12 Jenis Blended Learning Dan Contoh Penerapannya

12 Jenis Blended Learning dan Contoh
Penerapannya
Fadhol SEVIMA
SEVIMA.COM – Apa saja model blended learning? Setelah kita mengetahui apa itu
blended learning di tulisan sebelumnya kita perlu membahas bagaimana penerapannya
dalam pembelajaran dan jenis model pembelajaran blended learning. Pelajari Apa saja
aplikasi LMS.
Perkembangan model blended learning yang akhir-akhir ini semakin pesat tidak hanya
meningkatkan fleksibilitas dan individualisasi pengalaman belajar pelajar atau
mahasiswa, tetapi juga memungkinkan pengajar untuk mengefektifkan waktu yang
mereka habiskan sebagai fasilitator pembelajaran.
Ada macam-macam model blended learning yang telah dikembangkan. Sebagian juga
menyebutkan model ini juga sama dengan jenis-jenis blended learning. Langsung saja,
berikut beberapa model blended learning yang sudah diterapkan oleh berbagai
lembaga pendidikan di berbagai belahan dunia.
Baca juga : Cara Optimalkan Blended Learning Untuk Pembelajaran di Era New
Normal
6 Jenis Blended Learning

1. Station Rotation Blended Learning
2. Lab Rotation Blended Learning
3. Remote Blended Learning atau Enriched Virtual
4. Flex Blended Learning
5. The ‘Flipped Classroom’ Blended Learning
6. Individual Rotation Blended Learning
Station-Rotation blended learning adalah menggabungkan ketiga stasiun atau spot

dalam satu jam tatap muka dibagi menjadi tiga. Misalkan satu tatap muka terdiri atas
90 menit, maka waktu tatap muka 90 menit itu dibagi tiga waktu untuk masing-
masing tahapan dalam spot yang berbeda yaitu 30 menit. Ketiga spot tersebut terdiri
atas online instruction (e-learning), Teacher-led instruction, dan Collaborative
activities and stations.
Model Lab Rotation Blended Learning mirip dengan Station Rotation, yaitu
memungkinkan mahasiswa mempunyai kesempatan untuk memutar stasiun melalui
jadwal yang telah ditetapkan namun dilakukan menggunakan laboratorium komputer
khusus yang memungkinkan dilakukan pengaturan jadwal yang fleksibel dengan
dosen. Dengan demikian diperlukan laboratorium komputer.
3. Remote Blended Learning atau Enriched Virtual

Dalam pembelajaran Remote Blended Learning, fokus mahasiswa adalah
menyelesaikan pembelajaran online, mereka melakukan pembelajaran tatap muka
dengan dosen hanya sesekali sesuai kebutuhan.
Pendekatan ini berbeda dari model Flipped Classroom dalam keseimbangan waktu
pengajaran tatap muka online. Dalam model pembelajaran Remote Blended Learning,
mahasiswa tidak akan belajar secara tatap muka dengan dosen setiap hari, tetapi
dalam pengaturan flipped. Siswa menyelesaikan tujuan pembelajaran secara individu.
Baca juga : Apa Perbedaan Blended learning dan Hybrid Learning?
Flex termasuk dalam jenis model Blended Learning di mana pembelajaran online
adalah inti atau tulang punggung pembelajaran mahasiswa, namun masih didukung
oleh aktivitas pembelajaran offline. Mahasiswa melanjutkan pembelajaran yang
dimulai di dalam kelas nyata dengan jadwal yang fleksibel yang disesuaikan secara
individual dalam berbagai modalitas pembelajaran.
Sebagian besar mahasiswa masih belajar di kampus, kecuali untuk pekerjaan rumah.
Dosen memberikan dukungan pembelajaran tatap muka secara fleksibel dan adaptif
sesuai kebutuhan melalui kegiatan seperti pengajaran kelompok kecil, proyek
kelompok, dan bimbingan pribadi.
Blended learning versi Flipped Classroom ini merupakan versi yang paling banyak
dikenal, Flipped Classroom dimulai dari pembelajaran mahasiswa yang dilakukan
secara online di luar kelas atau di rumah dengan konten-konten yang sudah disediakan
sebelumnya. Setelah melakukan proses pembelajaran online di luar kampus
mahasiswa kemudian memperdalam dan berlatih memecahkan soal-soal di kampus
bersama dosen dan / atau teman kelas. Dengan demikian bisa dianggap peran
pembelajaran tradisional di kelas menjadi “terbalik”.
Pada dasarnya pembelajaran ini masih mempertahankan format pembelajaran
tardisional namun dijalankan dengan konteks yang baru.
Baca juga : Mengenal Flipped Classroom, Metode Pembelajaran Efektif Saat
Pandemi
Model Individual Rotation memungkinkan mahasiswa untuk memutar melalui

stasiun-stasiun, tetapi sesuai jadwal individu yang ditetapkan oleh dosen atau oleh
algoritma perangkat lunak. Tidak seperti model rotasi lainnya, mahasiswa tidak perlu
berputar ke setiap stasiun; mereka hanya berputar ke aktivitas yang dijadwalkan pada
daftar putar mereka.
6 Jenis Blended Learning yang Mungkin Belum Pernah
Anda Dengar
Selain ke-6 model tersebut masih ada model lain lho, walaupun jarang digunakan
tidak ada salahnya untuk kita bahas di sini. Model-model blended learning
kemungkinan masih akan terus berkembang dan memiliki banyak varian. Setidaknya
ada beberapa model yang sudah mulai banyak digunakan di beberapa lembaga
pendidikan, diantaranya adalah :
1. Project-Based Blended Learning
Project-Based Blended Learning merupakan model pembelajaran di mana mahasiswa

menggunakan pembelajaran online maupun pengajaran tatap muka dan kolaborasi
untuk merancang, mengulang, dan menyelasiakn tugas pembelajaran berbasis proyek
atau produk tertentu. Pembelajaran online bisa berbentuk pembelajaran online dengan
bentuk atau materi yang sudah disiapkan atau akses mandiri pada sumber-sumber
belajar yang dibutuhkan. Karakteristik utama dalam pembelajaran ini ada penggunaan
sumberdaya online untuk mendukung pembelajaran berbasis proyek.
Baca juga : 5 Tips Cerdas Jalankan Blended Learning Secara Optimal
2. Self-Directed Blended Learning
Dalam Self-Directed Blended Learning, mahasiswa menjalankan kombinasi

pembelajaran online dan tatap muka dalam pembelajaran inkuiri dan pencapaian
tujuan pembelajaran formal. Mereka terhubung dengan dosen secara fisik dan digital.
Karena pembelajaran diarahkan sendiri, maka peran pembelajaran online dan dosen
berubah, dan tidak ada pertemuan/pembelajaran online formal yang harus
diselesaikan.
Salah satu hal yang menjadi tantangan dosen dalam pembelajaran ini adalah
bagaimana ia menilai pembelajaran dan keberhasilan pengalaman belajar mahasiswa
tanpa menghilangkan autentifikasi. Sedangkan tantangan bagi mahasiswa adalah
bagaimana mencari model produk, proses, dan potensi yang dapat mendorong mereka
untuk konsisen dalam belajar.
Selain itu mahasiswa harus memahami apa yang berhasil dan mengapa, dan untuk
membuat penyesuaian yang sesuai atas kondisi yang tidak sesuai dengan harapan atau
kondisi ideal. Beberapa mahasiswa tidak membutuhkan bimbingan, sementara yang
lain membutuhkan dukungan melalui jalur yang sangat jelas sehingga mereka dapat
menjalankan pembelajaran mereka mereka sendiri secara otonom.
3. Blended Learning Inside-Out

Dalam blended learning Inside-Out, pembelajaran dirancang akan selesai atau
berakhir di luar kelas, dengan memadukan kelebihan-kelebihan tatap muka fisik dan
digital. Namun dalam model Luar-Dalam dan Dalam-Luar, masih menonjolkan
pembelajaran di kelas, sedangkan pembelajaran online berfungsi sebagai penguat.
Komponen pembelajaran online dapat berupa inkuiri mandiri atau eLearning formal.
Bila dilihat dari pola pembelajarannya maka blended learning berbasis proyek
merupakan salah satu contoh yang sangat baik dari model Inside-Out. Sama halnya
dengan Outside-In, model ini masih membutuhkan untuk bimbingan ahli, umpan balik
pembelajaran, pengajaran konten, dan dukungan psikologis dan moral dari interaksi
tatap muka setiap hari.
4. Outside-In Blended Learning
Dalam pembelajaran Outside-In Blended Learning, pembelajaran diawali dari

lingkungan fisik dan digital non-akademik yang biasa digunakan mahasiswa setiap
hari yang kemudian diakhiri di dalam ruang kelas. Dengan demikian pembelajaran di
dalam kelas akan lebih dalam dan kaya. Kelas tatap muka berpeluang menjadi ajang
berbagi, berkreasi, berkolaborasi, dan saling memberi umpan balik yang dapat
meningkatkan kualitas pembelajaran mahasiswa.
Bila dirancang dengan baik, masing-masing “area” pembelajaran dapat memainkan
peran penting dari kekuatannya masing-masing yang saling melengkapi. Polanya
pembelajaran ini tetap masih kebutuhan bimbingan, pengajaran, dan dukungan dari
interaksi tatap muka setiap hari.
Baca juga : Tips & Kunci Sukses Implementasi Model Pembelajaran Blended
Learning
5. Supplemental Blended Learning
Dalam model ini, mahasiswa menyelesaikan pembelajaran online sepenuhnya untuk

melengkapi pembelajaran tatap muka mereka, atau pembelajaran tatap muka
sepenuhnya untuk melengkapi pembelajaran yang diperoleh secara online.
Gagasan besar di sini adalah “pelengkap”. Pencapaian tujuan pembelajaran pada
intinya dipenuhi sepenuhnya dalam satu “ruang” (tatap muka atau online) sementara
“ruang” lainnya memberikan pengalaman tambahan yang spesifik bagi mahasiswa.
Pengalaman tambahan ini tidak akan mereka dapatkan bila hanya menggunakan satu
“ruang” saja.
6. Mastery-Based Blended Learning
Pada model Mastery-Based Blended Learning mahasiswa melakukan pembelajaran

online dan pembelajaran tatap muka secara bergiliran. Penyelesaian tujuan
pembelajaran berbasis penguasaan. Desain dan proporsi pembelajaran online dan tatap
muka dibangun atas dasar penguasaan kompetensi tertentu.
Desain asesmen sangat penting dalam setiap pengalaman pembelajaran berbasis
penguasaan. Kemampuan untuk menggunakan alat asesmen tatap muka dan digital
cukup rumit tergantung pada pola pikir perancang pembelajaran.
Itulah 12 Jenis model pembelajaran blended learning yang bisa anda terapkan di
perkuliahan Anda. Apalagi saat ini metode pembelajaran blended learning ini
disarankan oleh Kemendikbud-Ristek untuk semua perguruan tinggi dalam situasi
pandemi. Semoga artikel ini dapat menjadi referensi model perkuliahan yang efektif.
Untuk memulai perkuliahan dengan blended learning kampus Anda bisa
menggunakan LMS terbaik di Indonesia yaitu: edlink.id
Artikel disadur dari: 12 Of The Most Common Types Of Blended Learning
Penjelasan Lengkap Model Pembelajaran Campuran dengan metode Flipped
Classroom:
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Tips & Kunci Sukses Implementasi Model

