Last fall, at the BlendED and Online Symposium, one of our discussions centered on this question: How do educators define blended learning? This is relavent question in education today, and one that is especially pertinent to me, because I teach students in both online and face to face settings. How is blended learning put into action in my classroom? Here’s the story of one day.
On this particular day the grade 3’s were excited to come together to take on a bridge building challenge. Could they use the supplied materials and budget requirements to build a bridge that would support 500 grams and span a gap of 30 cm?
The day started off with an online meeting. Three students in distant locations, Mexico, Somalia, and Calgary met to discuss types of bridge construction, essential considerations for bridge building, and an examination of local bridge design. These students were given the challenge and agreed to meet with us later in the day to share their final bridge designs.
Shortly thereafter, other grade 3s arrived onsite to work together on the same challenge. Both groups knew they are working towards a common goal, in different locations. In an effort to promote collboration and aware that 8 year olds would want to take their own bridge home at the end of the day, I explained that everyone could discuss ideas and help each other, but would build their own bridge.
Each student received a budget of $100 dollars to purchase supplies needed for construction. This added element in the design challenge defiantly preoccupied several students as they immediately set to work to determine just what they could buy and how that would impact design. A cubic centimeter of plasticine cost $1.00 and one student happily concluded that he could buy $79.00 worth. Others set to work building and decided to determine the cost as they went along.
Focused conversation, iterative planing and construction, successes, and problem solving filled our day. One student learned that hot glue, did not work well for joining plastic straws and plasticine, another discovered that plastic cups with a wide base were perfect for pillars. “Is it possible to build a bridge for vehicles and trains?” “What could I use to reinforce this weak spot?” “What is the best way to join these popsicle sticks for the purpose I have in mind?” Good questions filled the day.
Mid-afternoon we met with our other classmates via a Google Hangout projected on the interactive whiteboard. Everyone could see and with the benefit of a speaker system and microphone in our classroom each student could participate in the conversation. Students were ready and eager to explain their design, discuss their process, and test their bridges. Interest and excitement were high.
Each student had been purposefully engaged in the building process and now they were genuinely interested to see and hear what others had done, and to learn more about the design process from others.
Now consider the ways students connected on this day: an online meeting via Blackboard Collaborate, face to face collaborative work, and a Google Hangout to conclude the day. Is this blended learning? Yes, it is, and not because of the technology we accessed or the face to face time we shared, although that may be part of the definition of blended learning. It’s because the needs of the learners were met in a variety of ways. Connected learning enabled students to problem solve, create, collaborate, and learn from each other. The best blend of learning opportunities is always in response to student needs.
How do you support learning in a blended environment?