***Only resources developed and shared during the COVID period are captured here***

Blended Learning - KS2

Workshop

Example Models

Blended Learning Models - Ks2

This is a video that introduces the concept of blended learning and gives an overview of the models that can be followed to develop blended approaches to teaching and learning.

Various Blended Learning Models

Station rotation

Individual rotation

flipped Learning / classroom

Important considerations

Blended learning should...

▪Start withvision for curriculum, learning and teaching - What? Why? How ?

▪Consider implications for staff and learner wellbeing

▪Take into account unique school context and the barriers faced by learners

▪Consider how to make the best use of both face to face, online and distance learning

▪Suit learners of different ages and needs, provide challenge and differentiation

▪Contain a single curriculum, containing rich and varied learning experiences

▪Provide learners with opportunities to practice and develop their independent skills within the class as well as at home

▪Include effective learner to teacher feedback as well as teacher to learner

▪Use digital tools effectively to support the learning.

▪Include parental guidance and support, with clear communication and awareness of family/work commitments

What could it look like?

Learning Climate, Learner confidence and motivation

In School:

•Constanly use vocabulary which will develop learner confidence and their understanding of how to be a capable, confident learner e.g. the powerof yet , celebration of mistakes, reference to learning powers, Growth/ Fixed Mindset

•Reinforce this with specific lessons on some or all of the above

•Consitent approach and narrative by all school staff

•Provide plenty of oppportunities for the learners to talk about and share their learning and thinking

At home:

•Parents to be supported and informed of strategies to help their child e.g Growth/Fixed Mindset, praising effort, celebration of mistakes, Learning Powers

•Distanced feedback and dialogue from teachers to constantly reinforce the above

•Feedback, self and peer assessment opportunities for sharing how as well as what they have learnt

Explain and model key ideas/skills, embed learner understanding

In School:

•Explain and model key ideas/skills, embed learner understanding

•Provide clear Learning Objectives

•Discuss models and co construct Succes Criteria

•Guide deliberate practice and review to ensure undertanding of new skills. Revisit and review as necessary

•Break down any new learnijng into small steps

•Give learners opportunities to practice an apply skills independently to chebk understanding

At home:

•Independent practice and application built on the guided practice from the classroom, using provided prompts, scaffolds, support , differentiated as necessary

•Review and revisit - independently, with parental guidance or teacher online support

•Use pre recorded film clips of any explaining or modelling for learners to return to when working at home, and to enable parents to help and support . Use several platforms to ensure equity

feedback - Learner to teacher / Check learner’s current understanding

In School:

•Review previous learning at the beginning of a lesson

•Whiteboards, Padlet

•Questioning, prior knowledge and \higher order

•Dialogue

•3 minute individual conference

At home:

•Online activities e.g. Quizzes , questionnaires, Padlet

•Flipgrid tasks - to communicate, share or summarise their learning ,

•Look at tasks in Google Clasroom

•Online class/ Group conversatione e.g MTeams chat function,

•Messages/comments in Google Classroom

Feedback - teacher to learner

In School:

•Whole class feedback to address misconceptions and reteach key areas ; learners improve work in light of the feedback

•Individual verbal feedback and dialogue

•3 minute individual conference

At home:

•Pre recorded whole class feedback to address misconceptions and reteach key areas . Parents can also view and support

•Written feedback - comments in Google Classroom

Self Assessment and peer feedback

In School:

•Self assessment and improve work following class or individual feedback

•Self or peer assess against Learning Objectives and Success Criteria

•Talk partners - share thinking and ideas , discuss answers , give instructions

•Whiteboards / ‘show me’ boards

At home:

•Independently self assess against shared Learning Objectives and Success Criteria

•Self assess and improve work following pre recorded class feedback or individual verbal or written feedback, supported by parents

•Talk partners - feedback on each other’s work in Google Classroom

Opportunities that arise through blended learning:

▪Preparation for Curriculum for Wales and developing the skills integral to the 4 purposes - Creativity and innovation, Critical thinking and problem-solving , Personal effectiveness, Planning and organising

▪Developing a rich and stimulating curriculum, based on engaging, real life experiences

▪Developing cross curricular key skills(literacy, numeracy, digital) and wider skills across all areas

▪Further strengthen learner voice

▪Reflect on work already completed on 12 Pedagogical Principles and revisit what methodologies work best during this time

▪Further develop the use of formative assessment to ascertain next learning steps, moving forward in small steps

▪Opportunities for quality verbal feedback and review – in class, but also when distance learning.

▪Developing learner engagement and independence

▪Further develop teacher and learner digitial skills

▪Further develop parental relationship and collaboration to support their child’s learning

Powerpoint Presentation

Here is the powepoint presentation that was shared with you during recent blended learning workshops should you wish to re-use it.

KS2 Blended Learning.pptx

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