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Ideas for blended learning - 1 - Schedule of tasks or lesson prep
Ideas for blended learning - 1 - Schedule of tasks or lesson prep

Different ideas for adding a schedule of tasks for before, after or during class for a flipped or blended learning model.

Caitlin Foran avatar
Written by Caitlin Foran
Updated over a week ago

In blended learning, you could use some of the pages in your course as a schedule of "to-do" tasks for either before, after or even during the lesson.


A schedule of tasks might look a little something like this:

Image showing example of task with checklist

If you think learners' motivation might be increased if they get to tick off sub-items and/or you'd like to have the greater visibility of which parts learners have completed, you could even create a separate task for each main item, then list the sub-tasks as a checklist.

Image showing example of task with checklist

This approach might also help if you think learners might need more direction to not miss a step etc.

Disclaimer: Keep in mind that here we're bending the multiple-choice task type to suit our purposes a little. So though it looks sort of like a checkbox, it's really a multiple-choice in disguise. That means it's going to function like a multiple-choice too. That means you need to do things like set each option in the multiple-choice as "correct".


Adding a set of tasks into your online course allows...

  • You to see easily who has done what (and can send reminders to those who are yet to complete the pre-lesson tasks).

  • Learners who can't make it to physical class to see what they missed (or should be working on).

  • Learners to have one place (that can't get lost) to look to see what they have and haven't done.

Image of task list for learner showing the 1 task they still have to complete


  • Add different tasks for different levels to allow for differentiation within a group.

  • Instead of asking learners to check they've done an item, ask for evidence (for instance an image, screenshot or document.

  • Use a pulse (live or timed poll) as an entry or exit ticket to show which learners what completed what (or just to encourage learners to reflect on whether they have come prepared or are ready for assessment).

  • Create tasks that ask learners to write what they need to do before or after a face-to-face lesson. You could even scaffold them, by giving them the checklist at the beginning of the course, asking them to reflect on which activities/strategies are working for them, and getting them to write their own list of activities to prepare in the latter parts of the course.

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