Week 6

At the end of the week, the pre-service

teacher (PST) should be able to:

6.1a. discuss the effective ways of using direct instructions as a strategy

direct instruction refers to (1) instructional approaches that are structured, sequenced,
and led by teachers, and/or (2) the presentation of academic content to students by
teachers, such as in a lecture or demonstration. In other words, teachers are “directing” the
instructional process or instruction is being “directed” at students.

While a classroom lecture is perhaps the image most commonly associated with
direct instruction, the term encompasses a wide variety of fundamental teaching
techniques and potential instructional scenarios. For example, presenting a video or
film to students could be considered a form of direct instruction (even though the
teacher is not actively instructing students, the content and presentation of material
was determined by the teacher). Generally speaking, direct instruction may be the
most common teaching approach in the United States, since teacher-designed and
teacher-led instructional methods are widely used in American public schools. That
said, it’s important to note that teaching techniques such as direct
instruction, differentiation, or scaffolding, to name just a few, are rarely mutually
exclusive—direct instruction may be integrated with any number of other
instructional approaches in a given course or lesson. For example, teachers may use
direct instruction to prepare students for an activity in which the students work
collaboratively on a group project with guidance and coaching from the teacher as
needed (the group activity would not be considered a form of direct instruction).
Explicit, systematic instruction in mathematics requires educators to clearly teach the
steps involved in solving mathematical problems using a logical progression of skills
(Hudson, Miller, & Butler, 2006; Montague & Dietz, 2009). Explicit instruction may
take the form of teaching students how to use manipulatives, teaching specific
algorithms for solving computational problems, or teaching strategies for solving
more advanced mathematical concepts. Systematic instruction considers the scope
and mathematical trajectories, such as the types of examples used for developing
the foundational skills prior to introduction/re-teaching of grade-level material
(Gersten et al., 2009; Kroesbergen & Van Luit, 2003; Maccini, Mulcahy, & Wilson,
2007). Regardless of the concept or skill being taught, explicit, systematic instruction
should include the following components (Archer & Hughes, 2011; Hudson et al.,
2006):
1. Advance Organizer: Providing students with an advance organizer allows them
to know the specific objective of the lesson and its relevance to everyday life.
2. Assessing Background Knowledge: In assessing background knowledge,
instructors determine whether students have mastered the prerequisite skills for
successful problem solving in the new concept area. If the prerequisite skills were
recently covered, assessment of background knowledge should be conducted
quickly. If, however, those skills were taught several weeks ago, more time may be
needed to refresh students’ memories. Instructors can also determine whether
students are able to generalize previously learned concepts to the new concept.
For example, if students have previously learned regrouping strategies in addition
and subtraction, are they able to generalize these concepts to regrouping in
multiplication and division? In addition, instructors should ask students questions
about the new concept to assess their knowledge of the concept.
3. Modeling: During the modeling phase, instructors “think aloud” as they model the
process of working through a computation problem; read, set up, and solve a word
problem; use a strategy; or demonstrate a concept. During modeling, instructors
should be clear and direct in their presentation; they also should be precise and
mindful in using general and mathematical vocabulary as well as in selecting
numbers or examples for use during instruction. During modeling, instructors should
involve students in reading the problems and should ask questions to keep students
engaged in the lesson.
4. Guided Practice: During guided practice, instructors engage all students by
asking questions to guide learning and understanding as students actively participate
in solving problems. During this phase, instructors prompt and scaffold student
learning as necessary. Scaffolding is gradually eliminated as students demonstrate
accuracy in using the material being taught. Positive and corrective feedback is
provided during this phase, and instruction is adjusted to match student needs.
5. Independent Practice: After achieving a high level of mastery, students move to
the independent practice phase where they autonomously demonstrate their new
knowledge and skills. During independent practice, the instructor closely monitors
students and provides immediate feedback as necessary. Countless independent
practice activities can be used with students, and the primary focus of the
independent practice activity should be related to the content of the modeling and
guided practice. If students demonstrate difficulty at this stage, instructors evaluate
and adjust their instruction to re-teach concepts as needed.
6. Maintenance: Students with disabilities often have a difficult time maintaining
what they have learned when the knowledge is not used on a regular basis.
Goal Mastery Learning
 I do– Teacher Modeling, Teacher Directed
 We do– Guided Practice with Support and Structure
 You do– Independent Practice to Demonstrate Learning