Pembelajaran Blended Learning
Fadhol SEVIMA
SEVIMA.COM – Salah satu kesalahpahaman umum tentang blended learning adalah
hanya mengintegrasikan teknologi ke dalam kurikulum kuliah dengan pendekatan
blended learning. Bagaimanapun, kehadiran teknologi semata-mata bukan hanya
menerapkan pendekatan pembelajaran campuran, namun yang seharusnya
diperhatikan adalah kemampuan pendidik memanfaatkan teknologi agar lebih
personal dan efektif dalam proses pembelajaran bagi mahasiswa.
Blended learning sendiri merupakan metodologi pengajaran yang memanfaatkan
teknologi untuk memberikan pendekatan belajar yang lebih personal, memberi
mahasiswa kendali atas waktu, tempat, jalur, dan kecepatan pembelajaran mereka.
Pertimbangan Pra-Implementasi Blended Learning

Sebelum menerapkan blended learning atau kuliah online, pimpinan perlu
membangun kesepkatan dengan dosen dan staf kampus tentang mengapa model
pembelajaran blended learning ini bermanfaat bagi mereka dan mahasiswa mereka.
Pihak kampus juga harus megukur infrastruktur atau kondisi lingkungan mereka saat
ini, untuk menentukan apakah kampus mereka siap untuk keberhasilan penerapan
Blended Leerning.
a. Menentukan Kesepakatan
Alasan kenapa menerapkan blended learning menjadi alasan penting dalam
menentukan keberhasilannya, itulah mengapa sangat penting bagi para dosen,
pimpinan, dan mahasiswa untuk memahami mengapa blended learning diterapkan.
Kesepakatan ini harus dicapai untuk menghindari persepsi lain yang diadopsi tanpa
masukan mereka. Penerapan blended learning membutuhkan perubahan kelembagaan,
realokasi dana, atau tuntutan ruang terbatas sehingga penting untuk memiliki
transparansi dan pemahaman untuk menghindari konflik.
Dan yang paling penting, para pendidik yang ditugaskan untuk mengimplementasikan
blended learning harus memiliki rasa memiliki dan merasa bahwa blended learning
meningkatkan pengajaran mereka, bukan menentangnya.
b. Membangun Infrastruktur
Setelah kesepakan tercapai, langkah selanjutnya adalah menentukan bagaimana

blended learning akan dilaksanakan. Ini melibatkan inventarisasi infrastruktur kampus
atau lingkungan saat ini untuk menentukan apakah ada dasar untuk keberhasilan
blended learning. Jika infrastruktur teknis dan dukungan saat ini tidak ada, blended
learning mungkin tidak berhasil walaupun semua pemangku kepentingan ada di
dalamnya.
Pembaruan mungkin perlu dilakukan untuk memastikan penggunaan jaringan
nirkabel, perangkat keras, perangkat lunak, dll. yang tepat. Personil serta jadwal
sekolah juga harus diinventarisasi untuk memastikan adanya dukungan dan waktu
yang memadai bagi para pendidik yang ditugaskan untuk mengimplementasikan
program-program ini.
Yang perlu digaris bawahi adalah:
“Banyak perguruan tinggi beranggapan bahwa mengimplementasikan blended
learning atau kuliah online itu hanya tinggal investasi di hardware / ruang studio
rekaman dll, padahal tidak hanya itu banyak yang harus dilakukan.”
Kunci Sukses Penerapan Sistem Blended Learning

Menurut Jared M. Carmen (Preseident Aglint Learning) menyebutkan lima kunci
dalam mengembangkan blended learning. Kelima kunci tersebut adalah:
1. Live Event
Pembelajaran langsung atau tatap muka dalam waktu dan tempat yang sama
(classroom) ataupun waktu sama tapi tempat berbeda (seperti virtualclassroom). Bagi
beberapa orang tertentu, pola pembelajaran langsung seperti ini masih menjadi pola
utama. Namun demikian, pola pembelajaran langsung ini perlu disusun sedemikian
rupa agar mencapai tujuan sesuai kebutuhan.
2. Self-Paced Learning
Mengkombinasikan pembelajaran konvensional dengan pembelajaran mandiri yang

memungkinkan speserta didik belajar kapan saja, dimana saja dengan menggunakan
berbagai konten (bahan belajar) yang dirancang khusus untuk belajar mandiri baik
yang bersifat text-based maupun multimedia-based (video, animasi, simulasi, gambar,
audio, atau kombinasi dari kesemuanya). Bahan belajar tersebut, dalam konteks saat
ini dapat dikirim secara online (via web maupun via mobile device dalam bentuk:
streaming audio, streaming video, e-book, dll) maupun offline (dalam bentuk CD,
cetak, dll).
3. Collaboration
Mengkombinasikan kolaborasi, baik kolaborasi pengajar, maupun kolaborasi antar

peserta belajar yang kedua-duanya bisa lintas sekolah/kampus. Dengan demikian,
perancang blended learning harus meramu bentuk-bentuk kolaborasi, baik kolaborasi
antar peserta belajar atau kolaborasi antara peserta belajar dan pengajar melalui tool-
tool komunikasi yang memungkinkan seperti chatroom, forum diskusi, email,
website/webblog, mobile phone. Tentu saja kolaborasi diarahkan untuk terjadinya
konstruksi pengetahuan dan keterampilan melalui proses sosial atau interaksi sosial
dengan orang lain, bisa untuk pendalaman materi, problem solving, project-based
learning, dll.
4. Assessment
Tentu saja, dalam proses pembelajaran jangan lupakan cara untuk mengukur
keberhasilan belajar (teknik assessment). Dalam blended learning, perancang harus
mampu meramu kombinasi jenis tes, baik yang bersifat tes maupun non-tes atau tes
yang lebih bersifat otentik (authentic assessment/portfolio). Disamping itu, juga perlu
mempertimbangkan antara bentuk-bentuk tes online dan tes offline.Sehingga
memberikan kemudahan dan fleksibilitas peserta belajar mengikuti atau melakukan
tes tersebut.
5. Performance Support Materials
Ketika akan mengkombinasikan antara pembelajaran tatap muka dalam kelas dan
tatap muka virtual, pastikan sumber daya untuk mendukung hal tersebut siap atau
tidak, ada atau tidak. Jika bahan belajar disiapkan dalam bentuk digital, pastikan
apakah bahan belajar tersebut dapat diakses oleh peserta belajar baik secara offline
(dalam bentuk CD, MP3, DVD, dll) maupun secara online (via website resemi
tertentu). Jika pembelajaran online dibantu dengan suatu Learning/Content
Management System (LCMS), pastikan juga bahwa aplikasi sistem ini telah terinstal
dengan baik, mudah diakses, dan lain sebagainya.
Sekali lagi, mengimplementasikan blended learning atau kuliah online itu bukan
hanya investasi di hardware / ruang studio rekaman dll, tapi masih banyak yang harus
dilakukan. Untuk membantu perguruan tinggi agar lebih mudah dan efesien perguruan
tinggi bisa menggunakan konsultan khusus yang memang menyediakan proses
pembelajaran blended learning.
Referensi:
http://inikacamatague.blogspot.com/2014/03/blended-learning.html
https://www.the-online-teacher.com/emmersionlearning/Lists/Posts/Post.aspx?ID=5
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12 Of The Most Common Types Of

Blended Learning
By TeachThought Staff / June 18, 2019 / Learning / Blended Learning
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Views
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12 Of The Most Common Types Of
Blended Learning
by TeachThought Staff
Blended Learning is not so much an innovation as it is a natural by-product of the digital

domain creeping into physical spaces.
Broadly speaking, blended learning just means a mix of learning online and face-to-face,
which means it’s likely your students are already doing some form of blended learning and
have for years. As digital and social media become more and more prevalent in the life of
learners, it was only a matter of time before learning became ‘blended’ by necessity.
Finding The Model That Works For Your School,

Classroom, And Students
In The Definition Of Blended Learning, we offered that ‘blended learning is a model that
combines online and face-to-face learning spaces and experiences.’ Below, we identify and
describe 12 different types of blended learning.
Obviously, there aren’t just 12. It could be argued that there are thousands of types of
blended learning varying by content, scale, technology, learning spaces, etc.
The purpose of this post is to A) Explain the most commonly referred to types of blended
learning as most educators know them and B) Help you think more about blended learning
as a flexible concept that ideally empowers both teachers and students to improve learning
outcomes so that you can C) Identify and adapt a blended learning model that’s right for
your school, classroom, and students.
6 Types Of Blended Learning You’ve Probably Heard
Of
Station-Rotation blended learning is a: “…model (that) allows students to rotate through

stations on a fixed schedule, where at least one of the stations is an online learning station.
This model is most common in elementary schools because teachers are already familiar
with rotating in centers and stations.
Similar to: Lab Rotation Blended Learning

Primarily characterized by: the fixed schedule that guides the ‘blending’
‘The Lab Rotation’ model of blended learning, similar to “Station Rotation,’ works by
“allow(ing) students to rotate through stations on a fixed schedule…in a dedicated computer
lab allow(ing) for flexible scheduling arrangements with teachers…enabl(ing) schools to
make use of existing computer labs.”
Similar to: Station Rotation Blended Learning
Primarily characterized by: the use school computer labs in new ways
3. Remote Blended Learning (also referred to as Enriched Virtual)
In Enriched Virtual blended learning, the student’s focus is on completing online coursework
while only meeting with the teacher intermittently/as-needed.
This approach differs from the Flipped Classroom model in the balance of online to face-
to-face instructional time. In an Enriched Virtual blended learning model, students wouldn’t
see/work with/learning from a teacher on a daily basis face-to-face but would in a ‘flipped’
setting.
Similar to: A mix of Self-Directed, Flex Blended Learning, Flipped Classroom
Primarily characterized by: students completely coursework remotely and independently.
The ‘Flex’ is included in types of Blended Learning and its model is one in which… “a course
or subject in which online learning is the backbone of student learning, even if it directs
students to offline activities at times. Students move on an individually customized, ﬂuid
schedule among learning modalities. The teacher of record is on-site, and students learn
mostly on the brick-and-mortar campus, except for any homework assignments. The
teacher of record or other adults provide face-to-face support on a flexible and adaptive as-
needed basis through activities such as small-group instruction, group projects, and
individual tutoring.”
Similar to: Remote blended learning, Inside-Out Blended Learning

Primarily characterized by: its versatility to meet the needs of a variety of formal and
informal learning processes (schools, organizations, homeschooling, etc.)
Perhaps the most widely known version of blended learning, a ‘Flipped Classroom’ is one
where students are introduced to content at home, and practice working through it at
school supported by a teacher and/or peers. In this way, traditional roles for each space are
‘flipped.’
Similar to: Remote Blended Learning
Primarily characterized by: the retention of traditional learning forms in new contexts (i.e.,
studying at school and learning at home)
The Individual Rotation model allows students to rotate through stations, but on individual
schedules set by a teacher or software algorithm. Unlike other rotation models, students do
not necessarily rotate to every station; they rotate only to the activities scheduled on their
playlists.”
Similar to: Mastery-Based Blended Learning
Primarily characterized by: the personalization of student learning as determined by

individual schedules that have the chance to better meet the needs of each student
6 Types Of Blended Learning You Probably Haven’t

Heard Of
7. Project-Based Blended Learning
Blended Project-Based Learning is a model in which the student uses both online learning—
either in the form of courses or self-directed access—and face-to-face instruction and
collaboration to design, iterate, and publish project-based learning assignments, products,
and related artifacts.
Similar to: Self-Directed Blended Learning, Outside-In Blended Learning

