1. Blended learning 2
Generating a need to know and sustaining interest and affective engagement

2. Affective engagement - Getting started
, commonly involves generating a “need to know.” Some methods: – an intriguing puzzle or problem – a current or past-contentious issue – an open-ended problem solving activity – deficiencies in the current explanation –starting with what they do and do not know – students’ questions or opinions (especially if in conflict) – high relevance to their personal lives – important to something they need to be able to do in the future – a dramatic experience

3. Sustaining affective engagement: Five sources of student interest
challenge
variety
shared ownership/intellectual control
relevance
importance

4. Challenge
A sense of intellectual challenge, and of regular progress in meeting the challenge
This means there is a focus on the big ideas/key skills and on progress in learning about these -I am getting somewhere

5. Variety
Change in procedure (type of task), resources used, class organization, teacher style.

6. A sense of shared intellectual control.
There are many ways of achieving this:
 work from students’ ideas and experiences
promote and use student questions and suggestions
students modify or extend a task or activity
give students choices over aspects of the work
the students work out part or all of the content or the instructions.

7. Relevance To their personal lives To society
They have views/opinions in the area
They have expertise in the area

8. Importance Do I need this for: A future job
Some other aspect of future life
Something they are doing now do not overplay this