Online_guidance
lee.hazeldine
Created on May 11, 2020
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Transcript
Online and blended learning tools for teachers
Workshop Monday 11th May 2020
tinyurl.com/cccuonline
Aims & Objectives
Aim:Understand Online and Blended Learning strategies for teaching & learning Objectives:
- To identify opportunities for Blended Learning
- To recognise the benefits and limitations of blended learning
- To explore a range of Blended Learning applications
“Blended learning” designates the range of possibilities presented by combining Internet and digital media with established classroom forms (Friesen 2012, p.1)
The Theory
Perceived benefits include:Effectively differentiates level, pace and styles of learningPromotes personalised learning Greater learning accessibility & flexibility Widens opportunities for learning collaborationEnhances opportunities for assessment and recording the impact of learningCost-effective and efficient
ART
SCIENCE
The titanic story
On April 10th 1912, the Titanic embarked on its maiden voyage, sailing from Southhampton, England, to New York CIty. Four days later the luxury liner struck an iceberg, and early the next day it sank, killing 1,500 people. This activity will ask you to explore the question 'Why did the Titanic sink?'. It will ask you to do this from the viewpoint of different disciplines...
April 10
April 14:
11.39pm
11.40pm
12.15am
12.45am
2.20am
3.30am
Titanic timeline April 1912
Hover over each marker below to identify key events of the Titanic story
April 15:
Cast off from Southampton 12:00pm
Six radio warning about Icebergs were received - the warnings do not reach the captain.
11:40pm - Crewman Frederick Fleet sees iceberg from the crow's nest
First officer William Murdoch ordered the manoeuvre away from iceberg
The Titanic brushed along a submerged spar of the iceberg along her starboard side.
12.15am: Distress calls made by flare and radio
12.45am: First lifeboats are lowered into the sea.
2.20am: Titanic sinks into the sea.
3.30am: Survivors are rescued by the ship Carpathia.
using the lens of science
Science produces knowledge through observations of the world around us - these can be measured and repeated to give us scientific facts. Let us observe and investigate some materials and concepts to generate a scientific understanding of why the Titanic sank.
scientific concepts
The key scientific concepts relevant to our question are:
- buoyancy
- density
- displacement
- upthrust
Task:
Let's now be scientists. Get a container of water (a bowl or cup will do) and collect a range of objects. Do the following:Observe the objects and compare the properties each one has - consider the size, weight, shape, colour...Investigate which properties seem to affect each objects ability to float. Write down and record your observations here - add photo evidence if you like.
Watch the video to gain an understanding of the concepts of buoyancy, density and displacement. How do these concepts relate to your observations with different materials?
BUOYANCY, DENSITY & DISPLACEMENT
add your thoughts here
Your thoughts will be discussed with your teacher during the next session.
Next
Upthrust is the pressure water exerts on an object it comes into contact with. To understand the idea of upthrust, think about what happens as you load a ship.
Buoyancy and Upthrust
Back
Click on each of the circles below.
1) With no load onboard, the ship sinks into the water by a certain amount. The amount of water it displaces (pink area) weighs as much as the ship. The weight of the ship pulling down (red arrow) and the upthrust pushing up (blue arrow) are equal and opposite forces, so the ship floats.
2) If we now begin to load the ship, it sinks down further, displacing more water (bigger pink area). The weight of the ship and its load pulling down (red arrow) and the upthrust pushing up (blue arrow) are still equal, but now both are bigger.
3) Suppose we load the ship a bit more so that it is level with the surface of the water, but continues to float. Again, the weight pulling down and the upthrust pushing up are equal, even though both are bigger. But at this critical point, the ship is displacing as much water as it possibly can, so the upthrust cannot get any bigger.
4) If we now added extra weight on top (a weight that's dense enough to sink all by itself). No matter how much weight we add, the ship cannot produce any more upthrust: once it's completely submerged, whatever depth it sinks to, it can only ever displace a certain amount of water and create a certain amount of upthrust. Now the weight of the ship is more than the maximum possible upthrust so it sinks to the bottom. Suppose we attached a giant weighing machine to the top of the ship at this point. The apparent weight of the ship plus its cargo would be much less than expected, by an amount equal to the weight of the displaced water (the size of the upthrust).
Task:
Next
How might the scientific concepts of buoyancy, density, displacement and upthrust help explain why the Titanic sank?Add your thoughts by clicking on the pink '+' button.
Back
Models of Blended Learning
Station Rotation
The Station Rotation model allows students to rotate through stations on a fixed schedule, where at least one of the stations is an online learning station. This model is most common in elementary schools because teachers are already familiar rotating in “centers” or stations.
Watch the video here to get enhance your understanding of blended learning, models of blended learning and to view examples of blended learning in practice.
Flipped Learning
The Flipped Classroom model flips the traditional relationship between class time and homework. Students learn at home via online coursework and lectures, and teachers use class time for teacher-guided practice or projects. This model enables teachers to use class time for more than delivering traditional lectures.
What is Connectivism?A pedagogic theory for the21st Century digital society
What is blended learning? Models of blended learning. Blended Learning in the Classroom: Examples
The Practice
Strategies and considerations:
- Provide opportunities for active learning - set questions and learning problems to solve.
- Balance synchronous and asynchronous learning - use a flipped learning model to engage pupils prior to online learning sessions.
- Provide useful links and resources to facilitate the learning journey.
- Allow pupils to collaborate, share ideas and become independent learners.
- Ensure inclusivity and differentiated learning resources - digital media is multimodal, use its potential.
- Assessment - provide quizzes and opportunities to share / demonstrate impact of learning.
Task
What strategies examined today do you think might work within your online teaching? What might be the benefits or limitations.
For next session:
Examine the toolkit below. Create an online learning task and share it here for next week's discussion.