Primarily characterized by: the use of online resources to support project-based learning
8. Self-Directed Blended Learning
In Self-Directed blended learning, students use a combination of online and face-to-face

learning to guide their own personalized inquiry, achieve formal learning goals, connect
with mentors physically and digitally, etc. As the learning is self-directed, the roles of ‘online
learning’ and physical teachers change, and there are no formal online courses to complete.
In Self-Directed blended learning, one challenge for teachers is to be able to judge the and
(somehow) success of the learning experience without de-authenticating it.
For students, the challenge is to seek out models of products, processes, and potential that
can provide the kind of spark that can sustain learning while being self-aware enough to
know what’s working and why, and to make adjustments accordingly. Some students need
very little to soar, while others need support through very clear pathways that they can
guide themselves through with autonomy and self-criticism.
Similar to: Inside-Out Blending Learning, Project-Based Blended Learning
Primarily characterized by: the exchange of traditional academic work for student-centered
inquiry
9. Inside-Out Blended Learning
In Inside-Out blended learning, experiences are planned to ‘finish’ or ‘end up’ beyond the
physical classroom, but still require and benefit from the unique advantages of both
physical and digital spaces.
In both the Outside-In and Inside-Out models, the nature of the ‘online learning’ is less
critical than the focus on platforms, spaces, people, and opportunity beyond the school
walls. (The ‘online’ components could be self-directed inquiry and/or formal eLearning
courses and curriculum.)
Because the learning pattern is ‘outward,’ Project-Based blended learning is an excellent

example of the Inside-Out learning model.
As with Outside-In blended learning, there is a need for expert guidance, learning feedback,
content teaching, and psychological and moral support from face-to-face interactions on a
daily basis.
Well-designed, each of the three ‘areas’ plays to its strengths and complements the other
two.
Similar to: Outside-In blended learning, Blended Project-Based Learning
Primarily characterized by: student movement between digital and physical spaces
10. Outside-In Blended Learning
In Outside-In blended learning, experiences are planned to ‘start’ in the non-academic

physical and digital environments students use on a daily basis, but finish inside a
classroom.
This could mean traditional letter grades and assessment forms, or less traditional teaching
and learning that simply uses the classroom as a ‘closed-circuit’ publishing ‘platform’—a
safe space to share, be creative, collaborate, and give and receive feedback that grows
student work.
Well-designed, each of the three ‘areas’ plays to its strengths and complements the other
two. While the pattern is Outside-In, unlike Remote blended learning there is still a need for
guidance, teaching, and support from face-to-face interactions on a daily basis.
Similar to: Inside-Out Blended Learning
Primarily characterized by: student movement between digital and physical spaces; the
potential authenticity of student work
11. Supplemental Blended Learning
In this model, students complete either entirely online work to supplement their day-to-day
face-to-face learning, or entirely face-to-face learning experiences to supplement the
learning gained in online courses and activities.
The big idea here is supplementing—critical learning objectives are met entirely in one space
while the ‘opposite’ space provides the student with specific supplementing experiences
that the other did not or could not provide.
12. Mastery-Based Blended Learning
Students rotate between online and face-to-face learning (activities, assessments, projects,
etc.) based on the completion of mastery-based learning objectives.
Assessment design is crucial in any mastery-based learning experience; the ability to use
face-to-face and digital assessment tools is either powerful or ‘complicated’ depending on
the mindset of the learning designer.
*Sources include TeachThought, the Christensen Institute and blendedlearning.org
About The Author
TeachThought Staff
TeachThought is an organization dedicated to innovation in education through the growth

of outstanding teachers.
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3 Knowledge Domains For The 21st-

Century Student
By Terrell Heick / March 5, 2024 / Learning / Experienced Teacher
8.5k
Views
3 Knowledge Domains For Teaching And
Learning
Thinking in the 21st century is just different.
That doesn’t mean we’re all suddenly omnipotent cyborgs, nor do we all become mindless
social media addicts who spend our cognitive might tapping, swiping, and drooling on our
smartphone and tablet screens.
But just as the 19th century presented unique challenges to information processing
compared to the 18th or 20th, the 21st century is different from the one before it or from
the one that will come after.
punyamishra.com recently released the following graphic, which I thought was interesting. It
identified knowledge types for modern learning, settling on Foundational, Humanistic, and
meta knowledge.
3 Knowledge Domains For The 21st Century Student

1. Foundational Knowledge (To Know)
Digital/ICT Literacy, Core Content Knowledge, Cross-disciplinary Knowledge
Summary
This domain encompasses the fundamental concepts and principles that form the basis of
various fields of study. It includes subjects such as mathematics, natural sciences, history,
and language arts. Foundational knowledge provides the framework for understanding
more specialized areas of knowledge and is crucial for critical thinking, problem-solving, and
communication skills.
Examples Of Foundational Knowledge

Example 1: In a math classroom, students can learn foundational concepts such as addition,
subtraction, multiplication, and division through hands-on activities like visualizing
mathematical operations using manipulatives (such as blocks or counters).
Example 2: Teachers can introduce foundational knowledge of chemistry by conducting

hands-on experiments to explore the properties of different elements, compounds, and
chemical reactions, such as mixing acids and bases to observe changes in pH.
Example 3: Teachers can introduce foundational knowledge of world history by analyzing

timelines and maps to trace the major events, movements, and empires that have shaped
global civilizations over time.
Example 4: Teachers can integrate humanistic knowledge by analyzing the characters,

motivations, and ethical dilemmas presented in literary texts, encouraging students to
empathize with diverse perspectives and experiences.
Example 5: Students can learn about foundational concepts in physics by conducting

experiments to understand Newton’s laws of motion, using simple materials like ramps,
balls, and spring scales.
2. Humanistic Knowledge (To Value)
Life/Job Skills, Ethical/Emotional Awareness, Cultural Competence
Summary
Humanistic knowledge focuses on studying human experiences, values, and cultures. It

includes literature, philosophy, art, religion, and ethics disciplines. Humanistic knowledge
helps individuals explore questions of meaning, identity, morality, and social justice,
fostering empathy, creativity, and a deeper understanding of the human condition.
Examples Of Humanistic Knowledge
Example 1: Students can use creative writing exercises to express their thoughts, emotions,
and insights, drawing inspiration from literary works and personal experiences to explore
themes of identity, belonging, and self-discovery.
Example 2: Teachers can facilitate philosophical discussions on timeless questions such as
the nature of reality, the meaning of life, and the existence of free will, encouraging students
to examine their own beliefs and assumptions critically.
Example 3: Students can engage in debates and Socratic dialogues to explore ethical
dilemmas and moral reasoning, applying philosophical concepts to real-world issues and
ethical decision-making.
Example 4: Teachers can integrate humanistic knowledge by encouraging students to

create artwork inspired by beauty, love, struggle, and transformation, using various media
and techniques to express their ideas and emotions.
3. Meta Knowledge (To Act)
Creativity and Innovation, Problem-Solving and Critical Thinking, Communication and

Collaboration
Summary
Meta-knowledge refers to knowledge about knowledge itself—the processes, structures,

and strategies involved in acquiring, organizing, and evaluating information. It encompasses
critical thinking skills, information literacy, research methodologies, and metacognition.
Meta knowledge empowers individuals to become lifelong learners, adapt to changing
environments, and make informed decisions in a rapidly evolving world.
Examples
Example 1: In any subject area, teachers can incorporate critical thinking skills by posing
open-ended questions that require students to analyze information, evaluate evidence, and
construct reasoned arguments supported by evidence and logic.
Example 2: Teachers can use case studies or real-world scenarios to challenge students to
apply critical thinking skills to complex problems and decision-making situations,
encouraging them to consider multiple perspectives and weigh the implications of their
choices.
Example 3: Students can use metacognitive tools such as concept maps, graphic organizers,
or learning journals to organize and review their thoughts, connect new information with
prior knowledge, and identify patterns or gaps in their understanding.
Using This Model In Your Classroom
The simplest way to use this kind of model in your classroom is to consider it a framework
for planning, whether at the unit, lesson, or activity level. In that way, you could try to have a
balance across the three knowledge domains, or one unit heavily pursuant of Humanistic
Knowledge (a To Kill A Mockingbird novel study, for example), while another project-based
learning unit focuses on Meta Knowledge.
But on a broader and perhaps more subjective level, this graphic can serve as a simple
reminder that our jobs as teachers are to help students understand how to know, value, and
act, no matter that the majority of these seem to go beyond common classroom assessment
tools.
The concept of knowledge domains can support the development of critical thinking skills.
Students can learn to analyze and evaluate information, identify patterns, and conclude by
engaging with domains (one of many) like foundational knowledge. Humanistic knowledge
promotes empathy, perspective-taking, and the ability to consider diverse viewpoints, while
meta-knowledge fosters metacognition, information literacy, and the capacity to think
reflectively about one’s thinking process.
The big idea of all learning then may start with knowing, which leads to valuing, which
informs action in relevant and authentic communities.
About The Author
Terrell Heick
Founder & Director of TeachThought
Levels Of Integration For Critical Thinking

By Terrell Heick / January 7, 2024 / Teaching / Terry Heick
1.6k
Views
A Basic Framework For Teaching Critical Thinking In School
by Terrell Heick
Playvolume00:03/00:45World Of FinanceTruvidfullScreen
In What Does Critical Thinking Mean?, we offered that ‘(c)ritical thinking is the suspension of
judgment while identifying biases and underlying assumptions to draw accurate conclusions.’
Of course, there are different definitions of critical thinking. The American Philosophical
Association defines it as, “Critical thinking is the ability to think clearly and rationally,
understanding the logical connection between ideas. It involves being active (rather than reactive) in
your learning process, and it includes open-mindedness, inquisitiveness, and the ability to examine
and evaluate ideas, arguments, and points of view.”
But understanding exactly what it is and means is different than teaching critical thinking–that is,
consistently integrating it in your units, lessons, and activities. Models and frameworks have always
been, to me, helpful in making sense of complex (or confusing–which is generally different
than complex) ideas. I also find them to be a wonderful way to communicate any of that sense-
making.
Put another way, models and frameworks can help to think about and communicate concepts.
See also Examples Of Analogies For Critical Thinking
A Framework Integrating Critical Thinking In Your Classroom
Obviously, teaching critical thinking in a classroom is different than ‘teaching’ it outside of one, just
as it differs from the active practice and application of critical thinking skills in the ‘real world.’ I
have always taught students that critical thinking is something they do seamlessly in their lives.
They analyze plots and characters in movies.
They create making short videos.
They critique relationships and punishments and grades and video games.
They evaluate their favorite athletes’ performance and make judgments about music.
And so on. With that context out of the way, let’s have a look at the framework, shall we?
Levels Of Integration Of Critical Thinking

Preface: This post is necessarily incomplete. A full how-to guide for teaching critical thinking
would be done best as a book or course rather a blog post. The idea is to offer a way to think
about teaching critical thinking.
Critical thinking can be done at the…
Assignment-Level Integration Strategies
-Analogies (see also Teaching With Analogies)
-Choice Boards
-Debate
-The Question Formulation Technique
-Tiering
Unit-Level Integration Strategies

-Essential Questions (see How To Use Essential Questions)
-Differentiation (see also Ways To Differentiate Instruction)
-Understanding by Design (any of the elements of the UbD framework–backward design, for
example)
-Topics (i.e., learning about topics that naturally encourage or even require critical thinking)
See also 6 Critical Thinking Questions For Any Situation
Instructional Design-Level Integration Strategies

