Rossi Blended Learning Project Plan

Running head: BLENDED LEARNING PROJECT PLAN Rossi

Blended Learning Project Plan:

The Creatively Flipped Middle School Journalism Classroom

Angelica Rossi

University of Florida

1


Blended Learning vs. The Flipped Classroom: Which Model Fits Here?

In deciding to create a blended learning module for my classroom I had to differentiate

between a flipped classroom and a blended learning environment. I personally define blended

learning as a hybrid model of learning including face-to-face classroom instruction and

computer-mediated online learning. I would also include mobile learning as a new integral

component of blended learning. The blended learning model includes both synchronous and

asynchronous learning. Watson (2008) defines blended learning as, “a pedagogical approach

that combines the effectiveness and socialization opportunities of the classroom with the

technologically enhanced active learning possibilities of the online environment, rather than a

ratio of delivery modalities.”

I am currently the middle school journalism teacher at Gulliver Academy. Due to my

understanding of blended learning and the more constricted nature of traditional middle school

education it is not possible to transform my classroom into an authentic blended learning

environment. Within the past two years I have begun to hear more about the particularly popular

term, “the flipped classroom.” The more that I learned about blended learning; the more I

realized that the flipped classroom might be the grade school alternative to the blended learning

environment. By utilizing technology, lectures are moved out of the classroom and delivered

online as a means to free up class time for interaction and collaboration in the flipped classroom

(Shimamoto, 2012).

Historically, traditional teaching models are one-way channels. Teachers act as experts

who stand in front of the classroom and impart their knowledge during their allotted class time.

“Though common, this model does little to effectively prepare today’s students for a future

where success relies on one’s ability to think independently, solve unexpected problems and deal

2


with complex issues,” (Shimmoto, 2012). With the rise of the constructivist model and

educational technology, teachers are now utilizing technology to implement a blended learning

method that shifts lectures out of the classroom and on to the internet in order to free up class

time for collaborative activities (Shimamoto, 2012). This is inverted model is what we have

come to know as the “flipped classroom.”

The flipped classroom lends itself perfectly to the educational setting of a middle school

journalism classroom. In a middle school journalism classroom it is very important that we

produce a product; the yearbook and eventually the newspaper or magazine once the yearbook is

submitted. The ultimate goal of a journalism class is to collaborate and create constantly.

Students must gain the content and skills they need to create; however, can this be accomplished

in 45-minute class periods with so many approaching deadlines? There is little time to be wasted

when half of the 163 pages of the book must be submitted before the winter holiday break. The

flipped classroom model in the journalism classroom will allow students to receive their lecture

and assessment at home and participate in classroom discussion and constructivist creation

activities during class times. Read on further to better understand this 2-week yearbook

journalism blended learning module in which the objective is to impart the basics of yearbook

design to students.

Institutional Context: Middle School Journalism Course

Grade Level: 7th and 8th Grade

Class Size: 15 Students

Time Required: 2 weeks to deliver instructional content

3


Description of Learners:

Gulliver Academy is an independent day school located in Coral Gables, Florida. Tuition

rates for the 2012-2013 school year range from $9,770 to $26,900 per student. There are more

than 45 countries represented in Gulliver’s student body.

There will be three 8th grade girls returning to the class from last year. It is my intention

to give them leadership roles after they apply for specific editorial positions. There were 22

students who applied to the journalism class this past year yet only 12 were selected. These

students were selected based off of teacher recommendations and writing samples. The majority

of the students have never written journalistic copy, taken photos for publication, or designed

layouts for publication. The content will be brand-new to all but three of the students therefore

the returning girls will need to show exemplary leadership skills and editorial management.

Typically, this class consists of mostly female students, however, last year there was one male

student. I do not have access to my class roster until the week before school begins.

Existing Format of Course Module:

The journalism course is classified as a Language Arts class. The previous instructor was

a journalist so the course focused mostly on the writing aspect of the yearbook production. The

journalism class has had 3 different teachers over the past 3 years. There has been a lack of

continuity amongst the curricula. The design module has been taught in class generally during

the second month of the school year. With my technology and design background, I intend to

heighten the level of technology integration.

The former journalism teachers did not focus on design with their students. In fact, the

lack of modern design has been a concern of administration in the past few years. Parents and

4


staff have commented that the design of the yearbook has felt stagnant and outdated. Due to

these concerns I have decided to add a new emphasis on design to the course while maintain a

focus on exemplary journalistic writing and photojournalism.

