1. 1 Blended Learning Transforming the Classroom

2. 2 Purpose of this Session Define blended learning and understand how it meets the needs of 21 st century students. Learn about the different blended learning models and what blended learning looks like. Think about transforming your own classroom into a blended learning environment.

3. 3 Guiding Questions How do 21 st century students want to learn? What is Blended Learning? What does a Blended Learning classroom look like? What can I do next to transform my classroom?

4. 4 Understanding 21 st Century Students

5. 5 Attributes of 21 st Century Learning Attributes of 21 st Century Learning (Student’s Point of View) o Personalized to my needs and learning goals o Flexible so that I can try different ways to learn o Interactive and engaging to draw me in o Paced by my own progress and measured against goals I understand o Constantly informed by different ways of demonstrating and measuring my progress o Responsive and supportive when I need extra help

6. 6 21 st Century Learning Model Student-centered and student-owned meets the diverse needs of each student and empowers them with skills, information and tools they need to manage their own learning Competency-base enables students to move at their own optimal pace Blended learning optimizes the mix of teacher and technology facilitated learning in group and individual work

7. 7 What is Blended Learning?

8. 8 Blended learning is “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path and/or pace.” Clayton Christensen Institute for Disruptive Innovation

9. 9 Blended Learning is NOT… Blended Learning is NOT technology integration. Using technology in the classroom is not the same as blended learning. Although the line between the two can get a little blurry.

10. 10 What does a Blended Learning classroom look like?

11. 11 Blended Learning Models

12. 12 Blended Learning Models Face-to-Face Driver Face-to-face teachers deliver most of their curricula. The physical teacher deploys online learning on a case-by-case basis to supplement or remediate, often in the back of the classroom or in a technology lab.

13. 13 Blended Learning Models Flex Programs with a flex model feature an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible and adaptive as- needed basis through in-person tutoring sessions and small group sessions.

14. 14 Blended Learning Models Online Lab Rely on an online platform to deliver the entire course but in a brick-and-mortar lab environment.

15. 15 Blended Learning Models Self-Blend Students choose to take courses online to supplement their traditional school’s catalog. The online learning is remote.

16. 16 Blended Learning Models Online Driver The online-driver model involves an online platform and teacher that deliver all curricula. Students work remotely for the most part. Face-to-face check-ins are sometimes optional and other times required.

17. 17 Blended Learning Models Rotation Students rotate on a fixed schedule between learning online in a one-to-one, self-paced environment and sitting in a traditional face-to-face classroom.

18. 18 Blended Learning Models

19. 19 Blended Learning Models Rotation Group 1 = Teacher Led Instruction (Small Group) Group 2 = Independent & Collaborative Practice Group 3 = Personalized Computer Assisted Instruction

20. 20 Blended Learning Models Rotation

21. 21 Blended Learning Models Rotation This rotation model affords teachers and students with targeted teaching and learning opportunities, while simultaneously providing multiple data points to help inform instructional practice.

22. 22 Blended Learning (Experiment)

23. 23 Weather Standard 4-4.4. Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns

24. 24 Whole Group What does a TV weather reporter do? Where does weather information come from? Is reporting the weather a science?

25. 25 Whole Group You will now have the opportunity to try being a weather reporter. Group 1: Pick one weather condition — hurricanes, tornadoes, winter storms, or droughts — to forecast. Group 2: Map making instructions Group 3: What do I know?

26. 26 Group 1 (Technology)

27. 27 Group 1 (Technology) Select one topic/weather condition to analyze, study the maps provided, and answer the questions. http://teacher.scholastic.com/activities/wwatch/

28. 28 Group 2 (Collaborative) Create a background map that will be used in the weather forecast. – Don’t include any weather at this time, just the map!

29. 29 Group 3 (Independent) Practice test (handout) Teacher working with students http://www.uen.org/core/science/sciber/TRB4/downloads/4thassess2.pdf

30. 30 Reflection Normally the students would switch groups but our experiment is over… Modifications: Depending on the level of the student they could access different topics on the interactive website. Different independent practice

31. 31 What can I do next to transform my teaching?

32. 32

33. 33 Reflection Questions The true potential of blended learning is to create more personalized learning experiences for students at every level of mastery.

34. 34 Tami Stewart Technology Integration Coach School District of Newberry County Reflection Questions: What excites you the most about the potential of blended learning programs? What are your primary concerns?

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