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Students are at the heart of all choices made at Vogel– a blendedlearning campus in Seguin Independent School District. In the 2021-2022 school year, the Texas Education Agency (TEA) identified Vogel Elementary as a campus that qualified for a school action. The reason?
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.”.
Years ago, Anthony Kim, CEO of EducationElements, remarked to me that “Blendedlearning accelerates a good culture and makes it great, but it will also accelerate a bad culture and make it terrible.”.
It is a dynamic and inviting space, with collaborative spaces carved out of the hallways outside classrooms and across balcony walkways from the second floor.The classrooms themselves are spacious, with state-of-the-art tech, and an opportunity at every corner to support new and innovative instructional strategies, like blendedlearning.
We can all learn important lessons about how to implement successful shifts by learning about the story of the HSA campus redesign team, including teachers, school principal, assistant principal, working alongside our EducationElements team.
The bright morning sun floods in through the yawning glass windows and casts long shadows in the front of the classroom. My colleague and I and about ten-odd teachers sit huddled at the desks near the back; some of them are poring over resources on their screens, others using markers, pens, and paper cutouts on small chart paper.
Educators and researchers alike love to obsess over what model of blendedlearning a school should implement. A favorite question I get asked is: “OK, now that you’ve told us about all the blended-learning models, be honest, what’s the best one?”.
This is exactly how I would describe the experience of leading BlendedLearning from the district-level. As a district administrator, you are expected to sit in the front row; and in many respects, BlendedLearning is a movie that most in education have not seen before.
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.
In 2014, EducationElements promoted the notion of "Integrated Digital Content" as a core component of blendedlearning. In 2017 we changed this term to “Flexible Content and Tools,” recognizing that both online and offline content have an important role to play when personalizing learning.
As one of today’s most promising models for learning, blendedlearning is growing rapidly across the country. But what is blendedlearning, and how can educators use it to improve student outcomes?
have been implementing blended-learning strategies for their students. What is blendedlearning? O ver the past several years, more and more schools across the U.S.
Prior to becoming a consultant for EducationElements, I served as a Middle School Math Teacher. It was a tough but rewarding job, and I absolutely loved it. Math is a passion of mine, and I adore the raw, sarcastic, hilarious moments that often come from interacting with middle school students.
You’ve been dreaming for years about a more personalized, blended model for your school, and now you actually have the chance to pitch the idea to the founders of the Chan Zuckerberg Initiative. You can’t believe your luck!
In their book, they predicted that by 2019, 50% of all high school courses will be online in some blendedlearning model. I got started with this tradition of predictions in 2010 after reading Disrupting Class, a book by Clayton Christensen and Michael Horn.
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.
EducationElements put together a few of our favorites on personalized and blendedlearning just for you. You’ll start the 2017-18 school year refreshed and full of great ideas to continue to move forward with personalized learning at your school and across your district. But what books will make the cut?
When we started the Bring Your Own Thoughts blog our goal was simple: write good stuff to help good people do good things for kids. And so far, it's been working.
Late last year we published a blog post on new evolutions on top of Station Rotation blendedlearning models that we’d been hearing about from educators in our BlendedLearning Universe (BLU). Our friends at EducationElements didn’t agree fully with the way we characterized these shifts.
For many districts and schools, choice boards, playlists, and pathways are used interchangeably to describe instructional designs that provide students with a menu of options to guide and own their learning. Yet we ask educators to use these design practices very differently.
As EducationElements has worked with districts across the country, we’ve found a few simple guidelines can help make the visioning process invigorating and inspiring rather than routine or frustrating. Long, awkward silences may follow periods of disagreement. It doesn’t have to be this way.
In October, we will share a guide highlighting the trends, insights and challenges we've learned about while profiling five key players in the world of school redesign. EducationElements provides support for schools and districts as they transform their school models to personalize learning. Stay tuned!
When I’m on the road working with school districts across the country on everything from personalized learning to competency-based education (CBE), I often hear the same question: “Well how do other districts approach these issues?”.
I almost feel like I could both start and end this post with just those 4 words and a short description of what it was like to be in a room full of educators singing and dancing their hearts out (some in costume!) on Thursday night of EducationElements' 3rd Annual Personalized Learning Summit.
