1. Blended Learning Study Group
BILC 2016

2. Expanding Learning through “Posh” Homework

3. Categories
Tasks: describe, report facts, hypothesize, support an opinion
Skills: LC, W, S, RC
Tools: grammar, vocabulary
Topic: Being a EU member (example)

4. Outside Activities Identifying sources Reading an article
Vocabulary activities, based on the article
flashcards
mind maps
Gap filling
Description of a topic-related picture: Task - description
(voice registration tools)
Create a timeline of reported facts: Task – narration
(e.g., history of EU /Grammar: past tense & hypothesis/conditional)
(online time line tools)
Writing an article collaboratively

5. Collaborative Tasks

6. CATEGORIZATION OF COLLABORATIVE TASKS
By product
By group composition
By learning environment

7. PRODUCTS Producing a group presentation
individual research and joint preparation
integrated skills: reading, listening, writing/typing, speaking
Television or radio show
individuals interview and record real specialists in various fields
together, they edit and produce a show from the interviews
Survey results
students read background information & listen to class lecture prepare a survey of a related “hot” issue
interview people on the street (working in pairs)
collate results (“crunch the stats”)
prepare a group summary/formal report (analysis & conclusion)

8. PRODUCTS, cont’d Military briefing classes divided into two groups
students videotape themselves & upload them
students comment on their own video and two other videos
students comment on the comments
Professional written work
joint letter to an editor
argumentative essay on a hot issue
combined interviews of specialists on a hot issue
(responsibilities split among the students for portions of the text)
Others (depending upon proficiency level)
Debate
Conference
Discussion

9. Group Composition Individual production with group feedback
military briefing
Individual preparation with group production
television show
Pair work
collection of survey information
Small/large group work
organized by interest and/or proficiency level
decision-making
conference
discussion (and group preparation)

10. By Learning Environment
Classroom
Home
Street
Offices
A combination of the above

11. Challenges Differing linguistic strengths Differing content knowledge
Introversion vs extraversion; level of natural leadership skills
Levels of motivation and engagement
Personality issues
Level of autonomy developed

12. Autonomous Learning

13. Aspects of Autonomous Learning
Motivation
Guidance
Follow-up from the teacher and input for resources (eg.: websites) needed
Providing students with the opportunity to teach themselves
Cultural aspects of language play a significant role
Individual learning process develops

14. Autonomous Tasks Watching & listening Websites Developing vocabulary
Reading
Preparing for and then presenting something in class
Researching, elaborating-collaborating
Use of electronic media
Videotaping
Self-analysis

15. QUESTIONS?