Models and Ideas of Blended Learning

You ask yourself, "What is definition of Blended Learning?" I asked the same question and realized that it is something I wanted as a teacher and didn't have a name for it, nor did I have the technology and administrative support to do it.

Now it seems that there are more and more administrators supporting teachers in their blended learning efforts. Personally, I think it sounds great. Our society is on the internet. Learning is acquired from everywhere, why not let this opportunity seek into the classroom.

Blended learning is the combination of having face-to-face classes with courses that are integrated with technology for instructional approaches. This model reminds me of the flipped classroom, but not totally flipped.

Here are examples of models of blended learning:

-Face-to-face driver: teacher delivers most of the lesson face-to face in class. Online resources are also available to supplement or revise course materials.

-Rotation: Students rotate between a period of face-to-face and a period of online study

-Flex: Most of the learning is done online. Some face-to-face is available but for small groups or individuals on an as-needed basis.

-Online lab: All courses and materials are online, but in a physical computer lab or classroom. Teachers interact with students online via pre-recorded videos, audio and video conferences or discussion forums and emails.

-Self-blended: Fully individualized, students take online classes a la carte. Most of the learning is online but student has to attend some face-to-face classes.

-Online Driver: Students work mainly online in a remote location and come to school whenever required. (itslearning.net)

Why would you want a blended classroom? The goal would be to maximize classroom instruction. So often the teacher spends 90% of their time explaining the concept and not applying it to anything and answering the question, "why do I need to know this?"

The teacher would place the foundational lesson on whatever platform he/she prefers, Blackboard, Moodle, PowerPoints, YouTube, etc, the options are endless.

The student can access this information a day before the lesson, or up to a few days before the lesson begins in class.

This is where the teacher would give definitions to concepts. Explain background knowledge and give any other information needed for the student to understand the concept to be taught.

There would be areas (emails, discussion boards, forums, etc) for the student to ask questions, to allow the teacher to clarify the foundational instructions as well as further define any concepts. During this time, if the teacher needs to see the student one-on-one the teacher can give further instruction to the student(s) where needed.

The day the actual lesson is taught, the teacher would quickly review basic concepts, to refresh the foundational lesson and explain why the student needed to learn the concept and what they are going to do with the knowledge the just acquired.

The in class lesson would delve deeper into the concept and bring and answer the "why" of learning. The teacher would answer questions during this part of the lesson on why you would use this knowledge. Such questions as, how is this information used in today's society? What problem can be solved in using this information?

Applying these concepts to real world problems that need solutions, the student will maximize their learning in using the higher order thinking skills, collaboration with other students and communication. Using the Common Core Standards in Blended Learning models helps students learn more deeply. Students are given the opportunity to form their own opinions and defend them with factual knowledge.

Blended Learning models using the Common Core Standards will allow the teacher and students to explore more truer learning in using skills learned from all subject areas.