By: Charles Jennings
“The term ‘blended learning’ first appeared in the late-1990s when web-based learning solutions started to become more widely used and were integrated on one way or another with face-to-face methods.Of course the ‘blending’ concept has been around for much longer than the past few years. Apprenticeship training has ‘blended’ for centuries and the correspondence schools in Europe in the 1840s used blending. There are many other examples of ‘blending’ learning stretching back into the past, too.However, the incorporation of technology into learning or training delivery has given blended learning a boost.Speed reading machines in the late 1950s and 1960s (I remember my own speed reading courses – sitting in front of a large scrolling text machine in the early-1960s), interactive video (where some of the best eLearning programmes were developed in the 1980s), CD-based support and, of course, the Web have all contributed to our relative comfort in accepting blended learning as the norm. Each of these, though, were used to design and deliver structured and directed learning based on some form of instructional design and, often, as part of a curriculum.” To read further please click here: http://charles-jennings.blogspot.com/2015/05/702010-beyond-blend.html
By: Jessica Slusser
“Many educators and school leaders are ready to move from the “why” do blended learning to the “how” to do blended learning. While our blended learning implementation guideprovides step by step directions to start implementing a blended program, it’s often helpful to see real-life examples of schools who exemplify and understand the importance of implementation with fidelity. Schools can purchase and have the best blended technology and devices on the market, but without effective implementation, and a strategy for sustainability and data usage the impact on student learning may be compromised.
Join me on a field trip to three schools currently using i-Ready, adaptive learning software created by Getting Smart Advocacy Partner, Curriculum Associates. I hope these schools, their implementation stories and strategies inspire you to start a movement in your school.” To read further please click here:
“1. If you use technology in the classroom, you are a blended learning educator.
Blended learning is an instructional model that leverages technology in order to personalize learning experiences. The term “blended learning” is actually a misnomer – this is an instructional model that is driven by the educator, not the learner. The success of a blended learning program hinges on the creativity of lesson design that allows for students to use technology to further their understanding. Technology doesn’t create a blended learning classroom any more than feathers and glitter create a gifted classroom.” To read further please click here:
By: Christine Byrd
“Despite having been raised by two teachers and working for an ed tech company, I knew that sending my oldest off to kindergarten this year would be an education for me.
Volunteering in his class, I was blown away by the range of skills these five-year-olds brought. Some were reading books and writing in complete sentences before the first day, while others were still learning the alphabet.
How could any teacher manage such disparity in her daily lessons, much less challenge the advanced kids while nurturing those who needed some extra help? Obviously this is where “self-paced” and “individualized” learning get their appeal.In the classroom, I got my first real-world experience with the difference between self-paced learning in a blended learning form compared with its pre-digital form – workbooks and worksheets. And what a world of difference they are.” To read further please click here: http://gettingsmart.com/2015/03/8-ways-blended-makes-learning-fun-starting-in-kindergarten/
By: Brian Greenberg
“In terms of buzz amongst educators, blended learning ranks right up there with the adoption of Common Core and Jon Stewart stepping down from the Daily Show. But with so much buzz, it can be hard to separate fact from fiction. In our role at the Silicon Schools Fund, we have a front row seat to some of the best efforts to personalize learning, and we think it’s real.
Yet, we don’t think it is as easy as some might have you believe. Over the last three years, we’ve helped launch or flip sixteen schools in the Bay Area towards more personalized learning” To read further please click here:
By: Ben Jackson
“Blended learning is growing rapidly, with half of high school students expected to engage in some form of online study by 2019. While considerable research has focused on the efficacy of distinct blending learning models, far less attention has been paid to the people developing and implementing those programs. While technology may open doors for students to broader and deeper content, it is really an opportunity for skilled teachers to use online programs to build on and enhance their existing practice. This is why blended learning—the strategic combination of in-person and virtual learning to personalize instruction—cannot replace good teaching; rather, it demands good teaching.
