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When I facilitate blendedlearning workshops, I ask participants to think about these three roles and identify the role they spend the most time and energy in. Blendedlearning can help! So how do we leverage blendedlearning to be more strategic about the form instruction takes in classrooms?
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. The person doing the work in a classroom is the person doing the learning. That belief has informed the way I define blendedlearning.
From AI-powered assessment platforms that adjust to student responses to collaborative tools that facilitate peer learning, technology gives educators powerful options for differentiatinginstruction across their entire classroom.
This inequality of attention is not a teacher shortcoming but rather a natural product of having a group of students in the physical classroom with the teacher while other students attend class online. Whole group direct instruction is ineffective. There is an inequality of teacher attention.
These represent new methodologies for some, while others are now applying what they had already been doing to the current situation in the form of blendedlearning. Blendedlearning is where students use tech to have control over path, place, and pace. Use data to provide one-on-one or small group support.
While initially, it’s beneficial to have a clear roadmap to follow when implementing a new curriculum; as teachers gain confidence using it, they will desire to exercise their creativity to tailor the learning experience to the unique needs of their students. Teachers are often intrigued by the station rotation model specifically.
Many are unsure if they will be returning to school on a traditional schedule, a blendedlearning schedule, or completely online. Teachers are questioning how the instructional strategies they have used in the past will work if students are coming to school on a modified schedule or if they are learning online.
BlendedLearning In my opinion, the best 21st-century classrooms are “bricks” and “clicks,” blending together the best of face-to-face and online. Blendedlearning is not new. BlendedLearning Classrooms are made of “bricks’ and “clicks” and every teacher should be ready.
Blendedlearning seamlessly weaves together online and in-person learning experiences to boost student engagement and meet the unique needs of a diverse class by providing flexible pathways through learning experiences. This positively impacts their motivation to engage with tasks.
Part III: Transitioning from Whole Group to Small Group to Achieve Equity in Education In the first blog post in this series, Time Efficiency vs. Equity in Education , I wrote about the tension between the demands on teachers’ time and the desire to provide equitable learning experiences.
It took some self-reflection and honest feedback from my students to move away from being the sage on the stage and more of a facilitator of learning. Differentiatedinstruction and cooperative learning strategies became embedded in some form during each lesson. Add in movement and brain break activities.
First, let’s establish the value of the flipped classroom in case you have never used this blendedlearning model. The flipped classroom was designed to invert the traditional approach to instruction and practice/application. What is the value and purpose of flipped instruction?
Personalized Learning Aids All Students. Traditional teacher-centered instructional practices, such as recitation or lectures, have given way to hands-on activities, student-led discussions, collaboration and grouplearning — all hallmarks of personalized learning.
Part II: Transitioning from Whole Group to Small Group to Achieve Equity in Education The first blog in this series, “ Time Efficiency vs. Equity in Education ,” explored two major barriers teachers face when shifting from whole group, teacher-led, teacher-paced model to student-centered blendedlearning models.
Instruction tailored to their language proficiency level acknowledges their diverse language backgrounds and varying levels of English proficiency. This approach recognizes that ELs may require extra time, support, and specialized instructional strategies to attain the same academic standards as their English-speaking peers.
In my last blog post titled “ Part I: Maximize the Impact of Explicit Teaching with BlendedLearning ,” I explored the benefits of shifting from explicit teaching as a whole class experience to a differentiated small group experience.
In an effort to personalize learning more and more educators are turning to blendedlearning strategies. When it comes to personalized learning , the “personal” should be emphasized. Putting all kids in front of a device and having them engaged in an adaptive learning tool all at the same time is not personalized.
Group Projects: When students work in groups, they need to coordinate efforts, communicate effectively, and work collaboratively on a shared task. Some groups will work more quickly, while others will benefit from having more time. Teachers can use this one-on-one or small group time for a range of tasks.
Strategy #1: Two Teacher Led-Stations – One Differentiated, One Uniform Structure: In this co-teaching model, two teacher-led stations are set up, each focusing on a distinct learning task. Students are grouped based on their skill or ability levels and rotate through all the stations.
To be able to really speak about an interactive learning environment we should have in mind a reduced number of students in a class. Since this is not always possible, you should nurture student interaction in small groups. Read more: Why teachers should consider differentiatedinstruction. Infographic].
Like other similar districts, we meet our students’ needs through enhancing instruction, building strong relationships between students and their teachers, and creating opportunities for students to take ownership of their learning. After the pilot, we saw how blendedlearning could help meet our students’ needs.
The post BlendedLearning Best Practices (with Catlin Tucker) – SULS085 appeared first on Shake Up Learning. This week, I’m chatting about BlendedLearning best practices with the blendedlearning guru, Dr. Catlin Tucker. Watch this Quick Video to Learn How!
Most math curricula are designed for a whole group teacher-led lesson where the teacher is expected to cover a new concept or process every day. It can be challenging, if not impossible, to meet all those needs with a whole group teacher-led lesson. Math is a linear subject, with each concept building on the one before.
