BLENDED LEARNING

A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction.

For example, a blended approach to a traditional, face to face course might mean that the class meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online.

As of now, there is no consensus on a single agree-upon definition for blended learning. The Resources page contains cites to several articles that provide definitions. In addition, the terms "blended," "hybrid," and "mixed-mode" are used interchangeably in current research literature. For the purposes of the Blended Learning Initiative at Penn State, the term "blended" is preferred.

 The goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences.  Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access, from Penn State computer labs, the coffee shop, or the students’ homes. This allows for an increase in scheduling flexibility for students.

There are no rules in place to prescribe what the ideal blend might be (Bonk reference). The term “blended” encompasses a broad continuum, and can include any integration of face to face and online instructional content. The blend of face to face and online materials will vary depending on the content, the needs of the students, and the preferences of the instructor. See the section of this site titled Instructional Strategies for information on selecting an ideal blend and designing a blended course.

Considerations
Creating high-quality blended instruction can present considerable challenges. Foremost is the need for resources to create the online materials to be used in the courses. Materials development is a time and labor intensive process, just as it is in any instructional medium. In addition, blended instruction is likely to be a new concept to many students and faculty. Instructional designers involved in course development or redesign will need to be able to answer questions related to:

• what blended instruction is
• why blended instruction  is employed  
•  how best to leverage the advantages of a blended approach

Learning Strategy Training

1975, Rubin: good language learners facilitate their learning.

Good language learners:

- willing and accurate guessers who have a strong   desire to communicate, even appear

fool.

-attend to both meaning and form of their message.

-practice and monitor their own speech as well as others.

In order to maximise (good) language learners potential and contribute to their autonomy, they need training in learning strategies.

Learning strategy training: training students in the use of learning strategies in order to improve their learning effectiveness.

1.T reads Ss’ learning journals- finds Ss’ learning problems.

2. T decides to have Ss to work on the strategy of advance organisation.

3.T models the use of the srtategy.

Ss practice the new learning strategy (‘hand-on’ experience).

5. Ss evaluate their own success in learning the strategy and modify it to meet their own learning needs (self-regulated, self-assessment).

Teacher’s job is not only to teach lang. but learning.

Strategies should not be taught in isolation, but rather as part of the content-area or language curriculum.

Help learners to continue to learn after completing formal study of the target language.

Use to plan, monitor and evaluate a learning task.

Arrange the conditions that help one to learn.

Set long and short-term goals.

Check Ss’ comprehension during listening or reading.

Learners interact and manipulate what is to be learned

.

Example  replaying a word or phrase mentally

to ‘listen’ to it again.

learn a new word by associating with

a familiar word by creating a visual

image.

Learners interact with other persons or ‘use affective control to assist learning.

Example create situations to practice the target

lang.

use self-talk to think positively and talk

oneself through a difficult task, and

cooperate/ work with others to share

info, obtain feedback and complete a

task

WHOLE LANGUAGE

In the simplest terms, the “whole language approach” is a method of teaching children to read by recognizing words as whole pieces of language. Proponents of the whole language philosophy believe that language should not be broken down into letters and combinations of letters and “decoded.” Instead, they believe that language is a complete system of making meaning, with words functioning in relation to each other in context.

In the simplest terms, the “whole language approach” is a method of teaching children to read by recognizing words as whole pieces of language. Proponents of the whole language philosophy believe that language should not be broken down into letters and combinations of letters and “decoded.” Instead, they believe that language is a complete system of making meaning, with words functioning in relation to each other in context.

Constructivist Theory
The philosophy of whole language is complex and draws from education, linguistics, psychology, sociology, and anthropology. Whole language is a constructivist approach to education; constructivist teachers emphasize that students create (construct) their own knowledge from what they encounter. Using a holistic approach to teaching, constructivist teachers do not believe that students learn effectively by analyzing small chunks of a system, such as learning the letters of the alphabet in order to learn language. Constructivist instructors see learning as a cognitive experience unique to each learner’s own perspective and prior knowledge, which forms the framework for new knowledge. 