6.2a. differentiate punctuated lecture from interactive lecture

Teaching is a crucial part of any academic or learning environment. It is not only the
dissemination of information but also the creation of a learning community that
promotes intellectual engagement and critical thinking. Traditional teaching methods,
such as lectures, have been the norm for centuries, but they may not be the most
effective way to promote student learning and retention. Lectures can be passive
and disengaging, leading to a lack of student participation and knowledge retention.
In contrast, interactive teaching strategies have been shown to be effective in
promoting student engagement, active learning, and long-term knowledge retention.
This article discusses the benefits of interactive teaching strategies and provides
some strategies to transform teaching from lecture-based to interactive-based.
The Benefits of Interactive Teaching Strategies
Interactive teaching strategies involve a student-centered approach that promotes
active engagement, discussion, and collaboration among students. In contrast,
traditional teaching methods, such as lectures, are often teacher-centered and
passive. The benefits of interactive teaching strategies have been demonstrated in
numerous studies.
A study by Freeman et al. (2014) analyzed 225 studies comparing traditional lectures
to interactive teaching strategies, such as group work, clicker questions, and
problem-based learning. They found that students in interactive classrooms had
higher exam scores, were more engaged, and had better critical thinking skills than
those in traditional lectures. Another study by Hake (1998) found that students in
interactive classrooms had greater learning gains than those in traditional lectures.
Strategies for Interactive Teaching
There are various interactive teaching strategies that instructors can use to promote
student engagement and learning. Here are some strategies that instructors can use
to transform their teaching from lecture-based to interactive-based.
1. Think-Pair-Share
Think-Pair-Share is an interactive teaching strategy that promotes active
engagement and discussion among students. In this strategy, the instructor poses a
question or problem to the class. Students are given time to think about the question
or problem individually, then pair up with a partner to discuss their thoughts. Finally,
the pairs share their ideas with the class.
Think-Pair-Share encourages all students to participate and share their ideas,
promoting critical thinking and collaboration. This strategy can be used in any subject
area and can be adapted to different learning levels.
2. Flipped Classroom
The flipped classroom is an interactive teaching strategy that reverses the traditional
lecture-based teaching model. In a flipped classroom, students watch pre-recorded
lectures or read material before class. During class, students work collaboratively on
projects or engage in discussions, applying what they learned from the pre-class
materials.
The flipped classroom allows students to take responsibility for their learning,
promotes active engagement, and fosters critical thinking skills. This strategy can be
used in any subject area and can be particularly effective in STEM fields.
3. Group Work
Group work is an interactive teaching strategy that promotes teamwork,
collaboration, and problem-solving skills. In group work, students work together in
small groups to complete a task or project. Each member of the group has a specific
role, and the group works together to achieve a common goal.
Group work encourages students to take responsibility for their learning, promotes
critical thinking and communication skills, and prepares students for the workforce.
This strategy can be used in any subject area and can be particularly effective in
business, engineering, and health sciences.
4. Case Studies
Case studies are an interactive teaching strategy that presents real-world scenarios
or problems to students. In the case of studies, students work in groups to analyze
and solve problems, applying knowledge and critical thinking skills to real-world
situations.
Case studies promote active learning, critical thinking, and problem-solving skills.
They can be used in any subject area and are particularly effective in business, law,
and healthcare fields.
5. Peer Teaching
Peer teaching is an interactive teaching strategy that promotes collaboration,
communication, and critical thinking skills. In peer teaching, students work in pairs or
small groups to teach each other. Each student takes turns teaching and learning,
and the group provides feedback and support.
Peer teaching promotes active learning, collaboration, and critical thinking skills. It
also allows students to learn from each other and develop teaching and
communication skills. This strategy can be used in any subject area and can be
particularly effective in language learning and STEM fields.
6. Interactive Lectures
Interactive lectures are a modified version of traditional lectures that incorporate
interactive elements, such as group discussions, clicker questions, and problem-
solving exercises. Interactive lectures promote active learning and engagement,
while still providing essential information to students.
Interactive lectures can be used in any subject area and are particularly effective in
large classes or when students have limited prior knowledge of the subject matt
Conclusion
Interactive teaching strategies promote active learning, critical thinking, and
collaboration among students. Traditional teaching methods, such as lectures, have
limitations and may not be the most effective way to promote student learning and
retention. However, instructors can transform their teaching by incorporating
interactive strategies such as Think-Pair-Share, Flipped Classroom, Group Work,
Case Studies, Peer Teaching, and Interactive Lectures.
These strategies promote student engagement, critical thinking, and teamwork, and
prepare students for the workforce. Instructors should consider incorporating these
interactive teaching strategies to transform their teaching and create a dynamic and
engaging learning environment.
By incorporating interactive teaching strategies, instructors can create a learning
environment that fosters creativity, innovation, and critical thinking skills. Students
become active participants in their own learning process, which leads to better
knowledge retention and a deeper understanding of the subject matter.
However, it is important to note that implementing interactive teaching strategies
requires careful planning and preparation. Instructors must consider the learning
objectives, the subject matter, and the needs of the students when choosing and
implementing interactive strategies. They must also provide clear instructions,
support, and feedback to ensure that students understand the purpose of the activity
and are able to participate effectively.
In conclusion, interactive teaching strategies are a powerful tool for transforming
traditional lecture-based teaching into an engaging and dynamic learning
experience. By incorporating interactive strategies such as Think-Pair-Share, Flipped
Classroom, Group Work, Case Studies, Peer Teaching, and Interactive Lectures,
instructors can promote active learning, critical thinking, and collaboration among
students. These strategies prepare students for the workforce and equip them with
the skills they need to succeed in a rapidly changing world.