-Spiraling (in this case, at the curriculum mapping level)
-6 Facets of Understanding
Learning Model-Level Integration Strategies

-Project-Based Learning (see 25 Questions To Guide Teaching With Project-Based Learning)
-Inquiry Learning (see 14 Teaching Strategies For Inquiry-Based Learning)
-Asynchronous Self-Directed Learning (see our Self-Directed Learning Model)
-Heick Learning Taxonomy

About The Author
Terrell Heick
A Self-Directed Learning Model For 21st

Century Learners
By Terrell Heick / December 11, 2013 / Critical Thinking / Critical Literacy, Essential, Learning
Models, Middle & High School, Our Best, Terry Heick
8.7k
Views
A Self-Directed Learning Model For 21st
Century Learners
Playvolume00:00/01:00TruvidfullScreen
by Terry Heick
The above is the latest draft of our self-directed learning framework, version 1.1.
It is based, in spirit, on our Inside-Out School: A 21st Century Learning Model. It is intended to
function as a guide for students–likely with the support and facilitation of teachers, parents, and
mentors–to help students become expert learners.
The goal of the model isn’t content knowledge (though it should produce that), but rather something
closer to wisdom–learning how to learn, understanding what’s worth understanding, and perhaps
most importantly, analyzing the purpose of learning (e.g., personal and social change). It also
encourages the student to examine the relationship between study and work–an authentic ‘need to
know’ with important abstractions like citizenship and legacy.
See also Four Stages Of A Self-Directed Learning Model
It is therefore built around the central concept of self-knowledge–better understanding one’s self and
using work and study to inform one’s interactions with the world. It sounds very idealistic but that’s
part of the reason it exists–to offer an alternative to standards and content-focused and institutionally-
centered ‘delivery’ of information.
Application: Teachers and learners in grades 6-12+
The Context Of This Model
The theory here is that the 21st-century is characterized by access, networks, digital media, and
connectivity, which immediately dates old learning models and focuses.
In a progressive learning environment, students should constantly be generating original ideas from
multiple sources of information–and be doing so guided by teachers, mentors and communities, all in
pursuit of self-knowledge and self-created meaning and creativity.
Coming Updates
We’ll be creating an updated version soon as we put this version into practice with students. (Update:
we still need to do this!) Collaboration, creativity, and existing exemplar models probably deserve a
role. As does some kind of support to help students see things critically (critical thinking).
We’ll also take a look at making the font bigger, and maybe expanding this to two pages and offering
it as a pdf for download. And add some color to make it easier to grasp at first glance.
TeachThought Self-Directed Learning Framework Draft 1.1
1. Begin With Self-Knowledge
What’s worth understanding?
What problems or opportunities are within my reach?
What important problems & solutions have others before me created?
What legacies am I a part of & what does that suggest that I understand?
2. Analyze Context
What is the modern and historical context of this topic, issue, etc.?
What do I need to understand about this issue to grasp its significance and scale?
How do pathos/ethos/logos factor? What patterns are apparent?
What do experts & non-experts know/believe they know about it?
3. Activate Existing Knowledge
Roughly brainstorm what you already know: Make true/false statements; give examples & non-
examples, or otherwise organize your existing knowledge in some useful or elegant way
Concept map your knowledge in a given context
Interact with relevant media, resources, & networks
Analyze for both the obvious & the nuance; the implicit and explicit
4. Design Learning Pathway
How can I learn what I need to know?
Of what I need to know, what can I gain quickly, & what will require more in-depth study?
What technology resources can offer me access to relevant content, resources, & communities?
What learning forms or models makes the most sense for me to use?
5. Clarify Knowledge
Analyze need for creativity, innovation, & information
Form new questions based on learning
Establish what is or isn’t within your present reach of understanding
Revise future learning pathway based on your learning experience and/or the interaction with
mentors & community members
6. Apply Understanding
What are my standards for quality?
What scale does it make the most sense for me to work & study?
What change in myself should I expect as a result of my work & study?
What related actions do the citizenships of which I am a part suggest or demand?
A Self-Directed Learning Model For Critical Literacy
14 Effective Teaching Strategies For Inquiry-

Based Learning
By Terrell Heick / November 9, 2023 / Teaching / Inquiry, Terry Heick
50.8k
Views
What Is Inquiry-Based Learning?
Inquiry-based learning is an approach to learning guided by students through questions, research,

and/or curiosity.
An inquiry-based learning strategy is simply a way to facilitate inquiry during the learning process. It
might be useful to think of ways to suppress inquiry to emphasize the strategies that might be used to
promote it.
Years ago in the (tongue very much in cheek) 12 Ways To Kill A Learner’s Curiosity, I said that
limiting choice, thinking in black and white, and focusing on answers instead of questions were just a
few ways to stifle inquiry and curiosity.
In Strategies For Creating An Inquiry-Driven Classroom, professional development facilitator

Irena Nayfeld offered that “children want to understand the world around them, and naturally reveal
their interests by asking questions – sometimes even too many questions! As educators, we may feel
pressure to keep going with our intended lesson plan or to get to our ‘point.’”
Let’s take a look at how to promote inquiry-based learning in your classroom.
14 Ways To Promote Inquiry-Based Learning In The

Classroom
1. Instructional design
One of the most powerful ways to promote inquiry learning in your classroom is to design activities,
lessons, and units that benefit from, promote, or require inquiry. Without ‘room’ or a ‘role’ for
inquiry in your classroom, it will be difficult to ’cause’ sustainably.
Good essential questions can be useful here, too.
2. Question-Based Learning
Question-based learning is a TeachThought framework for learning through the formation and
revision of questions over the course of a specific period of time. You can read more
about Question-Based Learning. This also can be combined with student-led or self-directed
learning where students ask their own questions, which, if done in an authentic (to the student) way,
should result in more sustainable inquiry as well.
Also, see questions to guide inquiry-based learning.

3. Inquiry-based rubrics and scoring guides
By defining and itemizing individual facets of inquiry and framing what it looks like at different
proficiency levels, students can be more clear about exactly what you’re hoping to see them capable
of and ‘doing’ as a result of the activity or lesson.
4. Model inquiry
This can be done in many ways, including dialogic conversation, Socratic Seminars, and think-
alouds, among others.
5. Use question and statement stems
Sometimes, students don’t know the mechanisms or patterns of inquiry, and question and statement
stems can act as training wheels to help get students moving toward sustained, authentic inquiry. You
can see some examples of sentence stems for higher-level discussion, for example.
6. Intentional Feedback Loops
Reward ‘Cognitive Stamina’ by encouraging students to ‘dwell’ on a topic or extend inquiry even
when hitting dead-ends, the assignment is ‘over,’ or they’re unsure where to ‘go’ next. Consider
some kind of ‘inquiry-driven grading’ where you adjust grading processes to accommodate this
unique approach to learning.
The brain works through feedback loops. Roughly put, students do something, and something
happens in response. The tighter and more intentional the feedback loops are for applying inquiry,
the more likely it is to ‘stick.’
See also What’s a Feedback Loop In Learning?
7. Gamification
Reward points for great questions. Even consider assigning ‘points value’ to great questions–perhaps
even higher ‘point values’ than the answers themselves.
You could also provide ‘levels’ for students to progress through (based on points, for example).
Reward curiosity with immediate positive feedback. (See #6 above.)
8. Reframe content
Math, science, social studies, language arts, and other traditional content areas overflow with
fascinating concepts, topics, histories, legacies, people, etc. ‘Position’ content in a new way that is
fresh, provocative, or even controversial (see below). Inquiry is more natural when ideas are
interesting.
9. Controversy sells
‘Banned books’ or other (mild to moderate) controversies can go a long way in sustaining student
engagement–which sets up the stage for inquiry.
10. Clarify the role of mindset in inquiry
This can be done partly by clarifying the value of mistakes and uncertainty in the learning process.
11. Use ‘smart’ learning spaces
Design physical learning spaces to promote interaction, access to digital and physical media, and
spontaneous collaboration. Artfully design spaces with color, light, and furniture, etc.
12. Leverage interdisciplinary learning
Work with teachers across content areas and grade levels to increase interdependence and ‘gravity’
of student work
13. The power of ‘place’
Connect students with experts and local organizations to embed work in places native to that student.
This is obviously more complex than can be explained as a line item in a single post but just imagine
the role of ‘setting’–how much more at ease and natural and connected students are in places native
to them–communities or homes or neighborhoods or streets or cities they care about and have a
history with that is inseparable from the student.
14. Emphasize humility
You can read more about this idea from a separate post, I wrote on learning through humility.
About The Author
Terrell Heick
What Is Cognitive Constructivism?

By TeachThought Staff / February 11, 2024 / Learning
604
Views
Learning theory isn’t generally high on the list of practicing teachers.
For starters, teachers are busy poring over the classic–or emerging–learning theories that
can inform their teaching on a day-to-day basis. Secondly, much of K-12 pedagogy in the
United States is subject to the constraints of academic standards, district pacing guides,
curriculum maps, etc.
Accordingly, learning theory is more commonly studied in college than in teacher

professional development sessions or at home after grading papers.
So let’s take a dive and see what there is to learn about the learning theory.
Summary
It suggests that learning occurs through the assimilation of new information into existing
cognitive structures (schemas) and the accommodation of these structures to incorporate
new knowledge. Educators can apply constructivist principles by engaging students in
hands-on activities, encouraging inquiry-based learning, and providing opportunities for
collaborative problem-solving.
Details And Facts About Cognitive Constructivism

Active Learning
Cognitive constructivism emphasizes that learners actively construct their understanding of

the world through experiences rather than passively receiving information. Learners are
viewed as active participants in the learning process who constantly engage with their
environment, assimilating new information into existing cognitive structures and
accommodating these structures to accommodate new knowledge.
Cognitive Constructivism
Cognitive Constructivism is closely associated with the work of Swiss psychologist Jean
Piaget. Piaget proposed a theory of cognitive development that outlined stages through
which children progress as they construct their understanding of the world. These stages
include the sensorimotor, preoperational, concrete, and formal operational stages, each
characterized by distinct cognitive abilities and ways of thinking.
Schemas and Assimilation/Accommodation
Central to cognitive constructivism is schemas, which are mental frameworks or structures

that individuals use to organize and interpret information.
According to Piaget, learning involves assimilating new information into existing schemas
and accommodating these schemas to incorporate new knowledge. This process of
assimilation and accommodation enables learners to adapt their understanding of the world
as they encounter new experiences.
Constructivist Pedagogy
Cognitive constructivism has implications for teaching and learning practices. Constructivist
pedagogy emphasizes hands-on, experiential learning activities that actively engage
students in constructing their understanding of concepts.
Teachers facilitate learning by posing open-ended questions, encouraging exploration and

inquiry, and providing opportunities for students to collaborate with peers. Additionally,
educators scaffold learning by providing appropriate support and guidance to help students
progress through the zone of proximal development (ZPD), where they can achieve tasks
with assistance they could not accomplish independently.
Related: Behaviorism, Communal Constructivism, Social Learning Theory, Zone of Proximal

Development, Vygotzksy’s Sociocultural Learning Theory, Feedback Loops In
Learning, Gradual Release of Responsibility, Cognitive Load Theory
Tips For Teaching With The Communal Constructivism Theory In The Classroom
To integrate cognitive constructivism theory into their classrooms, teachers can implement
the following strategies:
For starters, create opportunities for active learning experiences. Encourage students to
engage in hands-on activities, problem-solving tasks, and inquiry-based projects that allow
them to construct their understanding of concepts. Provide materials and resources that
support exploration and experimentation, fostering a learning environment where students
are actively involved in constructing knowledge through firsthand experiences.
Teachers in the classroom can foster a supportive and collaborative learning environment.
Encourage peer interactions and collaborative problem-solving activities where students can
learn from one another through discussion, debate, and shared exploration. Facilitate group
work and cooperative learning tasks that promote social interaction and collaboration,
providing opportunities for students to construct meaning together and learn from diverse
perspectives.
Also, by providing scaffolding and guidance to support students’ learning, central tenels of
the learning theory can be implemented in even the busiest of classrooms. Teachers can
recognize the zone of proximal development (ZPD) and provide appropriate levels of
support to help students progress from their current level of understanding to more
advanced levels. Offer structured prompts, cues, and guidance as needed, gradually
reducing support as students become more independent learners.
Scaffold learning experiences that build on students’ prior knowledge and skills, helping
them develop a deeper understanding of concepts through guided practice and feedback.
The Pedagogy Of John Dewey: A Summary

By TeachThought Staff / January 20, 2024 / Learning / Essential, Theory, Veteran Teacher
157.1k
Views
John Dewey’s Pedagogy: A Summary

What did John Dewey believe about education?