Making Meaning of Text
The important thing for parents of elementary students to know is that whole language reading instruction focuses on helping children to “make meaning” of what they read and to express meaning in what they write. Some important aspects of the whole language philosophy include an emphasis on high quality literature, a focus on cultural diversity, and integration of literacy instruction across the subject areas. Whole language reading instruction creates many opportunities for children to read, either independently, with other children in small guided reading groups, and being read aloud to by the teacher. 

The Role of Writing
Whole language teachers believe that children learn to read by writing, and vice versa. They encourage children to read and write for “real purposes,” with nonfiction texts and interpretation of what they read forming much of the basis of their assignments. The whole language approach to reading also stresses the love of literature and the use of engaging texts to help children develop that love. Teachers who use this approach exclusively do not place heavy emphasis in the early grades on spelling and grammar, which can make some parents uncomfortable. The whole language philosophy emphasizes children’s efforts to make meaning and seek meaning in language; therefore, correcting errors places the focus on technical correctness, which is not where whole language teachers believe it should be. The effective whole language teacher “hears and sees through” the child’s errors, using the information gained for formative assessment, then creates experiences that help the child to acquire the correct structure and form. 

Cons of the Whole Language Approach
Aside from overlooking spelling and technical mistakes, the whole language approach can also present problems for students with reading difficulties. Students with dyslexia and other language processing disorders need explicit instruction in phonemic awareness, phonics, and decoding in order to improve their reading skills. With the high prevelance of processing disorders (15-20% of all students), many reformers believe explicit and systematic phonics instruction should be used to teach every student how to read - in order to prevent these students from falling behind. The whole language approach works for many students, but explicit and systematic phonics instruction works for students of all levels (and greatly decreases spelling and pronunciation errors).  

Inquiry Based Learning

Inquiry is a general term that covers a number of different approaches to teaching and learning. Teaching practices that utilize inquiry learning dispositions include:

          problem-based learning: learning that begins with the ill-structured problem or case study
          project-based learning: students create a project or presentation as a demonstration of their understanding

          based instructional design: learning through workplace design solutions to complex problems
principle
All learning activities should focus on using information processing skills (from synthesis observations) and applying discipline "ground rules" as a means to learn to manage content in a broader conceptual context.

 Inquiry learning puts the learner at the center of an active learning process, and systemic elements (teachers, instructional resources, technology, etc.) are processed or aligned to support learners.

 The role of the teacher becomes one of facilitating the learning process. Teachers also be learners to find out more about the students and the process of inquiry learning

 Being assessed is what is valued. Therefore, more emphasis should be placed on assessing the development of information-processing skills, maintained a habit of mind, or "ground rules" of the discipline, and conceptual understanding - not just the contents of the field.

 learningAn important aspect of inquiry-based learning (and science) is the use of open learning terbuka.Belajar not have a set target or results that must be achieved. There is an emphasis on the individual to manipulate information and create meaning from a set materials provided or circumstances. In many conventional and structured learning environment, the results are expected to be told what, and then they just expected to 'confirm' or show evidence that this is happening.
Open learning has many benefits. [Citation needed] This means that students not only perform experiments in a routine like fashion, but really think about the results they collect and what it means. With non-traditional open lessons there is a tendency for students to say that the experiment 'was wrong' when they pooled the results contrary to what they were told to expect. In open learning nothing wrong results, and students should evaluate the strengths and weaknesses of the results they collect themselves and decide their value.
Open learning has been developed by a number of American science educators including John Dewey and German Martin Wagenschein. Wagenschein idea was especially good complement open learning and inquiry-based learning in the teaching work. He stressed that students should not be taught bald facts, but must understand and explain what they learned. The most famous example of this was when he asked the students to tell what speed physics falling body. Almost all students will produce an equation, but no student can explain what this equation means. [Citation needed] Wagenschien use this example to demonstrate the importance of understanding knowledge.