7.1a. discuss what is blended classroom learning

The Growth of Blended Learning
This guidebook presents new ways of thinking about teaching and learning to help
you better prepare your students to learn and develop into 21st-century global
citizens.
According to the U.S. Department of Education (Means, Toyama, Murphy, Bakia, &
Jones, 2009), a blend of classroom and web-based teaching and learning offers
access to the widest range of learning modes and methods for developing student
skills and expertise as learners (Cleveland-Innes, 2017). Many findings on blended
learning show an increase in learners’ ability to learn collaboratively, think creatively,
study independently and tailor their own learning experiences to meet their individual
needs.
This guidebook also provides information about some of the technology tools you
can use to support in-person delivery in a seamless, truly blended way. Through
careful, thoughtful blending and with consideration for technological skill levels and
Internet access, learning for anyone can now take place with greater flexibility and
convenience.
Innovative educators have for many years been creating new delivery methods in
education by combining elements of in-person teaching with technology-enabled
learning to bring people together virtually. Since the late 1990s, when simple learning
management systems began to emerge, blended learning has grown very quickly.
There are now many possible combinations and permutations, but it took time for
this to occur.
While computers became part of everyday life for most in the early 2000s, education
was slower to integrate computer technology. When it did, technology use was often
limited to supplementing the usual teach-by-telling approach. As computers and the
Internet demonstrated opportunities for connecting people in multiple locations as
well as for more interaction, more visuals and greater access to information,
innovation increased but in fragmented, uneven ways.
Soon, Internet connectivity and browser development allowed broader and more
user-friendly resources for anyone wanting to learn. Web-based learning replaced
CD-ROM materials. “Rather than having to distribute CD-ROMs to learners,
organizations could simply upload material, e Learning assessments, and
assignments via the web, and learners could access them with a click of a mouse
button” (Pappas, 2015b).
Today, computers, tablets and smartphones are available to the majority of the
world’s population, and technology-enabled learning has become more varied and
accessible. More and more institutions and teachers are adding web-based learning
to their delivery methods, and learners have access to many applications to support
their learning. The mantra “anytime, anywhere” has been taken up to describe the
new wave of education. However, this notion is being challenged by education
practitioners and researchers, who know that learning competence is not universal,
student skills are very different from skills needed to participate in social media, and
access to broadband Internet is not evenly distributed.
Teachers are still a key part of blended learning — teachers who have subject-matter
expertise and basic technology skills, along with the new pedagogies that go with
technology, such as constructivism and collaboration. Blended learning expertise
provides both.
What is Blended Learning?
The simplest definition of the term blended learning is the use of traditional
classroom teaching methods together with the use of online learning for the same
students studying the same content in the same course. It is a “thoughtful fusion of
face-to-face and online learning experiences” (Garrison & Vaughan, 2008). There are
also blended programmes, in which students study some courses in face-to-face
classrooms and other courses are delivered fully online.
In other words, blended learning is a term applied to the practice of providing
instruction and learning experiences through some combination of both face-to-face
and technology-mediated learning. During the technology-mediated components of
these learning experiences, students are not required to be physically together in
one place but may be connected digitally through online communities. For example,
one blended learning course could involve students attending a class taught by a
teacher in a traditional classroom setting while also completing online components of
the course independently, outside of the classroom, on an online learning platform.
Classroom instruction time may be replaced or augmented by online learning
experiences, and online learning can include varying degrees of interaction or just
time alone in independent study and learning activities. However, in a quality
blended learning experience, the content and activities of both in-person and online
learning are integrated with one another and work toward the same learning
outcomes with the same content. The various learning experiences are synthesised,
complement each other, and are planned or orchestrated to run in parallel.
Blended learning is sometimes called hybrid or mixed-mode learning. These
systems of instructional design use many types of teaching and learning experiences
and vary in design and implementation across teachers, programmes and schools.
The potential variations of mixed-mode learning are virtually endless; a good way to
get a sense of the range of possibilities is to consider some examples:
 In one school, a few teachers create mixed-mode delivery in their individual
classrooms. In another, a whole programme chooses to make blended
learning its choice of delivery for all students; all teachers work together to
learn how to teach in a blended delivery system.
 Video recorded lectures, live video and other digitally enabled learning
opportunities can be a student’s primary instructional interactions with other
students and the teacher. In some cases, students may work independently
on online lessons, projects and assignments at home or else- where, only
periodically meeting with teachers to review their learning progress, discuss
their work, ask questions or receive assistance with difficult concepts. In other
cases, students may spend their entire day in a traditional school building, but
they will spend more time working online and independently than they do
receiving instruction from a teacher.
Blended learning can be divided into three main models.

