Guest blog by Sunny Richardson. Sunny is an early adopter of technology in the classroom with an emphasis on relative, authentic projects with learner voice and has taught blended learning in Biology and Anatomy & Physiology. She is currently the Blended Learning Specialist at Coppell Middle School West, a 1:1 iPad environment. Sunny digitally curates for and supports the educators with blended instructional design in the iWest Blended Learning Program.
Blended learning is most definitely a moving target. It is an intangible that can look very different as it is molded to fit specific educational programs. This also makes it very hard for parents, students and even educators to understand. The basic definition of blended learning is instruction that is part face to face and part online; leveraging technology for the benefit of the learner.
Blending can be overwhelming for even the veteran blended educator. For most, the visual of students being left in a room with a computer and without a teacher comes to mind and it’s often said by the student that that the teacher “doesn’t teach me.” This happens to be one of the best qualities of blended learning. The fact that the educator moves into a facilitator role as the students drive their own learning is a hard change for all stakeholders; but one that needs to take place to transform education. Reasons for blended?
- Learning becomes personalized, differentiated for each student.
- Preparation of students to be successful in our ever-changing world.
- Students becoming the owner of their education.
- It is best for learners.
Blended learning allows students to take ownership of their education while personalizing through differentiation for each individual student. This personalization and ownership is gained by facilitating opportunity for students to have voice and choice in their own learning; which in turn empowers each individual allowing students to not only to gain understanding of content, but to develop the soft skills of time-management, balance of coursework and the ability to make choices. Educators have always had a tremendous job. Imagine, however, today’s learner. Information is at their fingertips and our world is changing due to developments in technology. Educators today must prepare students for careers that do not currently exist. Talk about a moving target!
- Within the classroom
- In the hallways
- Learning labs (additional room designated with personnel for working online)
- Home, think snow days
Many times educators feel the pressure to have a specific space like a learning lab with personnel for student management to be able to blend their learning. That is a best-case scenario; but rarely available due to budget costs and space. Blended learning can truly take place anywhere. Blended educators typically call this organized chaos. It can seem overwhelming to think of each student working at their own pace and choosing different paths to get to the same goal. It can look like stations in a way, collaborative groups, it can be all students plugged in and working individually or a little of every type of instruction. To add to the room space leverage the hallways surrounding your classroom where you can allow students to spread out; while maintaining student observation. Another major plus to blending is the fact that your use of technology (see how below) allows students to access their learning anywhere; when sick, when missing school due to UIL activities, snow/ice days, etc.
- With BYOD (bring your own device), cart checkouts, computer lab checkouts and 1:1 devices
- Learning management systems (Schoology, Edmodo, Blackboard, Canvas, etc.)
- iTunes U, Google Classroom
- A multitude of Apps and web-based tools
Once again like the space, some educators think you can’t blend learning unless you are a 1:1 classroom, school, etc. This is not the case. Blending can take place with BYOD to cart/lab check outs to 1:1 devices. If all you can do is use student’s devices in BYOD, use it! They can do a lot on their phone or other devices. Think group work, jigsawing activities, stations, etc. With cart checkouts and computer lab checkouts, educators can plan for one to two to three days a week, depending on availability, for students to work independently and their own pace. While students are working independently, the educator is free to facilitate learning and activities giving more time one-to-one interaction; which brings us the the differentiation blending allows. With the leveraging of technology resources to allow students to work individually or in small groups, educators can incorporate workshops, small group support and individual support. Whether you are using another space, the hallway or every nook in your classroom, designing your blended instruction allows the educator to differentiate for learners in need of more support or more challenge. While students are working independently, students can be called into a small group session with the teacher. Data from formative assessments can be used to group learners according to need for further reteaching or deeper challenging. In addition, workshops can be designed to allow for learner choice in attending according to their need.
- The time for innovation in education is now
We as educators and stakeholders are at a crossroads in education. Now is the time to innovate and transform education for today’s students. We are no longer in need of traditional education at its whole. We are in need of a redesign in which we do not discard all practices, but are creative with the time and resources we have. Do students need a fifty minute lecture? No. Might they need a ten minute direct teach? Yes. For example in a fifty minute classroom:
- Warm-up on overhead to get students focused 5-7 minutes
- Teacher lectures and works math problems on the overhead/board 30 minutes
- Students practice what they have observed 10-15 minutes
- Close class/assign problems as homework
- Warm-up/Formative Assessment for focus 5-7 minutes, could be overhead, Google form, Socrative, Gizmos, challenge problem, etc.
- Teacher give direct instruction 10 minutes
- Students work individually in the learning lab or collaboratively work on problems, differentiated small groups are created with data from the formative assessment 20-30 minutes
- Teacher possibly gives a workshop open to any student who needs/wants further examples modeled 5-10 mixed within the full classroom time
- Close class/assign a few practice problems or 3-5 minute video of further instruction
Blended learning is the combination of best educational practices while leveraging technology to empower students to guide their own learning and strengthen their personal skills. Transforming our instruction will prepare students for a future of their own in a world that will require connecting to and collaborating with a global community; while maintaining a competitive edge.
The supporting premises appears in New Digital Learning En in Creating a New Vision for Public Education recognizing the importance of learning anywhere, any place.
1.C. The potential of learning anywhere, anytime, “any path, any pace” must be embraced. Future learning will be a combination of learning at school, virtual learning, learning at home, and in the community”