Self-directed Learning

Self-directed learning is not a new concept. In fact, much has been written about it. Unfortunately, however, it is an idea that has various interpretations and applications in the arena of corporate training. Typical, narrow interpretation involves learners only provide such a choice in their learning. For example, which allows learners to choose one or more courses from the curriculum, or, in cases of structured training on-the-job, which allows employees to choose what pre-designed modules (eg, videotape, workbook, reading special, etc..) to complete. In terms of e-learning, the fact that learners can specify the modules or scenarios for review is also often mentioned as a self-directed learning.The fact that students have choices and make the decision to choose this module or it is not a true self-directed learning .This interpretation is too limited. Self-directed learning is much more. Using the analogy of traveling, a narrow interpretation of SDL is the same as choosing where to go, ie, objective. The essence of the idea of ​​self-directed learning advocated here, however, is a broader, more fundamental. It is about learning to decide not only where to travel but how they will go (both means of transport and route), when they will go, how they will get there and how long they would stay.Basically, the idea here reflect the SDL recommends Malcolm Knowles SDL definition:"In a broad sense, 'self-directed learning' describes a process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, select and implement learning strategies right, and evaluating learning outcomes. "(Knowles, 1975, p. 18)The main concern in this definition is the fact SDL students take 1) initiative to pursue learning experience, and 2) the responsibility for completing their learning. Having taken the initiative, students assume full responsibility and accountability for determining the learning experience and follow it through to completion. This does not preclude input from other people, but the final decision was a student. Self-direction does not mean that students learn on their own or in isolation. While, that may occur in any given learning situation, an important factor here, once again, is the fact that encourages student learning experience overall, begins by recognizing the need to learn.

  What makes self-directedlearning efective?
According Gureckis and MARKANT, studies of cognition offers several explanations that help to account for the advantage of self-directed learning. For example, self-directed learning helps us optimize our educational experience, allowing us to focus our efforts on the useful information that we do not have and expose us to information that we do not have access to through passive observation. The active nature of self-directed learning also helps us in coding information and save it from time to time.
But we do not always optimal self-directed learners. Many cognitive biases and heuristics that we rely on to help us make decisions can also affect what information we notice and, ultimately, learning.
Gureckis and MARKANT note that computational models commonly used in machine learning research can provide a framework for studying how people evaluate multiple sources of information and decide about the information they are looking for and attend. Work in machine learning can also help identify the benefits - and drawbacks - of independent exploration and exploration situations where it would provide the greatest benefit for learners.
Drawing together research from cognitive and computational perspectives will provide researchers with a better understanding of the processes underlying self-directed learning and can help bridge the gap between basic research and applied research cognitive education. MARKANT Gureckis and hope that this integration will help researchers to develop methods of training aids that can be used to customize the learning experience to explain the specific demands of the situation and characteristics of individual learners.

Total Physical Response

Total Physical Response (TPR) adalah metode pengajaran bahasa yang dibangun di sekitar koordinasi ucapan dan tindakan, ia mencoba untuk mengajarkan bahasa melalui fisik (motorik) aktivitas. Dikembangkan oleh James Asher, seorang profesor psikologi di San Jose State University, California, ia menarik pada beberapa tradisi, termasuk psikologi perkembangan, teori belajar, dan humanistik pedagogi, serta pada prosedur pengajaran bahasa diusulkan oleh Harold dan Dorothy Palmer pada tahun 1925. Mari kita pertimbangkan secara singkat preseden ini untuk Total Physical Response.Total Physical Response terkait dengan "jejak teori" memori dalam psikologi, yang menyatakan bahwa lebih sering atau lebih intensif koneksi memori ditelusuri, semakin kuat asosiasi memori akan dan semakin besar kemungkinan akan ingat. Menapak dapat dilakukan secara lisan (misalnya, dengan pengulangan hafalan) dan / atau dalam hubungannya dengan aktivitas motorik. Kegiatan penelusuran gabungan, seperti latihan lisan disertai dengan aktivitas motorik, sehingga meningkatkan kemungkinan recall sukses.

