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Sharing a blended lesson design

Posted on: October 27, 2020

I recently concluded online-only lessons for teachers who had to learn how to infuse ICT.

Today I share design elements to make an online lesson a blended one. Note: Blending is NOT just about combining online and face-to-face activities. It is also about seamlessly mixing different teaching strategies, tools, content, evaluations, etc.

Each of my three-hour sessions was a blend of asynchronous and synchronous learning experiences. Instead of requiring a three-hour Zoom session, I designed for 1.5 hours of asynchronous work followed by 1.5 hours of synchronous work.

Asynchronous and synchronous elements of my lesson.

The asynchronous tasks were scaffolded with questions, tasks, and resources in Google Site pages, and recorded with individual and group Google Docs for each student. One example of an asynchronous task was to first choose a scenario they could most relate to and then share their thoughts in a group Doc (scenario-based focus area).

The synchronous Zoom-based lesson followed up on their focus area. This was a topic that they identified with and provided answers based on what they already knew. Design rationale: This was a way of providing ownership to learners and to determine their prior knowledge (PK). Gauging PK could highlight gaps in knowledge to learners.

My students’ answers were varied but superficial. This provided an opportunity to introduce theoretical frameworks that could be used for planning and/or evaluating ICT-based lessons. DR: Linking PK or gaps to new information was a way to motivate learning. This design helped student answer the question: Why do I need to learn this?

Throughout the online lesson, I leveraged on a new Zoom tool, student-selected Breakout Rooms, which simulated station-based learning (my critique of the tool). DR: While not ideal, the tool allowed students choice of topics and provided opportunities for cooperative learning.

I also relied on the random breakout rooms so that students did not get too comfortable with their group mates. DR: There is a tendency to get complacent if you get too familiar.

I limited latter groups to three students each so that there was enough time for students to peer teach and listen to one another. DR: Some students choose not to speak in groups larger than this while others do not get enough air time because someone else dominates.

I provided opportunities for groups to read and evaluate one another’s work, to reflect on their group’s work, and to reflect on their own learning. DR: We do not learn much from experiences because they are new and messy; we learn from slowing down and reflecting on those experiences.

Addendum: The scenario-based focus area depended on homogenous grouping, i.e., students in each group had a common interest. The second strategy relied on heterogenous grouping, i.e., students had different topics to peer teach and different perspectives to share.

For individual learning, I refrained from asking students the generic “What did you learn?” question. Instead, I asked them to complete an exit ticket by completing two statements: 1) I used to think that… and 2) Now I think that… DR: Learning is about change. It is important to try to capture that change.

Reflecting on course design is my way of planning for the next semester. Looking back informs my look forward because remembering potholes in the past reminds me to be careful of them in the future.

9 Responses to "Sharing a blended lesson design"

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