The Four Pillars of Flipped Learning. Blended learning: Step by step. Chances are that, by now, you have read something about the effectiveness of Blended-learning environments, about the teachers who employ such learning spaces to enhance student learning, and why they do it.
But that does not bring you, our everyday teacher on the street, much closer to understanding how to integrate blended learning strategies into your teaching, in your school’s context to benefit your students. Luckily, the internet is loaded with resources relevant to blended learning provided by reliable providers (see below). However, lack of access to tools and tricks is rarely the obstacle stalling curious teachers who approach a new teaching strategy: establishing a new mindset is. Put simply: where does one begin? Blended Learning Takes Hold in Morristown. Former superintendent details district's blended learning transformation. Dive Brief: Cindy Elsberry, former superintendent of Horry County Schools in South Carolina, sees blended learning as a way to increase teacher capacity and impact by providing data to better understand student learning needs and the tools for individualized instruction.
Elsberry writes for District Administration that there are six models at teachers’ disposal, including a classroom rotation model, where students get a mix of instruction types at various stations, and the face-to-face driver model, where online learning is supplemental and delivered in a traditional classroom. Blended 2.0 shifts learning in schools. A third-grader studying the Spanish settlement of California found a virtual tour online and shared the trip with her classmates by slipping a smartphone into a Google Cardboard viewing device.
Such limitless online resources represent a big, blended leap beyond the essays students in Coalinga-Huron USD in Central California used to write. Blended learning for the district’s 4,400 students began three years ago, and in the past year has gravitated to blended 2.0, says Joe Casarez, associate superintendent for instructional services. “If you define blended learning in the first iteration as a combination of technology and print,” Casarez says, “then what we are seeing when you marry 2.0 personalization with the Common Core standards are more authentic activities in the classroom.” A survey of 1,381 students in the district showed nearly 74 percent were more engaged, and 89 percent agreed they could solve problems or create presentations by researching online, he adds.
The result? Diary of a Techy Teacher: Why I’m Taking a One Year Sabbatical with BetterLesson. Blending at its Best: The WNQ (wink) Method - Learning Bird. Favorite Blended Learning Tools - Go - Teacher Tech. Blending at its Best: The WNQ (wink) Method - Learning Bird. 5 ideas for using Blendspace. Majority Of School Respondents In Ohio Report Using Blended Learning. A big challenge with blended learning is knowing how many students are actually experiencing it. Since we made the prediction in Disrupting Class that by 2019, 50 percent of all high school courses would be online in some form or fashion—the vast majority in blended learning—good data has been hard to come by.
The lack of information on numbers experiencing blended learning has created challenges at multiple levels—from understanding if the phenomenon is actually scaling to contextualizing if bumps on the road, like the recent demise of Amplify, are mere blips or catastrophic events, and from understanding where policymakers and philanthropists can make the most impact to knowing whether the blended learning that is occurring is a good or bad thing for students. A new report released today goes to some measure to tackle this problem in the state of Ohio. Finally, the survey shed light on how schools are navigating the challenges associated with starting new blended-learning programs.
The "Netflix" model comes to online education. By Peter West August 12th, 2015 Supporting off-hours learning is a problem you might not even know you have.
Recently, I began dubbing the current generation of students the “Netflix Generation.” They learn when they want, and expect learning resources to be available when and where they need them. This is similar to the way they consume media through streaming services such as Netflix (for movies and television series) and Spotify (for music); they binge watch TV series multiple episodes in a row, and they expect a wide range of music to be available when and where they want. Blended learning allows flexible schedules for students. Zobott is enrolled in Huntley High's blended learning program, which merges Internet-based instruction with a more traditional classroom setting.
One-third of the school's 2,700 students are enrolled. In 2015, the school is working toward enrolling the majority of its students. "Having to work online makes it really accessible to do the work that I have to get done," said Zobott, a top-ranked junior who balances a heavy load of extracurricular activities with schoolwork. "I can learn on my own. I can work at the pace I want to work. Huntley High School students and educators often refer to the program simply as "blended. " Student Jason Zobott often works in the library during blended periods. "In blended learning, we focus on the content. The "homegrown" program, which launched in 2011, gives students who struggle in certain content areas more one-on-one time with teachers during the school day, Pasco said. What Does a School Need to Enable Learning Based on Student Competency? By Jane Mount/MindShift Many teachers have long been frustrated with static, canned curriculum that doesn’t seem connected to kids’ lives, and testing requirements that drive the learning experience.
So they, often in partnership with daring leaders, are pushing back, trying to find ways to meet the long-held goal of educators: Meeting each student’s needs and helping all to be successful. Three main ways schools are attempting this work are through technology use, an emphasis on personalizing learning and moving toward a mastery-based or competency-based evaluation system. While not all the same, these approaches share some commonalities and require significant structural changes to the education system if they are to be implemented well. The report defines personalized learning as “tailor[ing] learning to students’ strengths, needs, interests and experiences.”