> So it's probably getting pretty

clear

that Toto, we ain't in Kansas no more.

And it can be a little intimidating to

see all these differences being laid out

at once.

And I'm here to remind all of us that this

an iterative process.

And that schools who go down this path can

do it gradually in pieces.

>> So we covered a lot this week.

So let's review how a teacher's role

changes in blended learning.

The first shift that we talked about was

from lecturer to facilitator.

The second shift that we talked about was

from convening

fixed groups to really this notion of

dynamic or changing groups.

The third shift that we talked about was

from

explainer of all concepts to really a

targeted intervener.

The fourth concept that we've talked about

is this notion of moving away from content

to just thinking about content now as well

as skills and mindsets.

And the last shift that we talked about

was moving away from being a

generalist and toward a specialist so that

teachers can focus on their strengths and

passions.

>> We remember the importance of a

vibrant school culture, those

deep relationships and those ha magic

light bulb moments in learning.

>> So we've dove in to see how

our protagonist schools are actually

making these changes.

And this week, we also

explored how do teachers start moving away

from certain concepts in a traditional

classroom?

>> And then finally that deep dive into

the moves of a blended

learning teacher and the systems that they

use to make their classrooms hum.

>> Now next week, we're going to go up

a frame and start to

think about how do we actually restructure

schools, the use of time, staffing, and

budgets?

>> And Rob will jump on and tell you

about our assessment for this week.

And we're fascinated to hear your thoughts

on the

discussion boards about this exciting,

changing role

of the teacher in a blended learning

classroom.

See you next week.

>> Hello, once again we want you to

think about your final assignment.

Prototyping a high quality blended

learning experience for students.

This week's assignment is an intermediate

step to get there.

And just as the final assignment, this

one's going to be pure assessed.

Over the last couple weeks you've heard a

lot about the changing

role of students and teachers and seen it

in our protagonist schools.

I'm sure it's got you thinking a lot.

We've seen that on the discussion boards.

Now we want you to step back a little bit

and think about your situation.

What's happening in your particular

situation related

to mastery, personalization, student

agency and relationships.

Along with the change, how that changes

the role

of the student.

And also changes the role of the teacher.

What you're going to do this week on your

peer graded assignment is that you're

going to come

up with a hypothesis of a problem you have

that you think blended learning could help

you solve.

You're also going to have a theory about

how blended learning can solve that.

And the final step of that, is you're

going to think about how

do you assess or evaluate whether or not

blended learning did help improve

student learning on that, on that

particular challenge that you're, that

you're posing.

If you check the assignment's page we have

templates, that help you get started.

We have a rubric that you going to use

both to see how

you're going to be assessed but also how

you going to assess your peers.

Check the assignments page, not just for

those tools but also for the due dates.

Make sure you, you not submit your, your

project on time but you also complete

the peer assessments on time as well.

Good luck and don't forget, really think

about

the changing role of students and

teachers, and

how your final project is going to start

moving

you towards that direction for increased

student learning outcomes.

所以已经很清楚了。

我们不再在Kansas学校.

看到被罗列出来的区别还是有点吓人的。

在这能让我们想起这是一个循环过程。

能沿着这条路走下去的学生可以慢慢的一点点的做到。

所以这周我们讲了很多。

让我们回顾一下，在这种模式中，教师角色怎样转变，

我们谈到的第一步转变，就是要从讲师变为引导者。

第二部转变就是课堂小组由固定的组向流动的不停变化的群组的转变。

第三步转变就是要从每个概念的解说员到目标制定者。

第四步就是从单纯的知识概念中解脱出来，转变到心态和技能知识上。

最后一步转变，就是从多面手向专家型教室发展，关注实力和情感。

我们要记住，一个有活力的学校最重要的文化，就是深刻的关系和学习中的闪亮点。

我们要深入了解这些前沿学校是怎样变革的。

我们探究老师们怎样从传统教室里去掉一些固定的观念。

从而最终投入到混合式学习的推动以及可以让教师和谐的体系中去。

下周，我们将升级到另一个框架，

并且开始考虑，我们从实际上怎样调整学校，怎样利用时间，安置员工，和做经费预算。

Rob将会来告诉你们我们这周的考核。

我们对你们在讨论区的阐述的关于混合式学习中教室令人兴奋的教师角色转变的观点很着迷。

下周见。

我们想再次让大家似考一下最后的任务。

为学生推出一个高质量的混合式学习经验的模型，

这周的任务时中间环节。

最为终极任务，

这就是单纯的评估。

在前两周，你们听到很多关于教师角色和学生角色的转变，页看到了我们前沿学校怎么做的。

我想这会启发你很多。

我们再讨论区已经看到了。

现在需要你们返回一点点，

并考虑一下你们的条件。

跟你条件相关的这些方面：掌握情况，

个性化，学生研讨会，以及关系，等方面，会发生什么呢？

随着这些改变，

学生角色以及教师角色会怎样转变呢。

这周你的任务是，

你需要提出你面对的问题的假设，

并用思考用混合式学习解决。

你还需要将它上升到理论。

最后一步，你要考虑，

你怎样评估，混合式学习是否真的促进解决了你面临的问题。

如果你检测一下我们的任务模板，会给你帮助的。

，

我们的评价量规都要看到，包括你评价你的同事，以及被同事评价。

评价量规不是为了评价你，也为了预期的效果。

按时上交项目书，同时也按时完成同事评价。

祝你好运，别忘了思考师生角色的转变。

你最终的项目计划，让你开始朝着提高学生的学习效果的方向而推进。