My Experience with Course Module:

I have never been a journalism teacher. I was previously Gulliver Academy’s Lower

School Technology teacher. However, I have several years of student yearbook editorial

experience. In 2003 and 2004, my school’s yearbook, the Lake Orion "Dragon" was granted a

Spartan awarded by the Michigan Interscholastic Press Association. In 2003 The Dragon

Yearbook was inducted into the MIPA Hall of Fame. To be inducted into the MIPA Publication

Hall of Fame a publication must accumulate nine Spartans in a 10-year span. On April 22, 2005 I

was awarded 1st place in the Division One "Student Life Spread" category. I was also awarded

1st place on that day in the "Graphics" category. In college I was a Student Life editor for the

Loyola University Chicago, which had been on hiatus since 1986.

I was recommended for the position by the current instructor after a chance conversation

we had about my passion for student journalism. She had decided to resign due to personal

reasons. While I may have never taught journalism, I view my background as a student

journalist and educational technologist as my greatest advantage in filling this position. I believe

in a highly organized, very technology immersed classroom. I have chosen technologies and

tools that will allow students to gain knowledge, express creativity, and effectively manage their

time in and out of class.

5


Blended Module: Yearbook Layout Design 101

Module Objectives:

Demonstrate an understanding of how to operate Macintosh computers and the

Walsworth Online Design program.

Apply computer knowledge and Online Design skills to design pages that will go in each

section of the yearbook both independently and in collaborative teams.

Initiate and participate effectively in a range of collaborative discussions building on

others’ ideas and expressing their own clearly and persuasively.

Pedagogical Blending with Purpose- The Multi-Modal Model Objectives:

6


Photo Source: The Blending with Purpose Model is based off of the work of Picciano (2009).

I have decided to adopt the Blending with Purpose Model by Picciano (2009) to accurately

gauge if students are gaining the pedagogical objectives outlined in this module. I have not

included all of Piccano’s objectives for this unit but instead have decided to focus on several that

lend themselves to this module.

Content: Students will gain an understanding of typography, headlines, grid design,

modular design, and design elements. (Tools used: Prezi, YouTube, Walsworth Online

Design)

Dialectic/Questioning: Students will question their preferences and the rules of design.

They will utilize critical thinking and participate in classroom discussion both face-to-

face and online. (Tools Used: Gulliver Student Portal Discussion Board, Class

Discussions)

Collaboration/Student Generated Content: Students will generate original content by

hand and with the use of technology. They will do so independently and in groups.

(Tools Used: Pinterest, Walsworth Online Design)

Synthesis/Evaluation: Students will evaluate the work of professional publictions, their

peers, and their own creations. They will reflect and transform their layouts to improve

their craft continuously. (Tools Used: Pinterest, Walsworth Online Design)

Technology to Be Utilized in Class:

Classroom Computers, Desktop Macs

7


Internet connection

Personal computers at home (Mac or PC)

SmartBoard Interactive White Board

Teacher computer

Web 2.0 Tools and User Accounts to Be Utilized:

Gulliver Schools Student Portal powered by Senior Systemshttps://www.gulliverschools.org/userlogin.cfm

Each student possesses a user-login and password that grants him or her access to the Gulliver Portal. Within the portal they have access to each of their classes complete with announcements, grades, email, blogs, discussions boards, online quizzes. The instructor is responsible for managing the class page and updating the course announcements and media.For this module the students will be using the portal to:

Participate in online design discussions using the discussion board feature.

Take all quizzes online at home. Access course materials, notes, links,

and videos posted to the class portal from the comfort of their home.

Walsworth Online Designhttps://login.walsworthyearbooks.com/login/wpc_login.html

Walsworth Online Design allows users to work at anytime from any location. As an instructor and advisor, I can stay in constant communication with my representatives, as well as send instant messages and assign To Dos to my staff. Students will be using Online Design to create layouts within this module as their culminating project. This program will be used in class and at home throughout this module. I had considered using Adobe InDesign, however, the accessibility and ease of use that Online Design offers is of the utmost importance to this module.

8

https://login.walsworthyearbooks.com/login/wpc_login.html

https://login.walsworthyearbooks.com/login/wpc_login.html

https://www.gulliverschools.org/userlogin.cfm


Preziprezi.com

Teacher created presentation materials will be posted and emailed to students. After they review the Prezi presentation the students may be asked to log into their student portal and take a quiz in reference to the Prezi presentation materials.

