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How can we leverage technology to provide meaningful choices within a learning experience and create the time and space needed to work with individual students or small groups of learners? In my upcoming book, I teamed up with Dr. Katie Novak to explore the complementary nature of Universal Design for Learning (UDL) and blendedlearning.
The pandemic has elevated the phrase “blendedlearning.” ” When schools closed or shifted to hybrid schedules, many institutions turned to blendedlearning to navigate the new demands placed on teachers and educational institutions. What BlendedLearning Is. What BlendedLearning is Not.
In fact, the role of a teacher’s relationships with students and colleagues is the reason I chose to ground my research study on teacher engagement in blendedlearning environments in a definition of teacher engagement that included the dimension of social engagement (Klassen, Yerdelen & Durksen, 2013).
The events of the last nine months have launched the phrase “blendedlearning” into the mainstream. I worry that instead of articulating the value of a powerful blend of online and offline learning, teachers are receiving the message that they “must” adopt blendedlearning to meet the demands of the moment.
I host a podcast called The Balance and wrote a book titled Balance with BlendedLearning because I see teachers struggling with balance in every coaching and training session I facilitate. So, students should do the heavy cognitive lift of making meaning and applying their learning.
In my last blog, I focused on the Universal Design for Learning (UDL) principle of engagement. I highlighted how blendedlearning can help educators more effectively provide multiple means of engagement to increase student motivation and ensure all students can successfully engage with learning experiences. Comprehension.
What is blendedlearning? It’s an approach of education in which digital technology blends in with traditional analog teaching methods. But blendedlearning actually encompasses multiple pedagogies and learning methods, some of which you probably already experienced or used. What Is BlendedLearning?
The term “blendedlearning” accurately describes the pedagogical practices that are taking place in 1-to-1 classrooms. This week’s screed (aka blog post) describes the following unfortunate fact: the term “blendedlearning” is being used by some to mean “adaptive, personalized learning.”
Then, discover five ways to boost student-centered learning through blended or hybrid learning. What Are BlendedLearning and Hybrid Learning? Before we explain the differences between blended and hybrid learning models, let’s provide a quick definition of each strategy.
The Definition Of BlendedLearning by TeachThought Staff This post was originally published in 2012 and updated in April 2020 Blended education. Hybrid learning. The post The Definition Of BlendedLearning appeared first on TeachThought. Flipping the classroom.
We can all agree that the phrase “blendedlearning” is well and truly a part of the modern-day discourse on education; so much so that academics have begun to curate a universal definition, as well as identify sub-themes and genres of the concept. 4 Models of blendedlearning. In 2012 Heather Staker and Michael B.
Blendedlearning is something that is near and dear to my heart. As I transitioned from the principalship to supporting districts and schools, I learned that blendedlearning was a powerful pedagogical strategy that could unleash students' potential while meeting their diverse needs.
The premise of a hybrid learning model is to combine traditional and non-traditional methodologies to improve education while ensuring that high-quality learning for all kids is the gold standard. To start, a workable definition must be established to begin creating a vision for this model.
When it comes to blendedlearning, it is essential first to have an underlying understanding as to why this pedagogical strategy is valuable in the classroom. While you don’t need technology to personalize, it is required to blend. Blendedlearning is where students use tech to have control over path, place, and pace.
public schools to attend an Apple Distinguished Schools Day where Natick shared its blendedlearning approach with other schools and districts. First, a quick definition: According to the Online Learning Consortium blendedlearning means “a portion of the traditional face-to-face instruction is replaced by web-based online learning.”.
Presumably, this ideal dosage of the ‘blendedlearning’ intervention would be sufficient to reliably generate positive learning outcomes for typical students in typical schools when compared to the alternative: traditional classroom practice not involving the use of computers.
How will educators get the professional learning support they so desperately need? These are just a few of the questions being pondered, where there are no clear or definitive answers. Blended instruction is what the teacher does with technology. What will be the impact of budget cuts? For more context, check out this post.
Given that my focus is on designing and facilitating student-centered learning experiences utilizing blendedlearning, I suggest that teachers rethink their traditional approaches to helping students prepare for assessments. The person generating the study guide and review game is the one doing the critical thinking.
Encourage them to capture their definitions in their notes so they are easy to reference throughout the unit, text, or project. I modeled this strategy with my teacher candidates hoping that they will use it to drive deeper learning. Which do they need to define using online resources?
From Open Courseware to tools, models, and definitions, this is a collection of 50 of the best blendedlearning resources for teachers now updated for 2020. The post 100 BlendedLearning Resources For Teachers appeared first on TeachThought.
As of late, I have been working with quite a few districts on personalization through a variety of blendedlearning strategies. I can honestly say that I have learned so much from them over the years as to what pedagogically-sound blendedlearning really is, and, in my mind, they are a global exemplar for others to emulate.
From here, schools can begin to focus on a remote blendedlearning model that can serve as a foundation for all K-12 classrooms to create a more personalized experience. Professional Learning Many schools were not prepared when the pandemic hit. If professional learning was not emphasized, it’s definitely not too late.
