Blended Learning Strategies/A 3-part virtual series

Blended Learning Strategies/A 3-part virtual series

December 2, 2020 @ 3:30 pm
ONLINE -Zoom platform
CVEDC member $150/series      Non-Member       $200/series

 Facilitated by Megan Grube, GISU Director of Curriculum, Instruction and Technology

Synchronous Dates: Wednesdays  December 2,  December 16,  January 6 

Synchronous Times:  3:30 – 5 pm

Location:  Zoom for Synchronous Dates      Asynchronous intersession       Total Hours: 7                                          

Cost:    CVEDC member $150/series     Non-Member       $200/series                                           

Target Audience: K-12 Educators

Each of these sessions incorporates the best of a blended or online teaching strategy, with asynchronous and synchronous components. 

Session 1:  Lesson Planning for Blended Learning

This session will help you conceptualize how to plan asynchronous and synchronous instruction that allows you to meet the needs of a variety of learners. Participants will work to identify the building blocks of their instruction and identify ways for students to learn both on tech and off tech.

Session 2: Flipped Classroom

This session will do two things for participants. The first is to experience a flipped lesson as the learner and the second is to learn about the flipped classroom methodology as well as simple and complex applications.

Session 3:  Hyperdocs

HyperDocs are self-paced, student navigated lessons. They are able to be highly differentiated. Prior to coming to the session, participants will complete, explore and explain a hyperdoc you’ll receive. Our synchronous session will focus on debriefing and thinking about where and how hyperdocs could be best leveraged within our own practices.

840.6 KiB

About our facilitator:  Megan Grube is the Director of Curriculum, Instruction & Technology for Grand Isle Supervisory Union.  Previously she worked as a Vermont AOE School Effectiveness Coordinator and was an inaugural Ferguson Fellow focusing on effective implementation of MTSS in charter, public, urban and rural settings.  She earned her master’s degree from Harvard Graduate School of Education in the Mind, Brain and Education Program.

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Registration: Closed