Four years ago the team at EE had an idea.what if we brought together groups of personalized learning leaders in regional BlendedLearning Leadership Academies (BLLA) to help spread innovation and best practices? We hosted these BLLAs for two years across the country, from Chicago to Washington DC and San Francisco.
From 2009 to 2011, following the book’s publication, the Hume Foundation made grants to Rocketship in the Bay Area and Carpe Diem in Yuma, AZ, two charter schools that were already implementing blendedlearning, to promote their models. So we were off and running. The Hume Foundation continues to be laser focused on our mission.
When Keith Wilson and Monte Westfall, successful administrators of the Lawrence Virtual School, and I began working on our workshop about equity for EducationElements’ Personalized Learning Summit (May 10-12, 2017), we chose this very equation as the title but added a new twist.
At EducationElements, we have the privilege of working with exceptional teachers who strive to personalize learning for every student. The hours are long, the work is challenging, and sometimes the job can feel thankless. Teachers inspire us all year round, but next week is a special opportunity for us to show how we feel.
There are likely examples from within your district you can use even at the beginning, and you can grow that list of resources as blendedlearning spreads. Anthony Kim is the founder & CEO of EducationElements, a education consultancy. But don’t stop there. Invite in the Media.
Originally we partnered with EducationElements to provide on-site personalized learning PD and consulting. During their sessions and ongoing support, we witnessed the specific tactics the EducationElements team uses to work together efficiently, so we asked for their guidance on how we could adopt these ways ourselves.
An increasing amount of data around personalized educational models like "blendedlearning" and content-specific software suggests that edtech makes instruction in diverse classrooms more efficient. blendedlearning). Yet these student growth gains are not reflected in most edtech implementations.
Highlights of VITAL include a virtual homeschool, blended and online learning across every one of our schools, course recovery to ensure students stay on track to graduate, and course acceleration—all with the goal of preparing students to be future ready. Intentional design.
Their students have internet connections at home, laptops they can work from, teachers who know how to design online lessons and a strong foundation of in-school blendedlearning experience. Most schools are completely unprepared – or, at best, woefully underprepared – for coronavirus and virtual learning.
As far as I’m concerned, the silver bullet in education is the teacher.”. Initially, K-8 teachers were asked if they wanted to opt in to blendedlearning environments, which mix online and face-to-face instruction. “Technology clearly is not a silver bullet,” Eastwood, the superintendent, says. “As They showed some trepidation.
In year one of being a personalized learning school, I have had many reflective moments like this at Trailside Middle School. Have you ever stopped and looked around your school, your classroom, and asked yourself: “How did this all happen? Where did it all begin? How did we get to this point? When did the transformation occur?”.
Two weeks ago, I got the opportunity to visit MSD Warren Township, in Indiana, during the Launch Academy for their second personalized learning cohort, lead by the Design and Implementation (D&I team) from EducationElements. It was an eye-opening experience.
It’s May in San Francisco - the fog is rolling in and the raincoats are back in the closet - and that means it’s time for our annual Personalized Learning Summit. Here at EducationElements, we’re working hard to make the Personalized Learning Summit a personalized experience for every single person who attends.
Eventually, I was able to assemble a BlendedLearning Team, which has helped our school codify schoolwide goals and strengthen our vision for PL at our school. Things have been gaining steam over the past few months, and one thing that has become clear is that my school doesn’t need a full time “personalized learning guy.”
It has been demonstrated that any classroom can implement blendedlearning and, when done well, get superior results. Personalized learning is now part of an increasing number of district and school strategic plans. My predictions over the last few years have come true.
With many school districts adopting blendedlearning as a major priority. Almost ironically, I also find myself having frequent conversations about virtual school opportunities with brick-and-mortar school leaders.
When students take ownership of their learning, it can transform the school experience for both students and teachers. Cultivating academic agency among students is not a quick process, but by implementing a few small practices consistently over time, educators can foster a culture of student-led learning.
Separate from its Playbook that helps define a vision, EducationElements , a consulting firm, helps schools and districts design next-generation teaching and learning models. The Ed Elements consultants help craft plans that work with their users’ needs and budgets. Tool: EducationElements Puts It All in One Place.
Our team attended the Inaugural Digital Learning Annual Conference (DLAC) in Austin, Texas to hear how online and blendedlearning is transforming K-12 classrooms across the nation. Over 500 educators, educational technology vendors, and nonprofit leaders convened to share stories and best practices.
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