Design Your Classroom for Maximum Learning From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter. Blendedlearning happens when you mix the face to face classroom with online learning. While flipped classroom is a form of blendedlearning, it is not the only one.
When it comes to technology, less is definitely more. Toned Down Choices I am a huge fan of personalization through blendedlearning as a way to ensure equitable learning in and out of the classroom. Consider settling on one or two tools to complement and enhance the instructional strategies you use daily.
When I ask teachers, “How would you describe a successful online or blendedlearning course? What would that look like?” ” Most teachers include some form of the word “engagement” in their answers. So, it makes sense that teachers are frustrated when they feel like students are not engaging.
Presumably, this ideal dosage of the ‘blendedlearning’ intervention would be sufficient to reliably generate positive learning outcomes for typical students in typical schools when compared to the alternative: traditional classroom practice not involving the use of computers.
These days many schools tout blendedlearning programs when marketing their school to potential students. Blendedlearning can combine the flexibility of online instruction with the benefits of in-person teaching. The Good The best blendedlearning programs seem to have some common threads.
A 2017 Medium post from the Office of Educational Technology laments the lack of clarity about the term “personalized learning”: “The lack of a consistent definition and language for a relatively complex idea has hampered both understanding and effective implementation,” the article states. Enter the silos.
Every time I lead a blendedlearning workshop, teachers ask me the same question. Students who make decisions about their learning will be more invested in that learning and more likely to engage physically, emotionally, and cognitively. “How do you deal with students who are off task or distracting other students?”
In my role as a blendedlearning coach, I value clear goals. It’s important that teachers dig into the language of the standards, clarify any areas of confusion, and reach a consensus, so students don’t hear conflicting information or definitions from different teachers. #3
100 Of The Best BlendedLearning Resources For Teachers [Updated For 2019] by TeachThought Staff The following is a compilation of some of our favorite blendinglearning resources for teachers in 2018 and 2019. BlendedLearning Resources: Examples, Ideas, Benefits, and Definitions 1.
Choice in professional learning Forcing educators to engage in one-size-fits-all professional development at this time will tend to be hit or miss depending on the person. Mostly miss as there is a definite need for practical strategies in the areas of remote, hybrid, and blendedlearning facilitated in practical ways.
The post BlendedLearning with Google Toolkit for Teachers – SULS0101 appeared first on Shake Up Learning. In this episode, I share The BlendedLearning with Google Toolkit, a free download to help teachers create dynamic, blendedlearning experiences for students with Google tools.
Through Learning Management Systems (LMS) many educators are moving to put content online and extend learning beyond the four walls and beyond the school day. This BlendedLearning approach is both beneficial but its definition can be tough to nail down. Want to learn more?
Driving Question: BlendedLearning- A Name Is Not Always the Same. After spending a month researching the topic and talking with school leaders and teachers who have adopted the "blended" label, I came to the conclusion that blended "learning" means many different things. Volume 3, Issue 1, Number 1.
But one thing that really makes us unique in this space is that we have local supports that are mostly former teachers to really help them develop the curriculum, find the best ones for their students, and think about this as a blendedlearning tool to take the conversation off of the screen and make it really relevant to the kids also.
The post BlendedLearning with Google (Part 1: Do THIS, NOT That!) – SULS088 appeared first on Shake Up Learning. In part one of this podcast series, we will explore how Google tools can help us create Dynamic BlendedLearning experiences. It’s about the learning. Watch this video to learn how!
It teaches how to organize your topics so that students can find their files, how to take attendance (and connect with students while you do), a discussion about due dates, and how to teach students to find files and respond.
I must say that the definition and description above align seamlessly with the environment we are currently experiencing. Investments in flexible seating should continue, but a more concerted effort to personalize learning through high-agency practices such as blendedlearning is needed at scale.
These models were never meant for K-12 education, and there is no definitive playbook available as things seem to be in a constant state of flux during the pandemic. After focusing on practical pedagogy, we ended with some ideas on transitioning to more personalized approaches through blendedlearning.
Blendedlearning, which has been here for a while will be the next big thing in both schools and universities. In this case, less is definitely more. Read more: Helping teachers and admins see the value of edtech. One solution for your technicians. Instead of overwhelming teachers, students, parents, etc.,
In these conversations, one topic that has regularly come up over the last few weeks is the relationship between blendedlearning environments and engaging, relevant learning experiences. Commit to the shift by including blendedlearning in every curricular decision the district makes.
In Digital Leadership I recommend that all leaders consider using a multi-faceted approach that blends both digital and non-digital strategies to get the required information and updates to all stakeholders. This definitely applies now.
The school’s learning management system (LMS) is an indispensable tool for blendedlearning, personalized learning, and instruction in general. However, if you feel that some things could be communicated online rather than calling a meeting, the LMS is definitely your friend. If so, this step isn’t for you.
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