Appendix A: Chapter Resources
Chapter 1
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ID |
Title |
Bit Link |
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Video 1.1 |
Media, Method, Modality |
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Video 1.2 |
Blending vs. Tech Integration |
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Video 1.3 |
High Quality Blending |
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Video 1.4 |
The 6 Ps of Blended Teaching |
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Web 1.1 |
Blended Learning Models |
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Video 1.5 |
Shifting Teaching Roles |
Chapter 2
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ID |
Title |
Bit Link |
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Video 2.1 |
Is This the Latest Technology? |
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Web 2.1 |
Blended Teaching Models |
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Video 2.2 |
The Flipped Classroom |
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Video 2.3 |
Elementary Station Rotation |
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Video 2.4 |
Secondary Station Rotation |
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Video 2.5 |
Whole Group Rotation |
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Video 2.6 |
Flex Model |
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Video 2.7 |
Using Technology Effectively |
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Video 2.8 |
Too Much Technology? |
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Video 2.9 |
PICRAT |
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Video 2.10 |
Systems and Procedures for Blended Learning Part 1 |
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Video 2.11 |
Systems and Procedures for Blended Learning Part 2 |
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Video 2.12 |
Station Rotation Organization |
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Video 2.13 |
Station Rotation Transition Signals |
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Video 2.14 |
Using the Launch Approach |
Chapter 3
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ID |
Title |
Bit Link |
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Video 3.1 |
Building Student Skills through Mastery-Based Curriculum |
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Video 3.2 |
Examples of Mastery-based Learning - Elementary |
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Video 3.3 |
Examples of Mastery-based Learning – Secondary |
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Video 3.4 |
Helping Students Understand Data and Set Goals |
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Video 3.5 |
Conferencing & Goal Setting |
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Video 3.6 |
Customized Credit Maps |
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Video 3.7 |
Using Data Trackers |
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Video 3.8 |
Multiple Levels of Student Support |
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Video 3.9 |
Learner Pathways |
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Video 3.10 |
Peer Tutoring |
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Video 3.11 |
Flexible Groupings |
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Video 3.12 |
Daily Group Decisions |
Chapter 4
|
ID |
Title |
Bit Link |
|
Video 4.1 |
Basic Personalization Practices |
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Web 4.1 |
Personalization or Differentiation or Individualization? |
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Web 4.2 |
See it in Action #1 - Full Blended Teaching Case |
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Video 4.2 |
See it in Action #1 – TIME |
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Video 4.3 |
See it in Action #1 – GOAL/PATH |
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Video 4.4 |
See it in Action #1 – PATH |
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Video 4.5 |
See it in Action #1 – PLACE/PATH |
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Web 4.3 |
See it in Action #2 - Full Blended Teaching Case |
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Video 4.6 |
See it in Action #2 – PATH |
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Video 4.7 |
See it in Action #2 – PACE |
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Video 4.8 |
See it in Action #2 – PATH/PLACE |
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Video 4.9 |
See it in Action #2 – PATH |
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Web 4.4 |
See it in Action #3 - Full Blended Teaching Case |
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Video 4.10 |
See it in Action #3 – GOALS |
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Video 4.11 |
See it in Action #3 – PATH |
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Video 4.12 |
See it in Action #3 – PLACE |
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Web 4.5 |
See it in Action #4 - Full Blended Teaching Case |
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Video 4.13 |
See it in Action #4 – GOALS/PATH/PACE |
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Video 4.14 |
See it in Action #4 – PATH/PACE |
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Web 4.6 |
See it in Action #4 – GOALS |
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Web 4.7 |
Getting started with Google Forms |
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Web 4.8 |
LAN Learner Profile Grid |
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Web 4.9 |
Vermont Department of Education Learner Profile - Template |
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Web 4.10 |
Vermont Department of Education Learner Profile – Example |
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Web 4.11 |
Charlotte-Mecklenburg Schools Learner Profile |
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Web 4.12 |
LEAP Learning Framework – Student Led Strategies |
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Web 4.13 |
LEAP Learning Framework – Student Demonstrated Strategies |
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Web 4.14 |
Goal Setting/Tracking - 1 |
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Web 4.15 |
Goal Setting/Tracking - 2 |
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Video 4.15 |
Why Students Like Personalized Learning |
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Video 4.16 |
Using Playlists |
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Video 4.17 |
Adaptive Software for Teaching Math |
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Video 4.18 |
Increasing Autonomy in Group Choices |
Chapter 5
|
ID |
Title |
Bit Link |
|
Video 5.1 |
Dimensions of Interaction |
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Video 5.2 |
Discussion Platforms for Young Students |
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Video 5.3 |
Mystery Skype |
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Video 5.4 |
Voicethread |
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Web 5.1 |
Facilitating Engaging & Effective Online Discussions |
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Web 5.2 |
Feedback - 1 |
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Web 5.3 |
Feedback - 2 |
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Web 5.4 |
Incorporating Online Discussions in the Classroom |
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Video 5.5 |
Discussion Prompts and Questions |
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Video 5.6 |
Discussion Prompts and Questions |
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Web 5.5 |
Strategies to Facilitate Online Discussions |
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Video 5.7 |
Effective Feedback? |
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Video 5.8 |
Using Blended Feedback – A Teacher Example |
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Web 5.6 |
Helping Students (and yourself) React to Feedback |
Chapter 6
|
ID |
Title |
Bit Link |
|
Video 6.1 |
5 Ways to Use Powtoon in the Classroom |
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Video 6.2 |
Screencast Lecture Example |
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Video 6.3 |
Edited Video Example |
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Web 6.1 |
Alignment Table |
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