YouTubehttp://www.youtube.com/

The instructor will post video messages at the beginning of the week to address the objectives of the week. Students will have debriefing sessions the following day regarding the YouTube video topics.

Pinterestwww.pinterest.com

The instructor will create a Pinterest account for the journalism class. The account will have several different boards including:

Headlines/Typography Info Mods Photo Mods That POP! Innovative Caption Design Design Elements

Students will have to “pin” at least 3 examples to each board to share with the class for full participation points. These can be images they found on the internet or pictures they take with their phone and upload to the boards.

Week 1

Face To Face Instruction Online ComponentMonday In-class activity: Learn grid

design Collecting design elements

from magazines collaboratively. Discuss together what we like and why we like them.

Create pencil grid design on layout paper.

Share your design with the class and discuss.

YouTube Video: Week 1 Design Objectives: What is “Good” Yearbook Design?

Pinterest: Begin “pinning” to the following boards:

Headlines/Typography Info Mods Photo Mods That POP! Innovative Caption Design Design Elements

Tuesday Share: Project the Pinterest Pinterest: Continue “pinning” to

9

http://www.pinterest.com/

http://www.youtube.com/


boards on the SmartBoard and have each student explain what they pinned and why.

In-class Activity: Learn modular design

Create pencil modular design

the following boards: Headlines/Typography Info Mods Photo Mods That POP! Innovative Caption Design Design Elements

Wednesday In-class discussion: Students will finish presenting their Pinterest choices and find ways to integrate these elements into their paper designs

Continue to create paper modular designs

Prezi: Students will access Prezi presentation on fonts and headlines.

Thursday Debrief: Discussion of the Prezi presentation

In class critique and share: Present paper layouts

What do we like? What would work for our

book? What inspired us?

Assessment: Students will access the Gulliver Portal online quiz: Font/Typography

Friday Debrief: Discuss the assessment and answers to the Font/Typography Quiz

In-class Workshop: Walsworth Online Design

Learning the basics Logging on Creating a new layout Adding elements

Explore: Log into Online Design and play with the many features that we discussed in class.

10


Week 2

Face To Face Instruction Online ComponentMonday Debrief: What did you discover

from Walsworth Online Design that you did not learn from class on Friday?

Independently work on Online Design Layout

YouTube Video: Breaking all the Design Rules

Tuesday Discussion: Debriefing from the Breaking all the Design Rules video

Independently work on Online Design Layout

Assessment: Gulliver Student Portal Quiz: Walsworth Design 101

Wednesday Debrief: Discuss the assessment and answers to the Walsworth Online Design 101 Quiz. Allow for discussion.

Collaborative Group Work: Design a page for a specific section of the yearbook.

Athletics Clubs People/Flow

This is not for their final grade; it is a class exercise.

Prezi: Students will access Prezi presentation on the different sections of the yearbook and what needs to be included within each session. They may log into their Online Design account and work on their page if they choose to.

Thursday Debrief: Discussion of Prezi presentation

In-class critique: Groups will discuss their yearbook section pages (clubs, athletics, flow) and the class will discuss.

Work on personal layout for final submission.

Independent work: Complete final layout (one per student). Submit through Online Design.

Friday In-class critique: Each student will display his or her final layout to the class. They will explain their design and what inspired their design elements.

Reflection Discussion Board: Each student will log into the Gulliver Student Portal and reflect upon the design process prompt that has been posted by the

11


instructor.

Justification for Blended Model:

According to Garrison and Vaughan (2008) “The second phase of the blended inquiry

cycle involves the actual face-to-face session where learning technologies can be used to define

the triggering events, provide opportunities for exploration, and create a first step toward the

integration phase, (Garrison & Vaughan, 2008). Using my flipped classroom model, I have

placed Garrison and Vaughan’s second phase (face-to-face) first and then followed up with an

online component. Despite the change, the educational purpose remains the same. The face-to-

face sessions are no longer a one-way channel. They are used to diagnose student

misconceptions, foster dialogue, and support peer instruction, (Garrison & Vaughan, 2008). As

you can see from the table above, if there is a quiz or activity that was assigned the night before,

the proceeding class session begins with a debriefing of that activity.

