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and I feel that I am only now starting to delve into the full potential of this model.” No longer solely a teacher, “I am facilitator, fellow learner, and curator,” added Ms. Canady. “I’m becoming more focused on giving my students more bang for their buck, more time. I don’t want them to do anything they don’t need in order to grow.”

REALISTIC EXPECTATIONS
Such an evolution doesn’t happen overnight, and professionaldevelopment trainers who specialize in blended learning warn teachers to be realistic. “Rome wasn’t built in a day, and neither will your blended classroom be,” said Ms. Michalowski of

the vhs Collaborative. “This is a process, one that takes incremental successes to help fuel enthusiasm in the kids and confidence in the teacher.” That’s exactly why Education Elements, a for-profit developer of blended learning programs based in Palo Alto, Calif., starts out slow when working with schools on incorporating technology into the classroom. “This is about teaching differently, so we start with a readiness assessment,” said Jane Bryson, the director of Education Elements’ education team. “We start by asking, ‘What are the outcomes you might get? How willing are you to think outside the box?’ We want them to think about how they’d implement this in the classroom before we even touch the

landscape of digital content that’s out there.” The team generally kicks off the design process anywhere from six to 12 months before the first day of school. The process includes identifying instructional objectives, choosing a classroom model, selecting curriculum providers, preparing infrastructure, and setting up teacher professional development. Once school starts, the team provides ongoing support to help teachers transition to the new model While it’s possible for disciplined teachers to incorporate blended learning strategies into the classroom on their own, particularly given the wealth of free Web applications available, chances of success dramatically increase with support from colleagues with

varying levels of technological expertise, instructional coaches who can offer consistent guidance and encouragement, and administrators who understand the value of taking a risk. Nevada’s Clark County district is addressing that last piece, in fact, by expanding the fall version of its new certification program to include administrators and support staff. Meanwhile, the 141,000-student Charlotte-Mecklenburg school system in North Carolina has outlined clear tactics for increasing the number of Web-based and blended professional development courses for teachers. It exceeded one of its goals, to increase the number of courses by 20 percent annually, in 2011-12 by adding 15 instead of the planned six, bring-

ing the total number that year to 43. In addition, by June 30, 2014, the district wants to train 60 percent of its course designers in online course development and delivery, as well as achieve an 85 percent satisfaction rate with online learning opportunities on annual teacher surveys. “We’re going to see huge growth and real student success,” said Hope Johnston, Charlotte-Mecklenburg’s specialist for online learning. “We’re teaching teachers how to facilitate a classroom with a lot of different learning styles and modalities happening at the same time.”

‘VALUABLE INFORMATION’
Ms. Lepillez, the 4th grade teacher in Colorado, pointed out that a side benefit to knowing how to use blended learning in meaningful ways is that she can better assess her students. “Some of our most shy children who don’t perform well in class just shine when contributing their ideas online,” she said. “Now we can track that. It’s such valuable information to have.” Professional-development courses for blended learning are evolving, and have a huge potential for growth in the coming years, experts predict. Cfy, a national education nonprofit with headquarters in New York City that emphasizes the use of digital tools to help children succeed in school, piloted a PD program in 2011-12 that placed a “digital classroom coach” inside the 274-student Bea Fuller Rodgers Intermediate School in Manhattan. Primarily on hand for math teachers multiple times a week, the coach helped them implement blended-learning models to differentiate instruction, extend learning beyond the classroom, and engage families in the learning process. Cfy has already expanded its reach for 2012-13. It’s assigned coaches to additional schools in New York City and to schools in the Atlanta metropolitan region, Los Angeles, and the San Francisco Bay Area. Tristan Wright, a special education resource teacher at Bea Fuller Rodgers Intermediate, described herself as being “very inhibited by technology” before being introduced to cfy. But between familiarizing herself on weekends with the organization’s online learning platform and receiving guidance from both the coach and her tech-savvy 9-yearold daughter, she felt comfortable using blended learning techniques “within a month or two.” Now when Ms. Wright pushes into a classroom and sees a student with his head on the desk, she can pull up the same type of instruction his classmates are getting—in the form of a computerized game or video instead—and within seconds the student is eagerly working quietly on his own. “Without blended learning, differentiation is just a buzzword,” she said. “Now I feel like I’m living up to my position. I’m finally doing what I was always supposed to be doing.” n

TH E F R O NT L I N E S O F

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EDUCATION WEEK: EVALUATING WHAT WORKS IN BLENDED LEARNING > www.edweek.org/go/elearning-blended

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OCTOBER 24, 2012


http://www.K12.com/educators http://www.K12.com/educators http://www.K12.com/mechanicsburg http://www.edweek.org/go/elearning-blended

Education Week - October 24, 2012 - Special Report

Table of Contents for the Digital Edition of Education Week - October 24, 2012 - Special Report

Education Week - October 24, 2012
‘Smart Pills’ Promising, Problematic
At S.C. School, Behavior Is One of the Basics
Obama Finding Teacher Support Secure, if Tepid
Focus On: Curriculum: Calif. Laws Shift Gears on Algebra, Textbooks
Table of Contents
News in Brief
Report Roundup
‘Value Added’ Use at Secondary Level Questioned
National Board Seeks to Revive Impact on Profession
Industry & Innovation
Blogs of the Week
Debates Push Fate of NCLB Waivers to Fore
Policy Menu Varies in State School Board Elections
Policy Brief
The Election: Debating Education
Genevieve LaFleur & Scott Poland: Schools Can Be the Difference in Preventing Suicide
Kenneth Wesson: From STEM to ST2REAM: Reassembling Our Disaggregated Curriculum
Letters
Top School Jobs Recruitment Marketplace
Erica Frankenberg & Gary Orfield: Diversity or Resegregation? Why Suburban Schools Need a Plan
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