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Launched at Ulearn 2018: Culture of Change (Auckland October 2018)
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. |
Definitions
"Blended learning is a formal education programme in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined with computer-mediated activities." https://en.wikipedia.org/wiki/Blended_learning
"In a teaching inquiry, teachers select teaching strategies that will support their students to achieve these outcomes. This involves asking questions about how well current strategies are working and whether others might be more successful. Teachers search their own and their colleagues’ past practice for strategies that may be more effective, and they also look in the research literature to see what has worked in other contexts. They seek evidence that their selected strategies really have worked for other students, and they set up processes for capturing evidence about whether the strategies are working for their own students." http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
"Blended learning is a formal education programme in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined with computer-mediated activities." https://en.wikipedia.org/wiki/Blended_learning
"In a teaching inquiry, teachers select teaching strategies that will support their students to achieve these outcomes. This involves asking questions about how well current strategies are working and whether others might be more successful. Teachers search their own and their colleagues’ past practice for strategies that may be more effective, and they also look in the research literature to see what has worked in other contexts. They seek evidence that their selected strategies really have worked for other students, and they set up processes for capturing evidence about whether the strategies are working for their own students." http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry
Key Readings
The Teacher Professional Learning and Development BES illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners. Authors: H. Timperley, A. Wilson, H. Barrar and I. Fung Date Published: December 2007 Bolstad, R. Gilbert, J. McDowell, S. Bull, A. Boyd, S. & Hipkins, R. (2012) Supporting future-oriented learning and teaching- A New Zealand Perspective. New Zealand Council for Educational Research. Ministry of Education, New Zealand. |
Funding
This project was funded by the Teacher-Led Innovation Fund (Round One) administered by Ministry of Education, New Zealand. The idea for this current project was generated from the PPTA-funded Nelson Teacher-Led Learning Group which ran from 2012-2014. http://prolearninggroup.weebly.com http://www.ppta.org.nz/professional-learning/2915-learning-by-teachers-for-teachers |
Further readings
https://www.educationcounts.govt.nz/publications/schooling/evaluation-of-the-teacher-led-innovation-fund-final-report http://www.elearning.tki.org.nz/Research-and-readings#technology http://elearning.tki.org.nz/Professional-learning http://www.nzcer.org.nz/research/ict http://www.core-ed.org/thought-leadership/research/reports https://akoaotearoa.ac.nz/blended-approaches-learner-engagement |
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