Education Week - October 24, 2012 - Special Report - S5

Defining Blended Learning Models
ONLINE LEARNING
Informal Online Learning Full-Time Online Learning
ROTATION—Within a given course or subject, students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. FLEX—Content and instruction are delivered primarily by the Internet, students move on an individually customized, fluid schedule among learning modalities, and the teacher of record is on site. SELF-BLEND—Students choose to take one or more courses entirely online to supplement their traditional courses; the teacher of record is the online teacher.

FLEX MODEL

SELF-BLEND MODEL

ENRICHEDVIRTUAL MODEL

ENRICHED VIRTUAL—A whole-school experience in which, within each course, students divide their time between attending a brickand-mortar campus and learning remotely using online delivery of content and instruction.
SOURCE: Innosight Institute

to school and about their learning because they’re no longer receptacles,” she said. “They’re playing a major role in driving their own learning.” One area of need, Ms. Burton said, is for more classes that prepare future teachers to teach in an online or blended classroom. “We’re not seeing teachers coming out of universities prepared to work in a blended classroom,” she said. And it’s not just teachers who need more education about blended and online learning environments, Ms. Patrick of inacol said. “Administrators are not being trained to manage or implement or plan and manage blended learning programs,” she said. Providing that training in colleges of education for both administrators and teachers is critical to the success of such programs, she said.

rooms,” said Ms. Tavenner. “Blended learning itself is an important piece, but it’s not going to fundamentally change our schools or learning or education the way we want them to change,” she said.

REINVENTING THE CLASSROOM
To create a truly 21st-century education model, or what Ms. Tavenner refers to as “optimized schools,” blended learning is combined with competency-based learning—in which students progress not on the basis of time spent on each subject but rather on their mastery of the curriculum—and personalization of learning, which she describes as “the behaviors and dispositions of people who really can drive their own learning.” In such a model, teachers work in teams rather than as individuals, and the classroom itself looks much different, she said. For Summit Public School students participating in the pilot, the approach means that instead of individual classrooms, students gather in an open, 4,000-square-foot room lined with breakout rooms with long tables in the center. Students receive their own laptops and individual workspaces, and for two hours, 200 students, accompanied by four teachers and two instructional assistants, fill the room. Students work through “playlists” of resources, including online curriculum and videos from Khan Academy. Teachers hold seminars in the breakout rooms on various topics the students are learning. Students create their own schedules; they attend the seminars that are helpful to them and work through their playlists of curricula. When they are ready to take an assessment and move on to the next topic, a teacher unlocks the quiz for them. If they pass, they move on. If they don’t, the assessment tells them exactly what topics they need to focus on to improve. “It totally empowers the kid because they get immediate feedback, and they know exactly what they need to do,” Ms. Tavenner said. For now, students are still getting used to being in control of their own learning, she said. “It’s a lot of hard work, and it’s uncomfortable, and it looks messy,” she said. “But we believe that unless school organizations are set up [in new ways], they aren’t really going to move forward.” n

VISION WITH FLEXIBILITY
Another common thread between successful blended learning programs is a clear and targeted instructional strategy, said Cheryl Niehaus, a program officer for the Austin, Texas-based Michael and Susan Dell Foundation, which aims to improve the health and education of children. The foundation recently released case studies of five different blended learning programs. “[Each of the five programs] were very clear as to what the instructional aspiration was and the way that technology plays a supporting role in achieving that vision,” Ms. Niehaus said. On the other hand, while having a clear vision is important, being willing to change or adjust that vision during implementation is key, she said. “The need for upfront planning is critical, but at the same time, there’s also a need to learn along the way and have the flexibility to make changes,” she said. Diane Tavenner is the founder and ceo of Summit Public Schools, a Redwood City, Calif.-based charter school organization that operates four high schools in California. It piloted blended learning in math for 9th graders at its San Jose, Calif., location last year and now wants to take it further. “What we discovered as an organization is that [blended learning] completely opened our thinking to the possibility and power of what this could look like if you really took it from blended to optimized class-

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

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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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