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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.”.
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?
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?”.
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.
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.
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.
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?
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!
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.
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?
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 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.
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?”.
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.
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.
In year one of being a personalized learning school, I have had many reflective moments like this at Trailside Middle School. Students engage in selecting their pathway for learning, collaborating, questioning, and self-assessing all day long. Teachers have assumed the role of facilitator and students are owners of their learning.
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.
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.
More than three years after the onset of the global COVID-19 health pandemic, researchers are only beginning to scratch the surface of understanding how acute the long-term effects of the shuttering of schools and a shift to virtual and hybrid learning environments are having on students.
There are organizations that support different kinds of transformation in schools and after researching and interviewing some of these organizations, we've learned a great deal about what these changes can look like, how schools go about redesigning aspects of their model, and what types of support they need along the way. Stay tuned!
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.
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.
The Jaquelin Hume Foundation’s mission is to accelerate the implementation of high quality blended/personalized learning in America’s schools. However, with the publication of “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns,” the conversations changed and the idea began to gain traction.
In the Putnam County (TN) School System— a rural school district with 23 schools spread across 400 miles—our personalized learning approach has allowed us to reshape education for students on a variety of fronts. In our first year, we implemented personalized learning in our six middle schools. Intentional design.
Actually it’s about totally the opposite - it’s about how personalized learning approaches are unique and how what personalized learning looks like depends on what the district is like….it it depends on their own DNA. It was an eye-opening experience.
I’ve heard this question so many times in my support of over 150 schools as they implement personalized learning that I no longer count. Teachers and leaders want to know, am I “doing” personalized learning right. I can’t remember how many times I have been asked “Am I doing it right?”
In 2017, I began a new position as the director of personalized learning at a public charter school serving students in grades 7-12 in Phoenix. The school wanted to move into personalized learning, and was looking for someone to lead the charge. It felt like they were opting out of personalized learning, which wasn’t productive.
Principals and teachers trying to personalize their students’ learning are charged with radically reimagining the classroom. It’s a tall order that requires educators to take risks, move outside their comfort zones and essentially overhaul much of their jobs.
When I reflect on how far we have come since last summer I am impressed by how much hard work everyone has done to begin to make personalized learning a reality. Our district PL council engaged in serious debate over our vision of PL, our roll out plan (cohort vs. all-in), and our areas of priority and focus.
I hear educators across the country telling themselves the same lie: “I would love to personalize learning for students, but I can’t because I don’t have the technology.” But over time, did it make me run more or was it essential to my running? Not at all.
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.
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.
Through most of the spring and summer, we at EducationElements have intensely focused on helping school districts prepare for returning to school. Here’s what we learned: To explore this topic further, we convened a group of school and district leaders in Texas to participate in a design sprint.
There are many elements critical to the success of change management initiatives, including those involving blended and personalized learning. 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.
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.
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.
State and federal agencies have advised schools to create online learning plans to minimize the disruption to student learning. 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.
And we're serving more and more students who are just learning English. Educational technology (edtech for short) can play a significant role in mitigating and solving this growing dilemma. We're "detracking" students previously sorted by ability. We're mainstreaming those with special needs.
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