I want students to feel free to explore at home, receive necessary remediation and support

in class while still having time to reflect upon their practice in face-to-face sessions. For

example, in-class debates and discussions allow students to define triggering events while

sharing and comparing perspectives (Garrison & Vaughan, 2008). Anderson (2004) states that

learners, “need opportunities to reflect upon their own thinking: automacy is a useful and

necessary skill for expert thinking, but without reflective capacity, it greatly limits one's ability

to transfer knowledge to an unfamiliar context or to develop new knowledge structures.” I felt

that it was most important to provide feedback to students throughout the entire process, which

can be seen through the lesson outline.

12


I have attempted to scaffold this module in such a way so that students will gain

knowledge and content at home and then generate creative work and question in class.

According to Shimamoto (2012), in order to enhance student knowledge, participants must be

exposed to working examples within their area of instruction to build confidence in their ability

to implement the method on their own. The participants will build confidence in class and

experiment independently while still remaining supported by the instructor. Learners will have

access to support communities and will be provided guidance in order to expand on the learned

experiences shared by their peers. (Shimamoto, 2012).

With a constructivist project such as yearbook design, one would want the students to

share their personal preferences in design as well as their own creations. Opening a dialogue

about the book’s design is healthy because the class operates not only as just your typical

classroom but a team with specific tasks. Effective communication skills and delegation of tasks

are of the utmost importance for the classroom environment. I hope to instill the core knowledge

of yearbook design as well as “soft-skills” such as time-management, conflict management, and

open communication skills.

Closing Remarks:

In conclusion, my ultimate goal is to prepare my journalism students to become creative,

effective, self-sufficient young adults. The benefits of using blended or flipped model in the

middle school environment is that it exposes learners to a blended model at a young age. In the

future they will without a doubt take online courses. A flipped classroom or blended model such

as this journalism course is an appropriate introduction to the expectations of the online

classroom.

13

Running head: BLENDED LEARNING PROJECT PLAN Rossi 14


Assessment Rubric Blended Learning Module : Yearbook Design 101

Name: ______________________________________

CATEGORY4 Exceeds Expectations

3 Meets Expectations 2 Satisfactory

1 Below Expectations

Layout - Headlines & Captions

All layouts have headlines that capture the reader's attention and accurately describe the content. All layouts have a byline. All graphics have captions that have interesting design elements.

All layouts have headlines that accurately describe the content. All layouts have a byline. All graphics have captions.

Most layouts have headlines that accurately describe the content. All layouts have a byline. Most graphics have captions.

Layouts are missing bylines OR many layouts do not have adequate headlines OR many graphics do not have captions.

Graphics Graphics are in focus, are well-cropped and are clearly related to the layouts they accompany.

Graphics are in focus and are clearly related to the layouts they accompany.

80-100% of the graphics are clearly related to the layouts they accompany.

More than 20% of the graphics are not clearly related to the layouts OR no graphics were used.

Contributions to Group Discussions

Student readily contributes their ideas to the group without being prompted. They engage other students to do the same.

Student sufficiently contributes to group discussions. Student interacts with other students appropriately.

Student requires some prompting for group discussion contribution. They interact with other group members.

Student does not adequately contribute to the group discussion or interact with peers.

15


Pinterest Board Contribution

The student submitted at least 15 pins total.

This student submitted at least 10 pins total.

This person submitted at least 5 pins to the pin board.

This person submitted less than 5 pins to the board.

Quiz 1: Font/Typography

Received 4 out of 4 possible points on the quiz.




Quiz 2: Online Design 101





16


References

Anderson, T. (2004). Toward a theory of online learning. Theory and Practice of Online

Learning. Athabasca University Press: CA.

Garrison, D.R. & Vaughan, N.D. (2008). Blended Learning in Higher Education: Framework,

Principles, and Guidelines. San Francisco: Jossey- Bass.

Picciano, A. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous

Learning Networks, 13(1), 7-18.

Shimamoto, D. (2012). Implementing a flipped classroom: An instructional module. Presented at

the Technology, Colleges, and Community Worldwide Online Conference. Retrieved

from: http://scholarspace.manoa.hawaii.edu/handle/10125/22527

Watson, J. (2008). Blended Learning. The convergence of Online and Face-to-face learning.

NACOL. Retrieved from:

http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf

17

http://www.inacol.org/research/promisingpractices/NACOL_PP-BlendedLearning-lr.pdf

http://scholarspace.manoa.hawaii.edu/handle/10125/22527

Rossi Blended Learning Project Plan

Documents

Transcript of Rossi Blended Learning Project Plan