Figure 1.1. Models of blended learning

The first model, blended presentation and interaction, has classroom engagement as
its primary component, with support from out-of-class, online exercises. The flipped
classroom or flipped curriculum approach is a common example of this model, with
students viewing podcasts or other online resources independently, followed by
classroom-based tutorials or seminars for group learning based upon these
resources.
The second is the blended block model (sometimes called a programme
flow model), in which a sequence of activities, or “blocks,” is structured to
incorporate both face-to-face learning and online study, usually with consideration for
both pedagogical goals and practical constraints. For example, a course for
geographically distributed learners or working professionals may have limited
opportunities for classroom-based learning and therefore begin with a block of
intensive face-to-face sessions, followed by blocks of online study and collaboration
through online tutorials, possibly followed by a further block of face-to-face learning
or group presentations.
The third model is fully online but may still be considered blended if it incorporates
both synchronous learning (for example, online tutorials) and asynchronous activities
(for example, discussion forums). Thus, blended learning covers one or more of the
following three situations:
 Combining instructional modalities (or delivery media).
 Combining instructional methods.
 Combining online and face-to-face instruction.
Table 1.1 Three models of blended learning.

MODEL 1 MODEL 2 MODEL 3

Blended presentation and Blended block Fully online

interaction

Activity-focused face-to- Combination of: Combination of:

face sessions blended with
 intensive face-to-face  short lecture podcasts
online resources.
sessions as one day or with online resources
For example, the flipped half days and learning activities
curriculum model combines:
 weekly online  online tutorials
 short lecture tutorial/seminars for (synchronous)
podcasts, online activities and
 interaction via online
resources with interaction
collaboration, discussion
 face-to-face  online content and forums and/or group
tutorial/seminars for resources work
interaction and
presentation of group
 work.

Source: Hannon & Macken (2014)

