Combining science and math videos by experts and active learning sessions led by the classroom teacher has made MIT BLOSSOMS “one of the most exciting and effective” blended learning ideas, writes Annie Murphy Paul on Slate.
There are no adaptive algorithms and no personalization. All it takes technologically is “an old television and VCR.”
Sandra Haupt, a teacher in Concord-Carlisle, Massachusetts, co-teaches with the Blossoms lesson “The Power of Exponentials, Big and Small.” — Photo by M. Scott Brauer/Courtesy of MIT Blossoms
Richard Larson, a professor of engineering systems at MIT, got the idea from a teacher in rural China. She played a video of a science lesson for a few minutes, then taught an interactive lesson, then showed a few more minutes of the video.
Back in the U.S., Larson began creating “science and math videos that were designed to be interrupted, to be complemented by active learning sessions conducted by a classroom teacher,” writes Paul.
Larson himself starred in the first video, a lesson on triangles, random numbers, and probability that featured the professor sawing a yardstick into pieces. Today there are more than a hundred lessons available free on the BLOSSOMS website, covering topics in mathematics, engineering, physics, biology, and chemistry, all taught by experts in their fields.
Each lesson offers a series of brief video segments, plus a teacher’s guide to the classroom active-learning sessions. A lesson about mathematical models in epidemiology, for example, intersperses video segments explaining how infectious diseases are spread and controlled with role-playing exercises in which students see for themselves (via classmates who don red, green, or blue-colored hats) how taking preventive measures reduces the risk of contracting illness.
The lessons are now used in schools all over the U.S. and countries all over the world, including China, Malaysia, Pakistan, Saudi Arabia, and Brazil.
BLOSSOMS is “teacher-centric,” notes Paul. The video and classroom teachers are “sages on the stage.”
Unlike other blended learning models, instruction isn’t self-paced. Students work as a team.
The “teaching duet” doesn’t threaten teachers, writes Paul. “Ed-tech enthusiasts who think they can do an end run around teachers will find that teachers are still the ultimate arbiters of what’s welcome in their classrooms: Witness the interactive ‘Smart Boards’ introduced with such fanfare into America’s schools, now functioning as so many expensive bulletin boards.”