Blended Learning

The Basics of Blended Learning

Blended Learning Elementary

The term Blended learning is used to indicate a didactic procedure, which utilizes a variety of methods to teaching, such as collaboration software, web lessons and knowledge management practices. It combines face-to face, e- learning and self-paced learning with the help of the teacher.

The goal of blended learning is to offer the most effective and successful experience of instruction and the combination of the abovementioned methods. First, the students start the educational process on conventional educational foundations. Then, they are given the controlled possibility of access in the content and the design of the didactic object or a part it, with the use of internet technology, the possibility of communication between each other and with the educator.

Therefore, the pupil can learn in an autonomous way or with the help of a co-pupil or the educator, while he/she can use linguistic and symbolic forms of communication and representation of knowledge.

The Flipped Classroom Model

A description of flipping the traditional teaching

The term Flipped classroom describes a flipping of the traditional teaching.

The pupils have a first "exposition" to the new academic material, outside of the lesson, usually in prior time through reading the aimed material or viewing specific videos.

This way the time of the lesson, the time that matches the staying of the pupils in the traditional class is used to make easier the very difficult work of assimilation of knowledge through strategies such as problem-solving, conversations and presentations ((Vanderblit University, Center for Teaching, Nashville, TN, USA).

Based on revised taxonomy by Bloom(2001), this means that pupils obtain the lowest levels of the cognitive processing (for the reception of knowledge and understanding) outside of class, focusing on the highest forms of the cognitive work ('application, analysis, synthesis and evaluation) in the class, where they have the support of their co-pupils and their educators. This model of the 'Flipped classroom" comes to antithesis with the traditional model in which the educator appears "on stage" and through lectures presents the theoretical approach with the students being called to assimilate the knowledge through homework.

According to the Center of Teaching and Learning of the university of Washington, the flipping of the classroom is a pedagocentric approach to teaching. Relying on this methodology, the time spent inside the classroom is "redefined" and is allocated in research, application and evaluation, so that it appeals in the best way to the specialised needs of every pupil.

The pupils gain control of the teaching procedure through the study of chosen educating material like articles, pre-recorded videos, research projects in time outside of school class. During class, the teachers acquir the role of the mediator of the teaching process, helping the pupils in the deepening and problem solving and personal or group work.

The benefits of the implementation of the "flipped classroom", according to the University of Duke are many. Some are:

  • Increased bonding with the knowledge of the student
  • Development of skills of higher though
  • Increased cooperation between teachers and students
  • Increased cooperation between students
  • Creation of opportunity to differentiated methods of learning

The pupils themselves, through flipped teaching have the possibility to study the theory many times and in their own pace. Also, they are given the possibility to assume more responsibility for their learning evolution and acquire personalized ways of understanding of approach.

Learning interactively for ever

DES teaches the subjects of the program in a bilingual environment, since it has been proven that in daily life the children that are bilingual or are given the opportunity to be to become bilingual outmatch compared to monolingual ones, considering that that they are tin the position to derive more easily meanings and information about the themes that they are interested in, develop critical thinking and communicate more easily.

The CLIL method (Content & Language- Integrated Learning) refers to the teaching of a cognitive object through a language different from the children's mother tongue, which complements the school subjects and does not compete with them, while it does not require extra didactic hours.

Furthermore, the pupils are offered the opportunity to learn a second foreign language: German, Spanish or French (in Primary School)

They also acquire greater flexibility and complicatedness of thought, since they are in the position to process objects and ideas through richer linguistic environment and so they have the possibility to develop larger variety of associations, while they have increased ability in learning a third language. Of course, we should not forget that language is a factor and carrier of culture. With language the meanings and thoughts of humans are expressed and situations and terms are described and analyzed.

The subjects taught through CLIL have a double goal:

On the one hand, the development of skills and knowledge in the particular school subject and on the other hand, the conquest of linguistic abilities. Through this approach, the pupils have the opportunity to get at home with hearing and using a foreign language like natural speakers, since those constitute the means and the tool for the acquisition of new knowledge. The conquest of linguistic skills takes place in a natural way, as exactly it happens with learning the mother tongue during children's upbringing.

Some of the benefits of this method are:

  • The improvement of linguistic knowledge and skills of oral speech.
  • The opportunity for studying the cognitive object through different approaches.
  • The most essential and intensive contact with the language- goal.
  • The development of communicative skills
  • The acquisition of greater self-confidence, so in relation with the language as with cognitive object


  • Cummins, J. (1987). Bilingualism, language proficiency and metalinguistic development. In: Homel, P., Palij, M. & Aaaronson, D. (eds.), Childhood Bilingualism: Aspects of Linguistic, Cognitive and Social Development. Hillsade, NJ: Erlbaum.
  • Phil Ball. Language, concepts and procedures: Why CLIL does them better! ( language-conceptsand-procedures-why-clil-does-them- better/500731.article)
  • Russell Cross & Margaret Gearon, (2013). Research and Evaluation of the Content and Language Integrated Learning (CLIL). Approach to Teaching and Learning Languages in Victorian Schools.

Multiple Intelligences

The ability someone has to solve problems and cause effects in a culture.

Howard Gardner

The theory of Multiple Intelligences (Howard Gardner) refers to the way in which humans perceive and understand the world around them. The theory of Multiple Intelligences doubts the commonly accepted idea that intelligence is affected exclusively by hereditary factors and indicated only by IQ tests. It suggests 8 parts of abilities (intelligences), which function in a different way in each of us.

The principles on which the Theory of Multiple Intelligences is based are:

  • Intelligence is not of one kind. Intelligences are of many.
  • The intelligences vary developmentally.
  • Multiple intelligences can be recognized and described
  • All intelligences are dynamic.
  • Every human is a mixture of dynamic intelligences.
  • An intelligence can be used for the increase of another

The intelligences and the functions with which they are the related are:

  • Linguistic intelligence
    The ability of use of written and oral speech.
  • Reasoning- mathematic intelligence
    The ability of use of numbers and execution of complex calculations
  • Visual intelligence
    The ability of perception of optical stimuli of the world around us
  • Kinesthetic intelligence
    The ability of expression of emotions and ideas through the movement of our body
  • Musical intelligence
    The ability of perception, noticing, creation and expression of musical forms
  • Intrapersonal/ Interpersonal intelligence
    The ability to understand our inner world, our emotions and thoughts. The ability to communicate and cooperate with fellow humans
  • Naturalistic intelligence
    The ability of recognition and classification of the natural world