In this introductory lesson, you will learn about the structure of this course and an overview of the course content. Additionally, you will learn about the approach of the course in terms of content, pedagogy, and technology.
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Welcome. I'm Trisha Fyfe. And in today's video lesson, I will be giving you an overview of the environment in action. We'll be answering the following questions throughout this video lesson. What is the structure of this course? And what concepts will be covered throughout this course?
Let's start by talking about the course topics. Throughout this unit, we will focus on many different topics. All of these are related to instruction in some way. Danielson and Shulman both have instructional frameworks that we will be discussing. Marzano has some high yield instructional strategies that we'll take a look at.
Well look at TPACK. And we'll look at SAMR, as well as personalized learning and differentiated instruction, and what the similarities and differences of those two models are. As we go through these video lessons, we'll be approaching instruction from a really wide perspective.
We'll take a look at content. What is content? What does it mean to have content knowledge? And we'll also take a look at pedagogy. What is pedagogy? And what does it mean to have good pedagogy in your classroom?
We will also take a look at technology. How does this interweave throughout content and pedagogy? And how does it support instruction? How can we use it to engage students in their learning?
Some of the lessons throughout this unit will have topics that have a really strong emphasis on technology, and how we can integrate technology into our own lessons and instruction. We'll take a look at models like TPACK, where technology, pedagogy, and content all overlap. And we'll look at that central area where these overlap. And we'll look at SAMR. And this is where you can evaluate yourself, and where your level of technology is as far as your instruction, and move up from there.
We'll also look at some pedagogical models and tools that are more compatible to the one-to-one environment. These are models like Shulman's framework Marzano's instructional strategies, and Danielson's framework, as well as personalized learning and differentiated instruction. This course is going to focus on the face-to-face driver model and the flip model within the one-to-one environment.
So let's talk for a minute about what is the one-to-one environment? There's one device per student in this type of environment. And they have access to it 24/7-- so all day.
The device is provided by the school or the parents. And it can vary per classroom or school. But the teacher still facilitates the learning. And this is important. In this course in particular, we're not going to focus on those models that rely only on a relationship that has an online course or a specific program. We'll talk about the model and integrate it with lessons and concepts where the teacher is still facilitating the learning in the classroom, but each student has that device to access.
Let's talk for a minute about the blended learning environment. So I'm going to walk you through all six different models of blended learning. First we have face-to-face driver. This is where the teacher leads the learning. And technology is integrated as determined as needed.
So it allows for flexibility. The students can work at their own pace. Maybe if a student's moving ahead, a teacher can give them a resource to use online, or using technology. Here's an example of face-to-face driver. A student who is above or below grade level can work on additional materials using technology in the classroom.
The next blended learning model is rotation. And rotation is a rotation between online and traditional work. It's usually a fixed schedule. So students rotate through different stations, some being traditional learning and some being online learning.
Here's an example an elementary teacher uses stations for a math unit. Some stations use online or computer software activities. And some use traditional learning activities.
The next model is flex. And this is where most of the instruction is online, but the teacher is available to access as needed if students have questions. It's a more self-guided environment. And students are working independently most of the time.
Here's an example. A school supporting a large number of at-risk student learners may use this model to have students work within a classroom while using the self-guided lessons. The teacher walks around and helps students one-on-one.
The next blended learning model is the online lab. And this is where classes are taken online, but the students are still taking those classes in a classroom or a school setting such as a lab. Here's an example. Schools facing budget restraints might choose to offer lab time for students to work on course work that's not offered at that location.
The next model of blended learning is the self-blend model. And this is where students attend traditional school, but they might also choose some supplemental online instruction. For high school students that like some electives and advanced placement classes outside of what's offered at their school, this is a great option. Here's an example. Students take collectives that are not offered at their school through online programs and courses while still attending traditional classes at school.
And the last model for blended learning is the online driver. Students work online at home, primarily with online material delivery. Teachers are available for check-ins, maybe webcasts, or video chat. In person check-ins can also be done. This promotes flexibility and independence for these students. Here's an example. Students who need more flexibility or independence in their schedules take courses from home. A teacher is available to chat online as needed.
The last concept I want to cover is flipped learning, or the flipped classroom approach. And this is a great model to implement in your classroom. This is where instruction starts to move away from traditional teacher-led instruction. And students began to pre-learn individually, or take on the role of independent learning at home, generally using technology tools.
Class time is then freed up, offering dynamic, interactive, engaging, activities, and time to do all of these. The teacher facilitates the learning in class time, but it's often student-led. And it's often based on the concepts that they went over as they did their homework online at home.
Let's take a look at what we went over today. We answered the questions, what is the structure of this course, and what concepts will be covered in this course. In this video lesson, we talked about all of the course topics that we'll cover, including Shulman and Danielson, Marzano, the models of TPACK and SAMR, and personalized learning and differentiated instruction.
We also talked about the approach that we'll take, a wider approach, using the ideas that surround content, pedagogy, and the integration of technology, and how that enhances and supports instruction. We looked at the face-to-face driver model and the flipped model, and walked through the six models of the blended learning environment in this lesson.
Let's take a moment to reflect and apply these ideas. Which of these topics that will be covered in this course are you familiar with? What are you most excited to learn about? To dive a little deeper and learn how to apply this information, be sure to check out the additional resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material.