Blended Learning, Part 2. Planning Content

In previous posts we’ve defined blended learning in our previous post.  Now we will transition into the process of constructing blended learning lessons.  Before designing face to face or digital instruction components, you first have to identify core content for instruction.  For planning purposes I break this down into two groups:
     1. Core content objectives
     2. Core content vocabulary

Core content objectives are a written narrative of the essential learning in the lesson.  What should students know, be able to say and do.  Be sure to identify any key process in lesson content.  Also, be aware of any higher learning goals your students need to achieve.  For example, if a student needs to evaluate, synthesize or create, they must understand the underlying concrete concepts first.  This is a mistake educators often make, trying to reach a higher learning level without first establishing a solid core content base.  For example, you must understand the concept of atoms, to fully understand what H20 means.

The next component is to identify core vocabulary.  This is extremely important when students are reading about a topic and trying to learn new materials.  Aside from the obvious new words, be sure to include review vocabulary and materials students should have learned in previous courses.  For example, when teaching about Earthquakes, it would be natural to include faults and fault types as basic vocabulary.  However, underlying this concept would be the layers of the Earth, heat and movement of tectonic plates.  These interwoven concepts are where exceptional teachers make effective lessons.  Ensuring that students not only understand the basics of an idea but can confidently talk about all supporting concepts.

After identifying core content and vocabulary, it’s time to plan your assessments.  Objective tests come to mind at this phase.  Consider each important idea and be sure that several objective items address the concepts.  Projects and hands on activities are another way for students to demonstrate their grasp of new materials.   It is not necessary to have every question written at this step, but you should have an outline with some sample items to guide your instruction.

This part of the planning phase is often the most cumbersome.  Many educators want to jump into lesson and activity planning.  By taking the extra time to identify content, you will ensure that both your physical and digital content matches your assessments. 

In the next lesson we will be looking at structuring and constructing blended learning lessons. 

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