Over the past year, with support from The Learning Accelerator, TNTP visited more than 20 schools across the country to better understand how blended learning affects key human capital issues. We observed various instructional models in action and interviewed more than 60 teachers and leaders about their experiences.
On these visits, we saw educators breaking out of the traditional “25 students in a box” model, using technology in innovative ways to better serve each of their students; we saw a classroom where students moved seamlessly between working independently and receiving one-on-one instruction while using an online personalized playlist that laid out everything they needed to learn over the course of the year. We saw another school where teams of lead teachers and assistant teachers worked together in learning labs to guide students in targeted small group instruction. ” To read further please click here:http://tntp.org/blog/post/what-blended-learning-really-means-for-teachers
“As digital tools help students become more actively involved in their own learning process, teachers have a greater opportunity to monitor activity and ensure appropriate progress is being made. But it’s not enough simply to provide feedback to students at the end of the week. Research shows that giving students regular feedback, two to five times a week through short-cycle assessments and activities, is most effective.
That said, formative feedback is a two-way street. Effective solutions help teachers adapt activities in response to assessment results, and they also position students to perform self-assessment and ultimately become empowered to participate actively in their own education. As a result, students build confidence and become more motivated, as opposed to simply facing an “incorrect” response.” To read further please click here:
By: Peter West
“The move to blended learning can be threatening, even for good teachers. Being aware of their possible concerns is vital for those leading change in organizations.
Assuming a good teacher in the traditional classroom will be a good teacher in a blended learning environment is wrong. The terminology alone provides a clue; after all, it is “blended learning”—not “blended teaching.”
A teacher hopefully will be good in both environments, but this is not a given.
The rules of education have changed, yet some persist in believing old solutions will remain successful. The teacher is no longer the main source of information for a student. The flood of information that is now available online has changed that concept forever. Yet, students still need help in many ways. Teachers need to be educators—guides, mentors, encouragers, and providers of deeper learning and understanding, while allowing students to access basic knowledge in a variety of other ways.” To read further please click here:
By: Katie Lepi
“Blended Learning. A huge buzzword in the recent past, right? We’re hearing a lot about online learning, MOOCs, and lots of different devices in our classrooms, but I haven’t seen a lot on just how popular bridging the virtual and in-person learning models are. In many ways, this mixing of in-person and virtual interaction in our classrooms is inevitable as teaching and schools become more flush with technology. It’s way more than adding a cart full of iPads or laptops to a classroom, too.
So how popular is blended learning? The handy infographic below takes a look at some statistics on blended learning adoption, facts on four different models of blended learning, and the success of some blended learning programs.” To read further please click here:
“Many educators now accept the need to provide course materials online in aLearning Management System (LMS) or Online Learning Environment (OLE) for blended learning to occur successfully. This allows students to review learning materials at any time and from anywhere, and it opens significant other possibilities.
However, this is only part of the solution as we move toward blended learning. Building these resources and online courses with an effective paradigm as the guiding force is also vital. Without this, we are simply moving an old industrial model to a different medium.” To read further please click here: http://www.eschoolnews.com/2014/09/11/blended-learning-teaching-420/
“What is a blended classroom? The blended classroom learning model combines face-to-face teaching with technology enhanced instruction. This includes having students use Apps, QR codes, websites, surveys, and videos integrated into the lesson. Effectively and efficiently blending the classroom with these technologies can increase student engagement, motivation and build a sense of community as students collaborate more together” To read further please click here: http://www.edudemic.com/top-5-tips-blended-classroom/
By: Stacey Hughes
“Although the idea of blended learning is not new, most people now associate it with including computer or tablet and internet use in the classroom. These tools can be used to expand the range of possibilities for communication between students and teachers. Here are some ideas to experiment with.
Train your students to use internet
It may seem odd to think about training students to use technology – after all, they are digital natives. However, many students have not yet developed a critical mind-set when it comes to assessing whether or not information gleaned from websites is reliable or valid. They also may not be very adept at using key words to search for academic articles and books – resulting in either too many or too few hits or information that is not relevant to their research.” To read further please click here: