Wednesday, March 20
11:30-11:45 AM
PDT
Wilshire B

Preparing K-12 teachers for blended teaching: A competency-based approach

Best Practices ID: 53981
  1. aaa
    Cecil R Short
    Brigham Young University
  2. aaa
    Charles R. Graham
    Brigham Young University

Abstract: This 3-hour K-12 Blended Teaching workshop is intended for those who are interested in blended teaching and/or training pre-service or in-service K-12 teachers for blended teaching. The workshop will begin with discussions surrounding the benefits of blending in the K-12 space, and the essential attitudes and technology skills needed to blend successfully. Workshop attendees will then be led through a series of activities related to five core areas of blended teaching - (1) online integration, (2) data practices, (3) personalization, (4) online interaction, and (5) putting all the pieces together. Attendees will leave with instructional materials and strategies that they can use to help K-12 teachers blend their classes, as well as a free copy of a new book about K-12 blended teaching, K-12 Blended Teaching: A Practical Guide for Teachers written by leading researchers in the field of K-12 online and blended learning.

Objectives

This workshop is intended to meet the following objectives: 1) Attendees will be able to recognize and support the dispositions and basic technology skills important to K-12 blended teaching. 2) Attendees will be able to understand the core competencies related to preparing K-12 teachers for blended teaching. 3) Attendees will be able to understand how to lead K-12 teachers through planning, creating, and implementing K-12 blended learning goals, assessments, and activities.

Topical Outline

1) Discussion of blended teaching dispositions and basic technology skills. i) Attendees take the K-12 Blended Teaching Readiness Survey ii)Results are discussed and related to the objectives of the workshop 2) Discussion of the benefits of blended teaching in K-12 contexts i) Attendees will rank their reasons for blending instruction reasons include (a) Increased Pedagogical Options, (b) Increased Flexibility and/or Access, and (c) Decreased Costs ii) Attendees will choose the top 5 challenges they hope to overcome by blending. Communication, Collaboration, Critical Thinking, Creativity, Pacing, Preparation, Participation, Personalization, Personal Interaction, Place, and Practice with Feedback 3) Online Integration in K-12 classrooms discussion i) Introduce part two of the “My Blended Teaching Roadmap” 4) Data Practices in K-12 classrooms discussion i) Introduce various mastery trackers and how student data can be analyzed to inform teaching 5) Personalization in K-12 classrooms discussion i) Attendees are introduced to personalization ii) Attendees brainstorm various activities that allow for personalization of place, pace, time, and/or path 6) Online Interaction in K-12 classrooms discussion i) Attendees will be introduced to various strategies and activities for online interaction including blog, discussion boards, social media, and communication applications 7) How to bring all of the previously planned activities together 8) Final thoughts and distribution of K-12 Blended Teaching: A practical guide for teachers

Prerequisites

The intended audience for this workshop is anyone who works with pre-service or in-service K-12 teachers and wants to know how to prepare these teachers for blended teaching. Additionally, teachers or instructors who are interested in blending their own courses could also attend the workshop. Participants with all levels of experience with blended and online teaching are welcome. It will help if attendees have some prior knowledge of blended teaching, but this will not be necessary.

Experience Level

Beginner

Qualifications

Charles R. Graham is a Professor of Instructional Psychology and Technology at Brigham Young University. Charles has authored 50+ articles in over two-dozen journals and 20+ chapters related to online and blended learning in edited books. Charles has co-edited two books on blended learning research. He has also co-authored a book for teachers and practitioners interested in designing blended learning environments and a book on research methods for young researchers learning to do research in online and blended learning contexts. In 2015 Charles became a Fellow of the Online Learning Consortium “For outstanding achievement in advancing theory, research and effective practice in online and blended learning.” He is also a Fellow with the Michigan Virtual Learning Research Institute for his work to develop a K-12 Blended Teaching Readiness instrument. Cecil R. Short is a doctoral student in the Instructional Psychology and Technology program at Brigham Young University (BYU). Cecil’s research focuses on blended teaching competencies and preparing K-12 teachers for blended teaching. At BYU, Cecil helped design an undergraduate course for preparing K-12 pre-service teachers for blended teaching. Students reported that the course is valuable in preparing them for teaching in blended contexts and providing them with technology skills that help improve their K-12 pedagogy. Cecil is a co-author of the book K-12 Blended Teaching: A practical guide for teachers.

Presider: Rashmi Khazanchi, Open University of the Netherlands/CCSD

Topics

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