What were his views on experiential and interactive learning and their role in teaching and
learning?
As always, there’s a lot to understand. John Dewey (1859–1952) developed extraordinarily

influential educational and social theories that had a lasting influence on psychology,
pedagogy, and political philosophy, among other fields. Stanford University explained that
because Dewey “typically took a genealogical approach that couched his own view within
the larger history of philosophy, one may also find a fully developed metaphilosophy in his
work.”
One way to think of his ideas, then, is unifying and comprehensive, gathering otherwise
distinct fields and bringing them together in service of the concept of teaching children how
to live better in the present rather than speculatively preparing them for a future we can’t
predict.
See also 15 Self-Guided Reading Responses For Non-Fiction Texts
Major Works By John Dewey
My Pedagogic Creed (1897)
The Primary-Education Fetich (1898)
The School and Society The Child and the Curriculum Democracy and Education Schools of
Tomorrow (1915)
Experience and Education (1938)
See also John Dewey Quotes About Education, Teaching, And Learning
What Did John Dewey Believe About Teaching And Learning?
What was the pedagogy of John Dewey? Put briefly, Dewey believed that learning was
socially constructed, and that brain-based pedagogy (not his words) should place children,
rather than curriculum and institutions, at its center. Effective learning required students to
use previous (and prevailing) experiences to create new meaning–that is, to ‘learn.’
Most of Dewey’s work is characterized by his views on education itself, including its role in
citizenship and democracy. But in terms of pedagogy, he is largely known for his emphasis
on experiential learning, social learning, and a basic Constructivist approach to pedagogy,
not to mention consistent support for the idea of self-knowledge, inquiry-based learning,
and even self-directed learning, saying, “To prepare him for the future life means to give
him command of himself” and considered education to be a “process of living and not a
preparation for future living.”
Further, his philosophy on pedagogy would align strongly with the gradual release of
responsibility model that while still in need of a ‘more knowledgeable other’ (the teacher)
would create learning experiences designed to result in the autonomy and self-efficacy of a
student as they master content.
What Dewey believed about ‘pedagogy’ depends on what parts of his work you want to
unpack, but broadly speaking, he was a constructivist who pushed for a ‘human’ education
experience that leveraged communal constructivism and the role of inquiry and curiosity in
the active participation of a student in their own education.
Further, his social constructivist theories pre-date those of Jean Piaget and Lev Vygotsky
(who are arguably more well-known for these ideas), and he lamented even around the turn
of the century the problems with ‘traditional’ approaches to pedagogy that focused on
institutional curriculum, instructional practices, and assessment patterns.
Wikipedia’s entry on Dewey provides a succinct overview of his work: “Dewey continually
argues that education and learning are social and interactive processes, and thus the school
itself is a social institution through which social reform can and should take place. In
addition, he believed that students thrive in an environment where they are allowed to
experience and interact with the curriculum, and all students should have the opportunity to
take part in their own learning.”
“He argues that in order for education to be most effective, content must be presented in a
way that allows the student to relate the information to prior experiences, thus deepening
the connection with this new knowledge. In order to rectify this dilemma, Dewey advocated
for an educational structure that strikes a balance between delivering knowledge while also
taking into account the interests and experiences of the student. He notes that “the child
and the curriculum are simply two limits which define a single process. Just as two points
define a straight line, so the present standpoint of the child and the facts and truths of
studies define instruction” (Dewey, 1902, p. 16). It is through this reasoning that Dewey
became one of the most famous proponents of hands-on learning or experiential
education….”
Education is a social process. According to the creed, it should not be used for the purposes
of preparation for living in the future. Dewey said, “I believe that education, therefore, is a
process of living and not a preparation for future living.” We can build a child’s self-esteem
in not only the classroom but in all aspects of his or her life.”
Resources For The Parents And Teachers Of

Gifted And Talented Students
By Terrell Heick / December 13, 2023 / Learning / Resources
2.3k
Views
Resources For The Parents And Teachers Of Gifted And Talented Students
National Organizations and Advocacy
1. National Association for Gifted Children (NAGC): Renowned organization offering

resources, research, and advocacy for gifted education. They have a website with tip
sheets, articles, and information on local chapters.
2. Supporting Emotional Needs of the Gifted (SENG): Focuses on the social and
emotional needs of gifted children, offering guidance and support groups for
parents.
3. Council for Exceptional Children (CEC): Provides resources and professional
development for educators of gifted children, which can be helpful for parents to
understand the educational landscape.
Online Resources and Communities
4. Hoagies’ Gifted Education Page: A comprehensive website with articles, books, and
forums on all aspects of giftedness.
5. Empowering Gifted Kids Blog: Offers practical tips and strategies for parents of
gifted children, written by a gifted education specialist.
6. Gifted & Talented subreddit: Online community for parents of gifted children to
connect, share experiences, and ask questions.
Books and Podcasts
7. Teaching Gifted Kids in Today’s Classroom: Strategies and Techniques Every
Teacher Can Use (affiliate link): A guide to meeting the learning needs of gifted
students in the mixed-abilities classroom.
8. Raising Gifted Kids Podcast: Interviews with experts and parents on various topics
about raising gifted children.
Enrichment and Learning Opportunities
9. Kentucky Department of Education

10. Johns Hopkins Center for Talented Youth (CTY): Renowned program offering
challenging online and in-person courses for gifted students.
11. Your local library: Many libraries have dedicated sections for gifted children with
curated books and resources.
Additional Support
World Council for Gifted and Talented Children (WCGTC)
Belin and Blank International Center
Davidson Institute for Talent Development
National Center for Research on Gifted Education (NCRGE)
Piaget Learning Theory: Stages Of Cognitive

Development
By TeachThought Staff / October 17, 2023 / Learning / Definitions, Theory
4.7k
Views
Piaget Learning Theory: Stages Of Cognitive
Development
Jean Piaget (1896-1980) was a Swiss psychologist and one of the most influential figures in
developmental psychology.
Piaget is best known for his pioneering work on the cognitive development of children. His
research revolutionized our understanding of how children learn and grow intellectually. He
proposed that children actively construct their knowledge through stages, each
characterized by distinct ways of thinking and understanding the world.
His theory, ‘Piaget’s stages of cognitive development,’ has profoundly impacted formal
education, emphasizing the importance of tailoring teaching methods to a child’s cognitive
developmental stage rather than expecting all children to learn similarly.
Jean Piaget’s theory of cognitive development outlines a series of developmental stages

that children progress through as they grow and mature. This theory suggests that children
actively construct their understanding of the world and distinct cognitive abilities and ways
of thinking characterize these stages. The four main stages are the sensorimotor
stage (birth to 2 years), the preoperational stage (2 to 7 years), the concrete operational
stage (7 to 11 years), and the formal operational stage (11 years and beyond).
See also Levels Of Integration Of Critical Thinking
A Quick Summary Of Piaget’s Stages Of Cognitive Development
In the sensorimotor stage, infants and toddlers learn about the world through their senses
and actions, gradually developing object permanence. The preoperational stage is marked
by the emergence of symbolic thought and the use of language, although logical thinking is
limited. The concrete operational stage sees children begin to think more logically about
concrete events and objects.
Finally, in the formal operational stage, adolescents and adults can think abstractly and
hypothetically, allowing for more complex problem-solving and reasoning. Piaget’s theory
has influenced teaching methods that align with students’ cognitive development at
different ages and stages of intellectual growth.
Piaget’s Four Stages Of Cognitive Development
Piaget’s Stage 1: Sensorimotor
Piaget’s sensorimotor stage is the initial developmental stage, typically occurring from birth
to around two years of age, during which infants and toddlers primarily learn about the
world through their senses and physical actions.
Key features of this stage include the development of object permanence, the
understanding that objects continue to exist even when they are not visible, and the gradual
formation of simple mental representations. Initially, infants engage in reflexive behaviors,
but as they progress through this stage, they begin to intentionally coordinate their sensory
perceptions and motor skills, exploring and manipulating their environment. This stage is
marked by significant cognitive growth as children transition from purely instinctual
reactions to more purposeful and coordinated interactions with their surroundings.
One example of Piaget’s sensorimotor stage is when a baby plays peek-a-boo with a
caregiver. In the early months, an infant lacks a sense of object permanence. When an
object, like the caregiver’s face, disappears from their view, they may act as if it no longer
exists. So, when the caregiver covers their face with their hands during a peek-a-boo game,
the baby might respond with surprise or mild distress.
As the baby progresses through the sensorimotor stage, typically around 8 to 12 months,
they begin to develop object permanence. When the caregiver hides their face, the baby
understands that the caregiver’s face still exists, even though it’s temporarily out of sight.
The baby may react with anticipation and excitement when the caregiver uncovers their
face, demonstrating their evolving ability to form mental representations and grasp the
concept of object permanence.
This progression in understanding is a key feature of the sensorimotor stage in Piaget’s

theory of cognitive development.
Piaget’s Stage 2: Preoperational
Piaget’s preoperational stage is the second stage of cognitive development, typically

occurring from around 2 to 7 years of age, where children begin to develop symbolic
thinking and language skills. During this stage, children can represent objects and ideas
using words, images, and symbols, enabling them to engage in pretend play and
communicate more effectively.
However, their thinking is characterized by egocentrism, where they struggle to consider

other people’s perspectives, and they exhibit animistic thinking, attributing human qualities
to inanimate objects. They also lack the ability for concrete logic and struggle with tasks that
require understanding conservation, such as recognizing that the volume of a liquid remains
the same when poured into different containers.
The Preoperational stage represents a significant shift in cognitive development as children

