in 10

seconds, let's go.

>> In a typical class, we

simply ask students to raise

their hand for support.

But in a blended

class, that might look different.

>> When we first see students enter

environments where they can learn at their

own pace, we

see the ping pong effect, is what we call

it.

And students don't know what to do, their

hands start shooting up.

The teacher's looking around, there's 20

hands, and they don't know

who to respond to and if you would have

put a camera

at the top of the room you would just see

them,

it's like whack a mole, they're just ping

ponging around the room.

And pretty consistently we've seen folks

who

are thinking about pedagogy, and basically

inventing pedagogy

on the fly.

But, really getting to the same place

where, here's a hierarchy of things that

you need to explore when you need help as

a student, and some of that is the online

resources before you, some of that is

knowing to turn to a peer next to you,

some of that is knowing who the expert is

in the room, either teacher or peer.

some of it's reading the instructions

again.

Some of it's asking the teacher, or

someone, some of it's asking the

resource person that's around.

But really helping kids know what

resources

are available to them, is what allows the

teacher to free up their time in a

way where they can use it really

strategically.

>> Getting help in a blended classroom,

you need a routine on blended, on

getting help and I, I like to have a

really high bar that the kids.

That the teacher doesn't be the, the

helper

when the kids are online for a few steps

down the row.

So in a blended classroom, as in any

classroom, kids are going to need help.

And one of the things that I think is

really important, is that kids have a long

runway

of kind of working and trying to help

themselves,

and be as, self directed and, independent

as possible.

So in my, what I've seen sometimes is that

a kid

might not actually raise their hand and

get the teacher's help,

for maybe two or three days worth of

sessions

on the computer, struggling and working

their way through.

Because they're doing things like taking

the hints.

Watching the videos that support, checking

another website,

trying to, trying to master that concept

in another

program that teaches it a different way,

and

bringing the learning then back into the

original program.

Maybe quietly checking with a neighbor,

lots of, lots of strategies that I

want the students to use before they raise

the hand looking for in-class human

teacher support.

>> One of the most challenging things

in working with

students when they show up here, is that

they're used

to putting their hand in the air and

having a

teacher answer their question, and do the

learning for them.

So we've had a lot of work to, to undo or

things for students to unlearn.

It's taken time, and it's taken

intentional lessons that our teachers

have built.

Around how you can be challenge seeking,

how you can shift your strategies.

All of the non-cognitive skills that go

along with being, developing perseverance

and grit.

We've built lessons for those, and having

a common vocabulary and common

lessons goes a long way, especially

working with our young sixth graders.

我们谈到混合式学习，总是关注工具和软件，但是它真的很少谈论大面积的技术使用及老师在教室所用的工具。

我们继续谈，把它当做混合式学习的进步。

告诫大家一点：这也许是很具体的，

如果你就身处在教室里，那就跳过到下一部分。

我个人认为，通过具体的行动，我们让混合式学习切实可行，我们也要思考怎样在这种模式下获得成功。

Doug Lemov写了这部著作，

像冠军一样教学。

总结出方法，传统教室里产生很会学习的学生。

我们咨询了在混合式学习中的教师，那些方法是什么。

他们分享了一些方法。

在我的混合式学习的教室里使用的一些工具和常规，

当然你需要一个注意信号。

老师们使用很多不同的信号，

想象你有20、30、40、50个学生，戴着耳机。

他们盯着屏幕，但是不想听你叨叨，

他们不想听你拍手跺脚等等这些。

我做了很多不同样式的舞台风格的波动。

和孩子们一起，我可能会用两个手指头拍拍孩子的肩膀，第一个孩子，他们举起手，

但是他们在举手之前，他们知道要去拍下一个，接着下一个，有点像教室内的小波浪似的。

如实说，注意信号可以持续的时间更长点。

但那是我们总结出来的一些小方法。

谈论一下开始一节课的行为，以及老师怎样去做马上做和热身活动。

在混合式学习的教室里，

老师和学生需要进入程序和退出程序。

我喜欢的那种是： 如果你的学生正在走进去或者正在打开电脑，老师不必说马上做。。。或热身运动，等等像那样的事情。

比如说：去你的电脑那学习去。

当你退出时，无论你在哪就只是返回去工作就好了。

不管上一次是一个小时前或是两周前，，

当它到了退出程序时，对学生而言那是很重要的，就像一句老格言所说的，

当我们旅游时，我们离开时应该保持它比我们刚来时更干净。

你想要孩子们很整洁，也希望电脑整齐。。

我过去设计一个关节键盘。

我的意思是孩子们可以把他们的胳膊肘放进去，在桌子边缘和键盘的中间位置。

我们一行行的向下看，就会很清晰。

因为电线缠绕到一起，键盘鼠标都绕到一起会很乱。

形成那种规矩。你就可以不再考虑它。

形成课堂常规，并保持好。

混合式学习比传统教室的转变更多。

就像循环模式。

学生循环在线学习和小组学习之间。

或者就像实验模式。

学生循环再实验室和传统教室之间。

掌控好这种变化，让他们感到紧张而又正合适他们。

这真的是很关键。

“勇气队，请退出，戛纳队，请去上电脑。奥特队，请去上电脑。等等指令。

“勇气队，请给我文件夹，

。。。。指令

我要你们进来并且十秒钟内登陆。

在一般课堂，我们需要学生举手；来支持课堂。

但在混合式学习的教室就不是那样的了。

我们第一眼看到学生就会看到他们在自己的空间里学习。

我们把它叫做乒乓效率。

学生们不知道该做什么，就举手问老师。

老师巡视教室，有20个孩子需要帮助，却不知道管哪个，。

如果在教室顶部有个照相机，你只需要看他们。

就像打地鼠，他们此起彼伏。

老师就像那些思考教育学和发明教育学的专家。

但是当你到达那个相同的地方，当你作为一个学生需要帮助时，你需要发现一些东西，有的是在线资源可查找的，有的可以是身边的同伴可以帮助的，有的是可以找教室内的专家可解决的，老师或同伴，有的是需要再看一遍指令。

有的问老师，有的问周围的懂这些资源的人，

但是真正帮助孩子们知道哪些资源是可以获得的，那样会让老师的时间空出来，学生要学会有方法的学习。

在混合式学习中获得帮助，需要建立相关的常规制度。

关于这点，我想要一个高点的标准，

当学生在电脑上学习的时候，老师就不是帮助者。

所以在混合式教室里学生获得帮助就像在任何教室一样。

这点很重要，学生学了很长时间之后，就想互相帮助。

就会变的独立自主、

有时候我看见学生举手并不是向老师求助，而是自己在电脑上学习了一段时间，通过自己的努力他们想得到认同。

观察那些支持和检测另一个网站的视频，

努力掌握另一个项目的概念，这个项目可以用另一种方式教。把学习带回到原来的项目。

可能会安静的检测旁边的邻居。

在学生举手寻求老师的支持之前，我想让学生使用很多方法。

当学生出现在这里的时候最大的挑战是，他们总是把手举在空中。等待老师的回答，之后才进行学习。

所以我们还有很多工作没有做，

应该让学生去掉那些不好的习俗。

它占时间，也占据我们的课堂。

关于怎样看到这些挑战的改变，怎样转变这些策略，

那些正在形成的非认知能力，我们应当坚持不懈。

我们建立了课程。有些基础语言和基础课程是很有帮助的，特别是对六年级的学生。