Dalam arti perkembangan, Asher melihat pembelajaran bahasa kedua orang dewasa yang sukses sebagai proses paralel untuk anak akuisisi bahasa pertama. Dia mengklaim bahwa pidato diarahkan untuk anak-anak terutama terdiri dari perintah, yang anak-anak merespon secara fisik sebelum mereka mulai menghasilkan respon verbal. Asher merasa dewasa harus merekapitulasi proses yang anak-anak memperoleh bahasa ibu mereka

Saham asher dengan sekolah psikologi humanistik perhatian untuk peran afektif faktor (emosional) dalam belajar bahasa. Sebuah metode yang ringan dalam hal produksi linguistik dan yang melibatkan gerakan gamelike mengurangi stres peserta didik, ia percaya, dan menciptakan suasana hati yang positif dalam pelajar, yang memfasilitasi pembelajaran.Penekanan Asher pada pengembangan keterampilan pemahaman sebelum pelajar diajarkan untuk berbicara menghubungkannya dengan gerakan dalam pengajaran bahasa asing kadang-kadang disebut sebagai Pendekatan Pemahaman (Winitz 1981). Hal ini mengacu pada beberapa proposal yang berbeda berbasis pemahaman bahasa pengajaran, yang berbagi keyakinan bahwa:

 (a) kemampuan pemahaman mendahului keterampilan produktif dalam belajar bahasa,
 (b) pengajaran berbicara harus ditunda sampai keterampilan pemahaman ditetapkan,
 (c) keterampilan diperoleh melalui mendengarkan transfer ke keterampilan lain, 
(d) pengajaran harus menekankan makna daripada bentuk, dan
 (e) pengajaran harus meminimalkan stres pelajar.

Penekanan pada pemahaman dan penggunaan tindakan fisik untuk mengajarkan bahasa asing pada tingkat perkenalan memiliki tradisi panjang dalam pengajaran bahasa.
 

Jenis Silabus

Jenis silabus Asher penggunaan dapat disimpulkan dari analisis jenis latihan yang digunakan dalam kelas TPR. Analisis ini menunjukkan penggunaan silabus berbasis kalimat, dengan kriteria gramatikal dan leksikal yang utama dalam memilih item mengajar. Tidak seperti metode yang beroperasi dari pandangan tata bahasa-based atau struktural unsur-unsur inti dari bahasa, Total Physical Response memerlukan perhatian awal untuk berarti daripada bentuk item. Grammar demikian diajarkan secara induktif. Fitur tata bahasa dan kosakata yang dipilih tidak sesuai dengan frekuensi mereka membutuhkan atau digunakan dalam situasi bahasa target, tetapi menurut situasi di mana mereka dapat digunakan di kelas dan kemudahan yang mereka dapat dipelajari.
Kriteria untuk termasuk item kosakata atau fitur tata bahasa pada titik tertentu dalam pelatihan adalah kemudahan asimilasi oleh siswa. Jika item tidak dipelajari dengan cepat, ini berarti bahwa siswa tidak siap untuk item. Menariknya dan coba lagi pada waktu mendatang dalam program pelatihan.
Asher juga menunjukkan bahwa sejumlah tetap item diperkenalkan pada satu waktu, untuk memfasilitasi kemudahan diferensiasi dan asimilasi. "Dalam satu jam, adalah mungkin bagi siswa untuk mengasimilasi 12 sampai 36 item leksikal baru tergantung pada ukuran kelompok dan tahap pelatihan". Asher melihat kebutuhan untuk perhatian untuk kedua arti global bahasa serta rincian halus organisasinya.