What is blended learning?
Blended learning has many names: hybrid learning, flipping the classroom, etc. Regardless of the name, this method of learning combines traditional classroom instruction and online education. "In general terms, blended learning combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection and differentiate instruction from student to student across a diverse group of learners" (Watson).
Blended learning has three primary components:
Blended learning uses online technology to not just supplement classroom instruction but to transform and improve the learning process. According to Amy Benjamin, "Blended learning should utilize technology in a way that supports a constructivist pedagogical approach. Blended learning does not employ technology in a way that parallels learning, such as digital worksheets, instead the technology should enhance instruction so that students can engage in problem solving, critical thinking and the creation of original work" (pg 4).
Sources
Benjamin, Amy. Differentiated Instruction Using Technology: A Guide for Middle and High School Teachers.
Watson, John. Promising Practices in Online Learning, 2008.
Blended learning has three primary components:
- In-person classroom activities facilitated by an educator.
- Online learning materials, for example pre-recorded lectures, video, digital content, online activity
- Structured independent study/work time OR Collaborative group work on a project
Blended learning uses online technology to not just supplement classroom instruction but to transform and improve the learning process. According to Amy Benjamin, "Blended learning should utilize technology in a way that supports a constructivist pedagogical approach. Blended learning does not employ technology in a way that parallels learning, such as digital worksheets, instead the technology should enhance instruction so that students can engage in problem solving, critical thinking and the creation of original work" (pg 4).
Sources
Benjamin, Amy. Differentiated Instruction Using Technology: A Guide for Middle and High School Teachers.
Watson, John. Promising Practices in Online Learning, 2008.
why do blended learning?
According to the 2015 K-12 Horizon Report from the New Media Consortium, "There is an emerging body of research supporting the viability and effectiveness of this model. The Michael & Susan Dell Foundation recently published the 'Blended Learning Report,' which summarized the outcomes of a two-year study conducted among twelve K-10 schools serving low-income families. Although many schools faced technical issues in the first year of implementation, the benefits of the new model became clear; the environments allowed teachers to personalize learning and made it easier to facilitate small group instruction for students who needed additional support. Furthermore, teachers reported that their students were endowed with a sense of accountability and ownership over their learning process, and this self-directed culture was crucial to reaping the benefits of online learning."
how are we doing blended learning?
One of the School Improvement Plan goals for 2015-2016 focuses on blended learning. An initial concern raised by teachers about doing blended learning was a lack of clarity regarding what elements were necessary to constitute blended learning.
To remedy this lack of clarity the blended learning goal team defined what elements they find to be feasibly implemented in their classrooms. The goal team conversation defining the feasible elements of blended learning was distilled to create an infographic addressing each element of blended learning. |
Proactive teacher involvement is requisite as it is another layer of differentiating. To determine if you are proactively involved or reactively involved in your classroom consider how much of your time is spent answering student questions vs how much of your time is spent asking students questions.
Through proactive teacher involvement the teacher is able to:
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Within one lesson there should be at least two grouping formats used. Through the use of multiple grouping formats teachers can utilize varied strategies, differentiate for student needs and increase student engagement.
An example 90 minute lesson might consist of: 15 minutes - Individual Work Warmup 25 minutes - Whole Group Introduction/Content Delivery/Directions 40 minutes - Small Group Work/Pair Work (During this time the teacher can proactively move between small groups/pairs) 10 minutes - Whole Group Closing / Revisit Learning Targets |
A diverse flow of information takes the teacher out of the role of repository of knowledge and allows students to learn from each other and the computer.
Consider what parts of the lesson content lends itself to:
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