transition from basic sensorimotor responses to more advanced symbolic and
representational thought.
One example of Piaget’s preoperational stage is a child’s understanding of ‘conservation.’
Imagine you have two glasses, one tall and narrow and the other short and wide. You pour
the same amount of liquid into both glasses to contain the same volume of liquid. A child in
the preoperational stage, when asked whether the amount of liquid is the same in both
glasses, might say that the taller glass has more liquid because it looks taller. This
demonstrates the child’s inability to understand the principle of conservation, which is the
idea that even if the appearance of an object changes (in this case, the shape of the glass),
the quantity remains the same.
In the preoperational stage, children are often focused on the most prominent perceptual
aspects of a situation and struggle with more abstract or logical thinking, making it difficult
for them to grasp conservation concepts.
Piaget’s Stage 3: Concrete Operational
Piaget’s Concrete Operational stage is the third stage of cognitive development, typically
occurring from around 7 to 11 years of age, where children demonstrate improved logical
thinking and problem-solving abilities, particularly in relation to concrete, tangible
experiences.
During this stage, they can understand concepts such as conservation (e.g., recognizing that
the volume of liquid remains the same when poured into different containers), and
reversibility (e.g., understanding that an action can be undone). They can perform basic
mental operations like addition and subtraction. They become more capable of considering
different perspectives, are less egocentric, and can engage in more structured and
organized thought processes. Yet, they may still struggle with abstract or hypothetical
reasoning, a skill that emerges in the subsequent formal operational stage.
Imagine two identical containers filled with the same amount of water. You pour the water
from one of the containers into a taller, narrower glass and pour the water from the other
into a shorter, wider glass. A child in the concrete operational stage would be able to
recognize that the two glasses still contain the same amount of water despite their different
shapes. Children can understand that the physical appearance of the containers (tall and
narrow vs. short and wide) doesn’t change the quantity of the liquid.
This ability to grasp the concept of conservation is a hallmark of concrete operational

thinking, as children become more adept at logical thought related to real, concrete
situations.
Stage 4: The Formal Operational Stage
Piaget’s Formal Operational stage is the fourth and final stage of cognitive development,
typically emerging around 11 years and continuing into adulthood. During this stage,
individuals gain the capacity for abstract and hypothetical thinking. They can solve complex
problems, think critically, and reason about concepts and ideas unrelated to concrete
experiences. They can engage in deductive reasoning, considering multiple possibilities and
potential outcomes.
This stage allows for advanced cognitive abilities like understanding scientific principles,
planning for the future, and contemplating moral and ethical dilemmas. It represents a
significant shift from concrete to abstract thinking, enabling individuals to explore and
understand the world more comprehensively and imaginatively.
An Example Of The Formal Operation Stage
One example of Piaget’s Formal Operational stage involves a teenager’s ability to think
abstractly and hypothetically.
Imagine presenting a teenager with a classic moral dilemma, such as the ‘trolley problem.’ In
this scenario, they are asked to consider whether it’s morally acceptable to pull a lever to
divert a trolley away from a track where it would hit five people, but in doing so, it would
then hit one person on another track. A teenager in the formal operational stage can
engage in abstract moral reasoning, considering various ethical principles and potential
consequences, without relying solely on concrete, personal experiences.
They might ponder utilitarianism, deontology, or other ethical frameworks, and they can
think about the hypothetical outcomes of their decisions.
This abstract and hypothetical thinking is a hallmark of the formal operational stage,
demonstrating the capacity to reason and reflect on complex, non-concrete issues.
How Teachers Can Use Piaget’s Stages Of Development in The Classroom
1. Individual Differences
Understand that children in a classroom may be at different stages of development. Tailor

your teaching to accommodate these differences. Provide a variety of activities and
approaches to cater to various cognitive levels.
2. Constructivism
Recognize that Piaget’s theory is rooted in constructivism, meaning children actively build
their knowledge through experiences. Encourage hands-on learning and exploration, as this
aligns with Piaget’s emphasis on learning through interaction with the environment.
3. Scaffolding
Be prepared to scaffold instruction. Students in the earlier stages (sensorimotor and

preoperational) may need more guidance and support. As they progress to concrete and
formal operational stages, gradually increase the complexity of tasks and give them more
independence.
4. Concrete Examples
Students benefit from concrete examples and real-world applications in the concrete
operational stage. Use concrete materials and practical problems to help them grasp
abstract concepts.
5. Active Learning
Promote active learning. Encourage students to think critically, solve problems, and make
connections. Use open-ended questions and encourage discussions that help students
move from concrete thinking to abstract reasoning in the formal operational stage.
6. Developmentally Appropriate Curriculum
Ensure that your curriculum aligns with the students’ cognitive abilities. Introduce abstract
concepts progressively and link new learning to previous knowledge.
7. Respect for Differences

Be patient and respectful of individual differences in development. Some students may
grasp concepts earlier or later than others, and that’s entirely normal.
8. Assessment
Develop assessment strategies that match the students’ developmental stages. Assess their
understanding using methods that are appropriate to their cognitive abilities.
9. Professional Development
Teachers can stay updated on the latest child development and education research by
attending professional development workshops and collaborating with colleagues to
continually refine their teaching practices.
How The Brain Works–And How Students

Can Respond
By TeachThought Staff / October 13, 2023 / Learning / Brain-Based Learning Resources
10.1k
Views
The Thinking Brain and the Reactive Brain

contributed by Dr. Judy Willis
Although the brain is an amazing organ, it’s not equipped to process the billions of bits of
information that bombard it every second.
Filters in your brain protect it from becoming overloaded. These filters control the information flow
so that only approximately 2,000 bits of information per second enter the brain.
Once sensory information enters the brain, it’s routed to one of two areas: (1) The prefrontal cortex,
what we might call the thinking brain, which can consciously process and reflect on information; or
(2) the lower, automatic brain, what we might call the reactive brain, which reacts to information
instinctively rather than through thinking. The prefrontal cortex is only 17 percent of your brain; the
rest comprises the reactive brain.
When negative emotions do not stress you, you can control what information makes it into your
brain. By calming your brain, you can control which sensory data from your environment your brain
lets in or keeps out—and influence which information gets admitted to your prefrontal cortex.
When your stress levels are down and your interest is high, the most valuable information tends to
pass into your thinking brain. When you are anxious, sad, frustrated, or bored, brain filters conduct
sensory information from the world around you into your reactive brain. These reactive brain systems
do one of three things with the information: ignore it; fight against it as a negative experience
(sending signals that may cause you to act inappropriately); or avoid it (causing you to daydream). If
information gets routed to this reactive brain, it’s unlikely your brain will truly process or remember
the information.
Three major brain elements help control what information your brain takes in: the reticular activating
system, the limbic system, and the transmitter dopamine. Let’s look at how you can help each one
work in your favor.
RAS: The Gatekeeper
The first filter that data passes through when entering your brain is the reticular activating system
(RAS). Located at the lower back of your brain (your brain stem), the RAS receives input from
sensory nerves that come from nerve endings in your eyes, ears, mouth, face, skin, muscles, and
internal organs and meet at the top of your spinal cord. These sensory messages must pass through
the RAS to gain entry to your higher, thinking brain.
You will learn more successfully if you keep the RAS filter open to the flow of information you want
to enter your prefrontal cortex. If you build your power to focus your attention on the sensory input
that is most valuable and important to attend to at the moment, the important input will make it into
your thinking brain. If you feel overwhelmed, your reactive brain will take over. Then, what you
experience, focus on, and remember will no longer be in your control. It’s the difference
between reflecting on and reacting to your world.
What You Can Do
A key to making your brain work optimally is to keep yourself physically healthy and well-rested
and develop awareness of—and some control over—your emotions. Then, you can approach learning
calmly and with positive emotions. Practice focusing and observing yourself, for example, by taking
a short break from work to check in with your emotions. Just take a few minutes to think about what
you’re feeling.
If it’s a good feeling, take time to enjoy it and consider how your good emotional state affects your
thinking. Do you understand more and get ideas about what you might do with the information
you’re learning? If you don’t like how you’re feeling, think about times you’ve felt a similar negative
emotion (like anxiety or loneliness). What has helped you return to a better mood in the past?
Even though you’re not sleeping, you can think of such brain breaks as ‘syn-naps’ because they let
your brain replenish neurotransmitters like dopamine (which we’ll discuss shortly). As you become
aware of your emotions, you build brain networks that help you control your actions with your
thinking brain. It also helps to do something active during a short break—such as tossing a ball back
and forth with a classmate or saying a word related to your lesson each time you catch the ball.
The Limbic System: Your Emotional Core
After the information coming in through your senses gets through the RAS, it travels to the sensory
intake centers of your brain. New information that becomes memory is eventually stored in
the sensory cortex areas in brain lobes, each specialized to analyze data from one of your five
senses. These data must first pass through your brain’s emotional core, the limbic system, where
your amygdala and hippocampus evaluate whether this information is useful because it will help you
physically survive or bring you pleasure.
The Amygdala
The amygdala is like a central train-routing station, a system for routing information based on your
emotional state. When you experience negative emotions like fear, anxiety, or even boredom, your
amygdala’s filter takes up excessive amounts of your brain’s available nutrients and oxygen. This
puts your brain into survival mode, which blocks entry of any new information into your prefrontal
cortex.
For example, suppose your day starts off badly. You overslept, had no time for breakfast, and have
too many things to do before school. You’re worried about whether your friends will sit with you at
lunch and afraid that the mean kid in your class will say hurtful things to you.
Not only your body suffers on this kind of day: Your brain is also stressed. This stress closes off the
pathways through the RAS and amygdala that direct information into your thinking brain and
memory centers. You won’t learn much on this school day unless you restore a positive mood. But if
you can turn things around to become calm and focused, your amygdala will “decide” to send new
information to your prefrontal cortex.
What You Can Do
Slow down and take a moment to reflect instead of reacting when you take a test at school or face
social conflicts with friends. You might take a deep breath and visualize yourself in a peaceful place.
Another technique that helps you choose what to do with your emotions—something only humans
can do— is to imagine you’re directing yourself in a play. You are the director sitting in a balcony
seat watching an actor (the emotional you) on stage below. What advice would you give the emotion-
filled actor on the stage if he or she had been pushed by a classmate and wanted to hit back, for
example?
This technique helps you move away from using your reactive brain and tap your thinking brain,
where memories that might help you are stored.
Your teachers play a role, too. If your teachers set up lessons to include some fun activities so that
you feel good during a lesson, your amygdala will add a neurochemical enhancement, like a memory
chip, that strengthens the staying power of any information presented in the lesson. People actually
remember more of what they hear and read if they are in a positive emotional state when they hear or
read it.
The Hippocampus
Next to the amygdala is the hippocampus. Here, your brain links new sensory input to both memories
of your past and knowledge already stored in your long-term memory to make new relational
memories. These new memories are now ready for processing in your prefrontal cortex.
Your prefrontal cortex contains highly developed nerve communication networks that process new
information through what are called executive functions, including judgment, analysis, organizing,
problem-solving, planning, and creativity. The executive function networks can convert short-term
relational memories into long-term memories.
When you are focused and in a positive or controlled emotional state, your executive functions can
more successfully organize newly coded memories into long-term knowledge.
What You Can Do
Reviewing and practicing something you’ve learned helps. Nerve cells (neurons) forge information
into memories by sending messages to other neurons through branches—called axons and dendrites
—that almost touch the branches of each neighboring neuron. It takes lots of connections between
neurons to relate each neuron’s tiny bit of information to that of other neurons so that all the bits add
up to a complete memory.
When you review or practice something you’ve learned, dendrites actually grow between nerve cells
in the network that holds that memory.
Each time you review that knowledge, this mental manipulation increases activity along the
connections between nerve cells.
Repeated stimulation—for example, studying the times tables many times—makes the network
stronger, like muscles become stronger when exercising them. And that makes the memory stay in
your brain. Practice makes permanent.
When you review new learning through actions, using the knowledge to create something, solve
problems, or apply it to another subject (such as using the times tables to measure the areas of
paintings for framing them), this mental manipulation strengthens the neural pathways and your brain
becomes even more efficiently wired.
Dopamine: Feeling Good Helps You Learn
Dopamine is one of the brain’s most important neurotransmitters.
Messages connected to new information travel from neuron to neuron as tiny electrical currents. Like
electricity, these messages need wiring to carry them. But there are gaps, called synapses, between
the branches that connect nerve cells, and there’s no wiring at these gaps. Chemical neurotransmitters
like dopamine carry electrical messages across the gap from one neuron to another. This transmission
is crucial to your brain’s capacity to process new information.
Your brain releases extra dopamine when an experience is enjoyable. As positive emotions cause
dopamine to travel to more parts of your brain, additional neurons are activated. Thus, a boost in
dopamine not only increases your own sense of pleasure, but also increases other neurotransmitters,
such as acetylcholine, that enhance alertness, memory, and executive functions in the prefrontal
cortex.
What You Can Do
Certain activities, such as interacting with friends, laughing, physical activity, listening to someone
read to you, and acting kindly increase dopamine levels.
You’ll boost your learning if you get them into your day. Experiencing pride at accomplishing
something is also correlated with higher dopamine. It will increase your learning power if you pursue
activities that give you a sense of accomplishment. Think about your personal strengths, such as
artistic ability, leadership, helping classmates resolve conflicts, athletic skill, or even qualities like
optimism, kindness, and empathy. Use these skills to do projects you want to do—and do them well
—and you’ll find you can use your brain power more successfully to make judgments and solve
problems.
You now have the power to use your most powerful tool to achieve the goals you choose.
Congratulations on the dendrites you’ve grown along the way!
Judy Willis, MD, practiced neurology for 20 years; she currently teaches at Santa Barbara Middle
School in California; This article was originally featured on Dr. Willis’ blog, radteach.com; image
attribution flickr user josekevo
12 Authentic Starting Points For Learning

