混合式学习概说
发布人：王卫肖发布时间：2015-03-12 14:15:23
The Basics of Blended Learning [BL (Lines)]
In this video, I would like to share the fundamentals of blended learning.
在这个视频中，我将为大家分享混合式学习的基本概念。
I’d like to explain what is meant when someone uses the term: blended learning.
我将为大家解释混合式学习的含义以及包含的内容是什么。
Describe some of BL models and discuss the results we are getting.
向大家描述混合式学习的学习模式以及通过混合式学习我们达到的学习目标。
1. What is BL?
混合式学习是什么。
If you think about the traditional classroom environment on one end of the spectrum,
我们将传统的课堂教学比作教学模式的一个极端，
and on the other end of the spectrum is a student learning on a computer at home.
另一个极端是学生在家通过电脑自学，
BL is somewhere in the middle.
那么混合式学习就是介于两者之中的教学模式。
Now let’s ask ourselves: how do we differentiate an individualized instruction in a classroom?
现在让我们思考一个问题，我们如何实现针对每个学生个体的个性化教学？
Frankly, students are not engaged in a lecture style instruction.
坦白说，学生并不能够集中于演讲式教学。
We know that small group instruction, personal learning plans, guided practice, and inquiry based teaching,
我们看到小组讨论式学习，个人计划式学习，引导性学习以及问题引导式学习，
all lead toward a better and deeper understanding of concepts.
都将为我们的教学带来更好的教学效果。
Unfortunately, differentiation and feedback does not scale without technology.
不幸的是，个性化教学以及学生反馈不能够大规模应用如果没有技术支持。
So BL is about liberating digital contents to provide students with skills and practice.
所以混合式学习就是通过自由的运用多媒体支持使学生掌握知识与技能。
Meanwhile, the teacher focuses on depth application of concepts to teach higher order thinking skills.
同时，教师将教学重点放在通过深度的应用使学生掌握更高的思维能力。
So what if we can create an environment where one: students can get individualized self-paced instructions;
我们如果可以提供这样的一个教学环境,一：学生可以得到个性化的学习指南；
two: teachers can provide differentiated small group instructions based upon weekly or daily data;
第二：教师通过每一周甚至每一天的教学结果制定的个性化的小组学习指南；
and three: schools can operate at a much lower cost per people, which will allow them reallocate resources.
以及第三:学校将降低每个人的成本通过反复利用教学资源来运行学校。
This environment is BL.
这种教学环境就是混合式学习。
2. What are some of the BL models?
混合式学习的教学模式都有哪些呢？
Let’s go back to the spectrum of learning environment.
让我们来看一下不同的学习环境。
As we see it now, there are four models emerging:
我们看到一共用四种教学模式：
lab rotation; class rotation; flex; and pod. I am going to go over each of these now.
演讲与多媒体交替式教学；小组讨论式教学；柔性教学模式以及分层剥离式教学模式我将分别解释这四种教学模式。
Lab rotation is students move in and out of a classroom to a computer lab.
演讲与计算机交替式教学时学生在学习时教师讲课与计算机交替使用。
Many people are seeing this model looks very familiar to a traditional computer lab.
许多人认为这种教学模式与传统的上机学习相似，
However, if you look under the hood, the difference is that in a lab rotation,
但是，如果你仔细观察教学内容就会发现有所不同，在演讲与计算机交替式教学中
the data from content in a learning lab informs the instruction in the classroom.
计算机展示给学生的教学内容是课堂演讲教学的学习指南。
In a class rotation model, students are broken out into smaller groups.
在小组式学习时，学生被分成许多小组。
So a class of 30 may be broken out into 4 small groups.
一个30人班级可能会被分成四个小组。
Every 20 minutes the groups may rotate between stations.
每20分钟小组轮换一次学习站点。
One station is with the teachers. Two stations are with computers.
一个站点是在跟随教师学习，两个站点进行上机学习。
And the forth station may be guided practice. In this environment,
第四个站点进行随堂练习。在这种教学模式下，
the teacher has the ability to monitor the whole class, manage behavior, and maintain the class culture.
教师可以掌控整个课堂，管理学生学习行为，以及维持学习氛围。
In the flex model, the learning lab might look like a large call center, with bings of computers.
在柔性教学模式下，课堂更像是一个电话中心，学生坐在一台台电脑前。
Around edges of the lab, might be smaller break out rooms for small classrooms.
在教室的周围，是提供给小组讨论的小隔间。
In this model, students’ works mainly on computers, and the teachers may pull out small group of students for seminar, intervention, or direct instruction.
在这种教学模式下学生主要进行上机学习，教师可能会组织学生进行小组讨论，介入式教学以及直接指导。
One of the newer models is the pod model. Essentially, it is a school within a school.
最新的教学模式是分层剥离式学习，直接来说就是在学校中形成更小的学校。
And each part might have multiple grade levels. In this model, the role of a teacher may be redefined.
在每一个部分中都包含有不同年级的学生，教师的角色也将被重新定义。
And broken out into the three roles: an advisor, a behavior specialist, or an instructor to support each pod.
教师可能会转换成为一名导师，行为专家或者一名小组学习引导者。
All these models are rethinking the traditional school. Giving students more control over their learning, and providing students with targeted instructions.
所有的这些教学模式让我们重新审视我们传统的教学模式。因为这些教学模式使教师更多的掌握学生的学习行为以及给予学生更多的目标引导。
3. What are some of the results?
混合式学习的教学效果有哪些呢？
From a student perspective, students are more engaged into online contents versus pencil-paper practice worksheets.
从学生的角度来说，相比传统的纸质学习资料而言学生更容易被网上学习资源吸引。
They like getting real-time feedbacks, and knowing where they stand at any time.
学生们喜欢得到及时的学习反馈以及了解自己的学习进度。
Students can control how fast or slow they need to go through a lesson.
学生可以自我掌控学习一个知识点的时间长短。
In these schools, we see students accelerating passed the skills for their grade levels,
在这样的学校，我们发现学生超前于他们所被要求的教学目标。
and this is what we call “unleashing their learning velocity”.
我们将这种现象称之为“释放学生的学习进度。”
Also, even though the class sizes may be larger, students feel their classes are actually pretty small.
并且，也许学生的班级容量更大但是学生却感觉他们的班级容量是很小的。
Because the experience they have with the teacher is in a small group.
因为学生与教师的学习体验都是在小组模式下进行的。
Now, from a teacher perspective,
从教师的角度而言，
the teachers were spoken to find an easier instruction plan for a small group versus trying to teach to the middle,
教师会发现指定小组计划比指定全班同学的教学计划更加容易，因为全班教学计划要在整体目标上针对不同学情学生进行特殊转化。
and differentiating top and bottom. Teachers find teaching in small groups are more rewarding, because the students are more engaged,
教师会发现进行小组教学会更有成就感，因为学生的学习参与度更高。
and finally teachers are surprised by how much easier classroom management is,
并且教师还会发现课堂比起以前更加容易把控，
with students are fully engaged on computers versus students are doing things on pencil and paper.
因为学生专注于上机学习比起传统的纸质教育。
Thank you for watching our video on BL,
感谢你们观看我们制作的关于混合式学习的视频，
we are excited by the potential opportunities BL brings. And I hope you find it useful, and you think about your schools.
我们对于混合式学习将要带来的教学变革感到兴奋，也希望你可以发现它的价值，以及考虑在你的教学中进行实践。