For a conference named after “blendedlearning,” many attendees were surprised to learn that they did not agree on what the term meant. I was talking to a colleague who was using blended and personalized learning the same way,” says Dance. Here’s a blog post that teases at the 10 blendedlearning models she’s seen.)
When I train teachers on blendedlearning, I am often asked, “Is this the right way to do this?” ” My response is always the same, “There are lots of variations on each blendedlearning model. They are constantly evolving. You need to make the models work for you and your students.”
Milton Bryant is the first to admit that implementing blendedlearning successfully didn’t come overnight. For the past four years, Bryant has been tirelessly adapting his approach to personalized learning to ensure that each student is thriving, even when that means scrapping ideas that don’t quite pan out.
SEATTLE — After years of declining enrollment, a growing number of Catholic schools nationwide are placing their faith in blendedlearning, a teaching approach in which computers share the instructional load with teachers, and one that appeals to many parents disillusioned with traditional schools.
By integrating choice boards, we put students in the driver’s seat, allowing them to control the pace and path of their learning experience. Simultaneously, choice boards free teachers to focus their time and attention on working with individual students or small-groupinstruction, providing more personalized support or challenge.
This year, I’ve focused on using the Station Rotation Model to create smaller learning communities within our larger class, spend more time working in small groups with students, differentiateinstruction, and make the most of our limited technology. Bestseller! Available on Amazon.
In the edLeader Panel “ How Leaders Can Support Instruction That Meets Every Learners Needs ,” education leaders and experts shared strategies for using the “Modern Classroom approach” to better support all learners. Finally, students from the Modern Classroom group had higher passing rates and fewer absences.
A program that truly differentiatesinstruction for each student at the standard level builds their engagement because students don’t feel they are wasting time on lessons they already know. This blendedlearning strategy also leverages the teacher student ratio.
When Ray was my student, I decided to test out gamifying my Greek Mythology Unit by creating a new Edmodo class, chunking the content into small groups, and providing my students with a paper game board to support the blendedlearning within the unit. Edmodo Assignments, too, can be used for in-person and online group work.
One was a fifth-grade class at Whelan Elementary School in North Providence, Rhode Island, that had just agreed to begin a commercial personalized learning program. The other was a third-grade blended-learning classroom at Lincoln Central Elementary School, in Lincoln, Rhode Island. Related: Giving students a say.
BOSTON (June 8, 2021) – Lexia Learning, a Cambium Learning® Group company, announced today that Florida’s Commissioner of Education has approved Lexia® Core5® Reading (Core5) as curriculum in elementary intervention courses. CCC-SLP, Lexia’s chief learning officer. About Cambium LearningGroup, Inc.
In my last blog post, Using the Station Rotation Model in Math , I wrote about the benefits of shifting from a whole group, teacher-led lesson design to small-groupdifferentiatedinstructional sessions. It also positions the teacher to do the lion’s share of the work and thinking in the classroom.
What is BlendedLearning? It's a smorgasbord of teaching strategies that uses analog and digital technologies to teach and learn. 3] Proponents of blendinglearning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach. [4]
A lack of access to connectivity and devices for distance learning, especially in low-income and under-resourced communities, has resulted in ELs being at a high risk for suffering from “COVID learning slide.” points—a 35% improvement—while the control group declined 3.4 About Cambium LearningGroup, Inc.
Deeper learning engages learners in diverse ways and can consist of many modalities, including inquiry-based lessons, blendedlearning techniques, student choice, personalized learning and collaborative activities. It also sparks their creativity and helps build character and good citizenship.
BOSTON – During the 2021-22 school year, Lexia® Learning, a Cambium Learning® Group company, supported over 200,000 students and teachers throughout Massachusetts with instructional and professional learning programs. More importantly, 95% said they’d be able to apply the skills and concepts they’d learned.
The students in the blended version also take most of their courses online, but they occasionally meet in person for mentoring from a certified teacher or for clubs and sports. Yet through partnerships with clinical behavior groups in Huntsville, Ala.,
What is appealing to me about Hack Education is the small group setting that fosters deep discussions, and the organic nature of the conversations that are completely based on the group''s expertise and ability to ask probing questions. I always feel like I walk away smarter. and focus on what''s best for the students.
The use of differentiatedinstruction to individualize each student’s learning experience is becoming more common in today’s elementary classrooms, but creating meaningful differentiation for a typical class of 25 students or more can still be a challenge. Use is Becoming More Sophisticated.
Being able to sort or filter for specific student groups or recognize which items were the highest or lowest are valuable functions within Sheets. These were also mentioned in Kasey’s book, BlendedLearning with Google. DifferentiatedInstruction Tracker Kasey also found this great DifferentiatedInstruction Tracker template !
It''s a great, safe place for teachers and students to connect; students can post questions, submit assignments, create projects, access notes, join discussion groups, and much more. He also reminded us about the core philosophy of differentiatedinstruction - my biggest passion. Edmodo has many advantages for many reasons.
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