Blended Learning Uses
As we saw above regarding the blended block model, there are often practical
considerations leading us to choose blended learning. In addition, many policy
makers and post secondary leaders believe that replacing some components of a
learning programme with online or distance education is a cost-effective way to
deliver post secondary education.
Our focus in this guidebook is on professional development and the effective
introduction of blended learning to improve instructional practice and learner
outcomes, not solely to introduce a blended learning resource. While some
efficiencies might be created through online delivery, there is increasing evidence
about its effectiveness in delivering instruction.
Two recent studies provide different views of whether online education will increase
student learning and success. Nevertheless, over the past several years,
perceptions of online learning have been shifting in its favor as more learners and
educators see it as a viable alternative to some forms of face-to-face learning.
Drawing from best practices in both online and face-to-face methods, blended
learning is on the rise at colleges and universities as the number of digital learning
platforms and ways to leverage them for educational purposes continues to grow.
The opportunities for learning or the affordances blended learning offers are now
well understood, and both educators and students find its flexibility, ease Opportunity
for collaboration at a distance: Individual students work together virtually in an
intellectual endeavor as a learning practice of access, and integration of
sophisticated multimedia and technologies highly appealing. The current focus of this
trend has shifted to understanding how applications of digital modes of teaching are
impacting students. Findings are showing increases in learner creativity,
independence and self-direction.
Benefits of Blended Learning
The advantages of blended learning for students include increased learning skills,
greater access to information, improved satisfaction and learning outcomes, and
opportunities both to learn with others and to teach others. Recent research
identifies the following key benefits of blended learning:
1. Opportunity for collaboration at a distance: Individual students work together
virtually in an intellectual endeavor as a learning practice.
2. Increased flexibility: Technology-enabled learning allows for learning anytime
and anywhere, letting students learn without the barriers of time and location
but with the possible support of in-person engagement.
3. Increased interaction: Blended learning offers a platform to facilitate greater
interactivity between students, as well as between students and teachers.
 4. Enhanced learning: Additional types of learning activities improve
engagement and can help students achieve higher and more meaningful
levels of learning.
5. Learning to be virtual citizens: Learners practice the ability to project
themselves socially and academically in an online community of inquiry.
Digital learning skills are becoming essential to be a lifelong learner, and
blended courses help learners master the skills for using a variety of
technologies.
Making Blended Learning Work
Technology integration in itself is not necessarily blended learning. If online learning
is only a minor component of a classroom-based course, without offering students
the independence, convenience and interaction opportunities of being online, it may
not really be a blended learning system but simply a case of technology integration.
Creating an effective blended learning environment means making appropriate
choices and overcoming the challenges that come with the use of technology. The
following challenges and recommendations were identified in recent research on
teacher perspectives, conducted by Athabasca University and the Commonwealth of
Learning (Cleveland-Innes, Ostashewski, Mishra, Gauvreau, & Richardson, 2017):
1. Technology access: A critical first step is to know which resources are
available to your students. Is there limited bandwidth, unreliable Internet
connectivity, or lack of devices such as laptops or smartphones? Once you
are clear about access, you can choose learning activities with the technology
in ways that allow all to participate.
2. Design: Creating the appropriate in-person and online activities means
designing courses with the pedagogic principles of both and integrating
technology in a way that supports meaningful learning.
3. Safety and security: Create awareness of cyber-malice and ensure security
interventions against unethical learning practices, academic dishonesty,
identity theft and bullying are in place.
4. Skill development, support and training: Both students and instructors must
have technological literacy and competence with technology applications.
5. Motivation: Students need adequate motivation when engaging in a wide
range of often shifting learning modalities, some of which may require
significant skill development.
Later chapters will provide further guidance on using technology to create your
blended learning environment.

CONCLUSION
This first chapter has introduced blended learning as an important and rapidly
developing form of education, with an emphasis on the benefits it offers to both
educators and students, including greater flexibility and convenience, as well as
potential increases in learner creativity and independence.
Blended learning can be defined as the combination of face-to-face classroom
instruction with online learning within a course or programme — a definition broad
enough to include a wide range of variations appropriate to the individual needs and
contexts of a school or course.
One key concept is that blended learning is not merely the addition of some
technological element to an existing course but rather is an integrated plan utilizing
the best of what both face-to-face and online learning have to offer. The blended
presentation and interaction model, the blended block model and the fully online
model provide initial frameworks for the deliberate structuring of blended learning to
improve learning outcomes.
The next chapter will expand on this idea by considering additional models and
frameworks for developing effective blended learning, including the Community of
Inquiry framework and a systems-based approach.

SCENARIO
A Blended Learning Programme for Teachers
A blended learning programme including the following components was designed to
provide teachers in a rural area with the knowledge required to implement
technology-enabled learning, as shown by the following blended block model.
technology-enabled learning, as shown by the following blended block model.

Figure 1.2. Blended block model

Pre-workshop preparation: A questionnaire was sent to participants before the
online phase, asking them to describe their role in the educational system and their
particular skills. The questionnaire helped facilitators adjust activities to the
participants’ backgrounds.
Online workshop (core component): The workshop included individual study with
online lessons and activities supported by facilitators. Both synchronous and
asynchronous communication were used for online discussions and group work. The
main outcome of the online component was an individual activity plan to help
participants reflect on their teaching situation and to serve as a resource for the later
face-to-face activities.
Bridge period: During this period between the two core components of the course,
online support was provided to participants as they prepared for the face-to-face
component.
Face-to-face workshop (core component): The face-to-face workshop consisted
of classroom activities where participants presented and discussed their activity
plans, practiced teaching principles and techniques, and further developed their
activity plans.
Online resources: After completion of the course, additional online resources were
available to help teachers transfer their new knowledge to their individual teaching
settings.
(Adapted from Food and Agriculture Organization of the United Nations [2011],p.19.)
REFLECTION QUESTIONS
1. What access to technology do your students have?
2. How are your technology skills? Do you need technology support? Where is it
available?
3. What tools would you use to decide which learning activities to offer in person
and which to offer online?
4. What is the nature of blended learning? What are the different components of
your blended learning?
5. Do you need instructional design support?