By Terrell Heick / October 8, 2023 / Learning / Terry Heick
6.2k
Views
Learning–real, informal, authentic, and lifelong learning–can ‘begin’ with just about anything.
In that way, this is obviously not an exhaustive list. Nor am I implying that these are ‘the best’
starting points or that they would be in every case effective in your classroom. There are simply too
many variables.
What I hope to accomplish with this post is to help you begin to think about what ’causes’ learning–
and more specifically, where and how that happens.
What Causes Learning?
In the real world, learning never stops but it’s not always clear that it’s happening.
Or at least we think of it differently than we think of classroom learning. Consider an observation or

event–a young child watching older children play a sport, for example. This modeling of a physical
behavior by the older children serves as both motivation (the why) and information (the how) to
promote learning in the younger child.
Similarly, anything from an ‘event’ (touching a hot stove) to a conversation to reflecting on

something that recently happened can act as a ‘starting point’ for learning. Metaphorically and
literally, failure is a wonderful starting point for learning framed properly in the mind of the person
‘failing.’
At a granular lesson and activity level, the starting point is usually an academic standard that is used
to form a lesson objective sometimes called a learning target or goal. Collectively, these terms all
function as intended learning outcomes.
See also What Is A Thematic Unit?
In the above teacher-driven, ‘top down’ approach there is still significant flexibility. Such an
approach can still be student-centered, differentiated, open-ended, and driven (in part) by student
inquiry. That said, ‘bottom up’ learning approaches like self-directed learning, inquiry-based
learning, personalized learning, and (done well), project-based learning all offer new opportunities–
new ‘starting points’ for the learning process itself.
And with new starting points come new roles for all the ‘parts’ of the learning process including
teachers, students, questions, assessment, learning feedback, purpose and audience, grading,
standards for quality, and more. For example, learning often ‘starts’ with an activity created by a
teacher based on a learning standard (itself embedded in an intentional sequence). In the beginning,
the role of the student is passive as they receive direction and try to make sense of the given task or
activity.
Depending on the design of the lesson, they then may or may not become more active and engaged in
the learning process but even if this occurs, they are often ‘engaged’ in completing the task or
activity ‘well’–that is, they, in the best-case scenario, and trying to do a ‘good job’ according to the
quality terms and criteria offered by the assignment (usually created by the teacher).
If instead, the learning process started with an authentic problem that the student earnestly wanted to
solve but lacked the knowledge or skills to do so, it’s immediately clear how everything changes
from the roles of the teacher and student to activity design, knowledge demands, procedural
sequence, and more. Note, not all of the alternatives to traditional lesson planning below are feasible
in every classroom or for every ‘lesson’ or ‘unit.’ The hope is to provide you with a few ideas to
begin thinking on your own about how you plan lessons and units and how the design embedded into
them matters–how much even a simple starting point can affect everything.
Also, the potential really opens up when you consider the form of how you are planning in addition
to the starting point of the learning process itself. For example, any of the starting points below can
be used in a traditional lesson planning model. It’s not necessary to use inquiry-driven learning in a
project-based learning model to promote personalized learning in an open-ended, student-centered
model. The ‘with a question’ starting point, for example, can be used in a brainstorming session at
the beginning of a lesson that helps students frame their understanding of a concept–immigration
factors, economic models, understanding cognitive biases, and so on.
Note, just because learning begins with a person or place or question doesn’t mean that it can’t be
used to promote mastery of academic content in the same way project-based learning can lead to
improved academic outcomes (rather than just ‘cool projects’).
1. With a person
This can be a student–a personal need of theirs, for example. Something from home or the classroom.
It could be an academic need as well–a knowledge or skill deficit or the opportunity to improve on an
existing gift or talent. But learning that starts with a person doesn’t have to be the student at all. It
could be their friends or families. It could also be a historical figure, a person of interest today, etc.
Learning that starts with a person–a specific person with specific knowledge demands and affections
and needs and opportunities–is inherently human, student-centered, and authentic.
2. With a place
Everywhere is a place.
And by place, I don’t mean a big city or famous landmark. The places I mean are smaller–less about
geography or topography and more about meaning and scale. It could be a creek with litter that needs
cleaning or a garden being planned and planted.
Or it could be more of a metaphorical place–still a physical location but one whose meaning depends
on an experience or event–a place where a husband and wife met or where a baby took its first steps.
Or it could be larger–a family home or community with unique needs, opportunities, affections,
stories, legacies, and past, present, and future.
See also What Is The Question Formation Technique?

3. With a question
These can be academic or authentic, knowledge-based or wisdom-based (as age-appropriate), likely

open-ended by closed can be effective at times (see Types Of Questions For Critical Thinking),
teacher-created or student-created, important or trivial, etc.
4. With a circumstance (historical, current, future possibility, etc.)
Any real or fictional circumstance or scenario can provide an authentic starting point for learning.
Examples? Climate change, population growth, the dissemination of propaganda, and war are all
possibilities. This doesn’t have to be ‘negative,’ either. A circumstance could simply be a family with
a new baby or a student who just received their driver’s license and thus have new knowledge and
skill needs.
5. With a family or community need
This one overlaps quite a bit with person and place but gives you the opportunity to really emphasize
family and/or community–to become more granular in your brainstorming and lesson planning by
considering the unique nature of specific families and communities and how learning can support
them and how they can support and nurture learning in a child.
6. With a research study (its citations, conclusions, premises, methodology, etc.)
Research is a wonderful starting point for learning if for no other reason than, as a product or body of
knowledge, it was initiated by a need to know or understand. A reason to study something in a formal
way with formal methodologies and unique premises and conclusions.
7. With a problem
This is the idea behind challenge-based learning which often manifests as a form of project-based
learning.
See also What Are The Types Of Project-Based Learning?
8. With a model
Any thing can function as a model. A book, a building, a river, a person, a movie, a game, an idea or
concept–these all are things with characteristics that be studied and learned from–‘stolen from’ in the
sense that you can take ideas, lessons, characteristics, etc., from here and apply them there. I wrote a
bit more about this in The Definition Of Combination Learning.
To be clear, I don’t mean anything close to plagiarism. In the same way that so many modern hero
stories borrow–wittingly or not–from Homer’s Oddysey or the Epic Of Gilgamesh, a building or
rural landscape can be studied and used as inspiration to understand, know, and do.
Birds were studied for their method of flight and eventually, airplanes were invented. There have
been many bad video games that had one interesting facet–a character or gameplay mechanic, for
example, and often these ‘wins’ were carried over as lessons and used ‘better’ in future video games.
The idea of pixels inspired Minecraft and so many Minecraft-like games.
Concepts like the water cycle or food chain or our system for animal classification has within it ideas
that are obviously effective and so make wonderful starting points for learning.
9. With technology
This one is similar to number 8 but is more focused on specific technologies–solar panels or
computer microchips or iPads or power plants can be used as models for study. In that way, students
are learning from the genius in each.
10. With previous work, projects, writing, ideas, etc.
A student can revisit past projects, writing, activities, etc., and use them–whether they were poor or
sterling–as opportunities to learn. Reboot, revisit, refine, revise, and improve.
11. With a specific skill or knowledge deficit
If a student has a specific skill or knowledge deficit–something that they need to know or be able to
do–this makes for a very obvious and practical starting point for the learning process and is one of
the most commonly used in education. It’s also a catalyst for much informal learning. If a child wants
to be able to ride a bike or hit a baseball, these each begin with deficits of skill and are overcome
through the creation of new knowledge (knowledge acquisition) and practice (skill acquisition).
See also Correcting The Deficit In Critical Thinking
12. With a specific skill or knowledge strength or talent
Like number 11, the learning process here begins with a specific student but instead of correct
deficits, a strength, talent, or ‘gift’ is used. This might/often will result in the improvement of that
strength but it may also require the application or transfer of that strength. This could be a student
who can sing using that gift to create art/music, serve a community (e.g., sing to the elderly in a
nursing home), or make new friends.
12 Ways To Start The Learning Process 12 Places To Begin Your Planning 12 Alternatives To
Beginning Planning With A Standard 12 Starting Points To Ensure Authentic Learning
What Is Vygotsky’s Sociocultural Learning
Theory?
By TeachThought Staff / August 17, 2023 / Learning / Research, Theory
3.7k
Views
What Is Vygotsky’s Sociocultural Learning Theory?
What did Vygotsky say about learning?
“Vygotsky’s sociocultural theory of human learning describes learning as a social process

and the origination of human intelligence in society or culture. The major theme of
Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the
development of cognition. Vygotsky believed everything is learned on two levels. First,
through interaction with others, and then integrated into the individual’s mental structure.”
Source: Manchester.ac.uk
Vygotsky’s Sociocultural Theory, also known as the Sociohistorical Theory, is a psychological

and educational framework developed by the Russian psychologist Lev Vygotsky. This
theory emphasizes the role of social interactions, cultural context, and language in shaping
cognitive development. According to Vygotsky, learning and development are inseparable
from the social and cultural contexts in which individuals participate.
He believed that learning had both chronological and psychological facets, explaining:
“Every function in the child’s cultural development appears twice: first, on the social level,
and later, on the individual level; first, between people (interpsychological) and then inside
the child (intrapsychological). This applies equally to voluntary attention, to logical memory,
and to the formation of concepts. All the higher functions originate as actual relationships
between individuals.”
Let’s take a look at the principles of his learning theory.
Key Concepts of Vygotsky’s Sociocultural Theory
1. Zone of Proximal Development (ZPD)
According to Vygotsky, the Zone Of Proximal Development “is the distance between the
actual developmental level as determined by independent problem-solving and the level of
potential development as determined through problem-solving under adult guidance or in
collaboration with more capable peers.”
Through collaborative interactions, a more skilled person, such as a teacher or a peer, can
provide support to scaffold the learner’s understanding and skills.
This ‘zone’ is a level of understanding or ability to use a skill where the learner is able, from
a knowledge or skill standpoint, to grasp or apply the idea but only with the support of a
‘More Knowledgeable Other’ (Briner, 1999).
This ‘MKO’ can be another student, parent, teacher, etc.–anyone with a level of
understanding or skill that allows the student to master the knowledge or skill that couldn’t
otherwise be mastered. Strategies that support work in this Zone of Proximal Development
include modeling, direct instruction, collaborative learning, the concept attainment
theory, Combination Learning, and more.
See also 32 Learning Theories For Teachers
2. Social Interaction
Vygotsky emphasized the importance of social interactions in cognitive development. He

believed that learning occurs through interactions with others, particularly more
knowledgeable individuals. Language plays a central role in these interactions, as it enables
communication, the transmission of knowledge, and the development of higher mental
processes.
Albert Bandura’s Social Learning Theory said that “Learning occurs through vicarious
reinforcement–observing a behavior and its consequences (which have social
ramifications).” Vygotsky shares this idea.
3. Cultural Tools and Mediation
Vygotsky argued that cultural tools, including language, symbols, artifacts, and social
practices, mediate learning and development. These tools are products of a particular
culture and are used by individuals to think, communicate, and solve problems. Through
cultural tools, individuals internalize and construct knowledge, transforming their cognitive
processes.
Every function in the child’s cultural development appears twice: first, on the
social level, and later, on the individual level;
Vygotsky, 1978, p.57)

4. Scaffolding
Scaffolding is any help, assistance, or support provided by a more competent individual

(e.g., a teacher) to facilitate a learner’s understanding and skill development. The scaffolding
occurs by gradually adjusting the level of support according to the learner’s needs, and
transferring responsibility to the learner as their competence increases.
Scaffolding, and similar ideas like The Gradual Release Of Responsibilty Model: Show Me,
Help Me, Let Me.
5. Private Speech and Self-Regulation
In his research, Vygotsky noticed that young children often engage in private speech,
talking to themselves as they carry out activities.
He believed private speech is important in self-regulation and cognitive development, a

truth clear to parents and teachers but important here as a data point observed by a neutral
observer in a research environment. Further, over time, this ‘private speech’ becomes
internalized and transforms into inner speech, which is used for self-guidance and problem-
solving.
Memorization As A Tool To Support

Cognitive Independence
By TeachThought Staff / August 2, 2023 / Learning
1.5k
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Supporting Cognitive Independence

With Memorization
contributed by Heather Tomlin
Updated February 2024
Paolo Freire coined the term ‘banking education‘ in Pedagogy of the Oppressed (1983).
As I recall, this term refers to the type of education that those of lower socioeconomic
status typically receive–teacher-centered content, lecture, and rote memorization.
What Is Cognitive Independence?
Cognitive independence refers to an individual’s ability to think, reason, and make decisions
autonomously. This concept involves the development of critical thinking skills that allow a
person to critically evaluate information, arguments, and evidence.
Cognitive independence encompasses the capacity to engage in reflective and independent

thought processes, leading to self-directed learning and problem-solving. It is crucial for
personal growth, academic success, and professional development, enabling individuals to
navigate complex situations and challenges confidently and creatively.
Each time a teacher meets with students, the teacher deposits their minds (the bank). This
pedagogical technique does not help students develop critical thinking skills, such as
learning how to read texts deeply. Instead, it teaches students to accept information
provided by authority figures without question and store it for later use. Students become
‘productive’ members of society by producing what those in power want and perpetuating
the status quo.
Confidence And Critical Thinking
As a youth, I was educated in an urban environment. I come from a working-class family. I

was educated in the public schools of a large metropolitan area. Until I reached high school,
my educational experience was poor at best. I was saved from ‘banking education’ by the
teachers in high school, asked to think for myself, and told that I would get nowhere in life
without being able to do so.
It took many years after high school to feel confident in my critical thinking ability, but the
process started back then. Looking to the teacher or other authority figures for answers was
so ingrained in my psyche that it was a watershed moment for me when I realized I was a
puppet for some people in my life. I remember the moment vividly. My college mentor
turned to me in his office and asked, “When are you going to grow up and start thinking for
yourself, Heather!” His face was red with the effort he put into imploring me to stop letting
others control me. He was not upset with my performance in class; he was upset with recent
decisions that showed I could not make decisions for myself.
See also Best Way To Learn Multiplication Tables
Situations like the one described above are why Freire railed against ‘banking education.’ In
my opinion, he felt that those who practiced such pedagogical techniques exercised
ultimate control over other human beings by controlling their thoughts. I could not agree
more. My moment with my mentor hurt, sure, but it was also the moment that I allowed
myself to put into practice those skills I had seen others practice. If I were to continue along
the path of the ever-obedient, I would become an advocate of anything but ‘banking
education’ practices.
I believe ‘banking education’ is a pedagogical style worth exploring–but as a set of tools,

not a philosophy. Placed in the hands of highly qualified teachers, the tools can be used well
to help students learn the skills and content they need to develop critical thinking skills. We
cannot run from practices that have been in place for years simply because we found out
that those using the tools had poor intentions (or were simply following orders).
Put another way, we cannot blame the tools.
Rote Memorization
There are some things that we should memorize, like our multiplication tables and the list of
prepositions. A friend said it best when she said, “Now, I don’t have to think about those
things at all and can get on with the task at hand.” She said this in front of a class, and the
kids were unconvinced, but I was. I had been forced to memorize those things, too, and am
grateful for it. If I had to use my fingers to figure out 9×7 all the time, I think I would go
crazy, but that is how some students are taught their multiplication tables today – with
charts and a nifty neato method for anything times nine. Why are we wasting their time?
Just ask them to memorize the multiplication facts!
Ask them to memorize the prepositions, the Gettysburg Address, important dates in our
history, a sonnet by Shakespeare, a Native American prayer, most frequently misused words,
and the rules for how to use them properly, and a host of other important information every
educated person should know. It is not for me to list all the important information here; I am
not the authority. We cannot forego using rote memorization just because some teachers
have misused the tool. We need to use the tool correctly to help students put things in
their mental toolkit that they can easily retrieve.
Lectures
I hate lectures. They are boring. To retain the information I learned in lectures in college, I
often carried a recorder with me so I could listen to the lectures later and type the
information word-for-word, stopping when I needed to process something I did not
understand. It was ingrained in me to accept that I was to be a passive recipient of
information and I often felt inadequate because I could not be that vessel into which a
teacher dropped his or her wealth of knowledge. I was not a good parrot and realize now
that my subconscious was screaming at me not to accept everything the teacher said as the
absolute truth. I tried, though, and worked harder than most of my friends.
The lecture, as a tool, is not a technique that should be immediately discarded, however.
Again, the problem is not with the tool, but how it is used. In K-12 classrooms, teachers use
lectures correctly – to provide information students need to know before they can read a
text, practice a concept, or experiment. In higher education, however, lectures are still used
for large classes as the main information-gathering mode.
Using the ‘Banking Education’ Tools as Step One
If we use rote memorization and lectures as part of step one in any unit, then we use them
correctly.
We are advocating against educational methods that are not democratic and for methods
that allow students to flourish.
We are helping them collect the necessary tools and how to use them almost instinctively.
I leave you with a portion of one of my favorite poems and ask if you agree that Taylor Mali
knows what it takes to truly educate another human being. I think he does.
Taylor Mali (2002) wrote in What Teachers Make:
You want to know what I make? I make kids wonder,

I make them question.
I make them criticize.
I make them apologize and mean it.
I make them write.
I make them read, read, read.
I make them spell definitely beautiful, definitely beautiful, definitely beautiful
over and over and over again until they will never misspell
either one of those words again.
I make them show all their work in math
and hide it on their final drafts in English.
I make them understand that if you’ve got this,
then you follow this,
and if someone ever tries to judge you
by what you make, you give them this.
References
Freire, P. (1983). Pedagogy of the Oppressed. London: The Continuum International

Publishing Group.
Mali. Taylor. “What Teachers Make.” What Learning Leaves. Newtown, CT: Hanover Press,
2002. Print. (ISBN: 1-?887012-?17-?6)
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6 Jenis Blended Learning

1. Station Rotation Blended Learning

Station-Rotation blended learning adalah menggabungkan ketiga stasiun atau spot

2. Lab Rotation Blended Learning

3. Remote Blended Learning atau Enriched Virtual

4. Flex Blended Learning

5. The ‘Flipped Classroom’ Blended Learning

6. Individual Rotation Blended Learning

Model Individual Rotation memungkinkan mahasiswa untuk memutar melalui

1. Project-Based Blended Learning

Project-Based Blended Learning merupakan model pembelajaran di mana mahasiswa

2. Self-Directed Blended Learning

Dalam Self-Directed Blended Learning, mahasiswa menjalankan kombinasi

3. Blended Learning Inside-Out

4. Outside-In Blended Learning

Dalam pembelajaran Outside-In Blended Learning, pembelajaran diawali dari

5. Supplemental Blended Learning

Dalam model ini, mahasiswa menyelesaikan pembelajaran online sepenuhnya untuk

6. Mastery-Based Blended Learning

Pada model Mastery-Based Blended Learning mahasiswa melakukan pembelajaran

Tips & Kunci Sukses Implementasi Model

Pertimbangan Pra-Implementasi Blended Learning

Setelah kesepakan tercapai, langkah selanjutnya adalah menentukan bagaimana

Kunci Sukses Penerapan Sistem Blended Learning

Mengkombinasikan pembelajaran konvensional dengan pembelajaran mandiri yang

Mengkombinasikan kolaborasi, baik kolaborasi pengajar, maupun kolaborasi antar

5. Performance Support Materials

12 Of The Most Common Types Of

Blended Learning is not so much an innovation as it is a natural by-product of the digital

Finding The Model That Works For Your School,

Station-Rotation blended learning is a: “…model (that) allows students to rotate through

Similar to: Lab Rotation Blended Learning

2. Lab Rotation Blended Learning

Similar to: Station Rotation Blended Learning

3. Remote Blended Learning (also referred to as Enriched Virtual)

Similar to: A mix of Self-Directed, Flex Blended Learning, Flipped Classroom

Primarily characterized by: students completely coursework remotely and independently.

4. Flex Blended Learning

Similar to: Remote blended learning, Inside-Out Blended Learning

5. The ‘Flipped Classroom’ Blended Learning

Similar to: Remote Blended Learning

6. Individual Rotation Blended Learning

Similar to: Mastery-Based Blended Learning

Primarily characterized by: the personalization of student learning as determined by

6 Types Of Blended Learning You Probably Haven’t

Similar to: Self-Directed Blended Learning, Outside-In Blended Learning

8. Self-Directed Blended Learning

In Self-Directed blended learning, students use a combination of online and face-to-face

Similar to: Inside-Out Blending Learning, Project-Based Blended Learning

9. Inside-Out Blended Learning

Because the learning pattern is ‘outward,’ Project-Based blended learning is an excellent

Similar to: Outside-In blended learning, Blended Project-Based Learning

10. Outside-In Blended Learning

In Outside-In blended learning, experiences are planned to ‘start’ in the non-academic

Similar to: Inside-Out Blended Learning

11. Supplemental Blended Learning

12. Mastery-Based Blended Learning

*Sources include TeachThought, the Christensen Institute and blendedlearning.org

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TeachThought is an organization dedicated to innovation in education through the growth

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