Nationally, the number of ELL students continues to grow, presenting district administrators with unique challenges. Blended learning that incorporates computer-adaptive assessments and instruction can be a vital resource to meet the needs of these students and help them become proficient in English and succeed academically.
As one of today’s most promising models for instruction, blended learning is growing rapidly across the country. But what really is blended learning, and how can educators use it to improve student outcomes?
The tech-powered combination of face-to-face classroom instruction with online inquiry that students pursue on their own has progressed into a new phase. But what constitutes blended learning 2.0 varies widely across districts.
Submitted by Matthew Zalaznick on Tue, 06/28/2016 - 2:00am
The Downingtown Area School District has broken down the barriers typical learning methods have created in high school.
Ivy Academy, a cyber and blended curriculum initiative, opened three years ago. High school teachers use their own curriculum to teach blended courses face-to-face with students two or three days out of a six-day cycle.
You’ve no doubt heard of the teaching approach in which students spend part of the day learning online at their own pace and part of the day receiving instruction from a classroom teacher. But there are still a number of misconceptions about what blended learning entails and how it works.
At three annual conferences this spring—the National Council of Teachers of Mathematics (NCTM), the National Art Education Association (NAEA) and the National Science Teachers Association (NSTA)—experts and educators will offer guidance in developing STEAM instruction across a range a subjects and projects.
Online learning activity in public districts has overtaken state-level virtual schools and charters, according to the 12th annual “Keeping Pace with K12 Digital Learning” report, released in December.
With students coming to the classroom with a variety of backgrounds and skill levels in math, it can prove difficult to meet each of their needs. By combining high-quality curriculum, instruction and digital tools, blended learning has the potential to meet each student’s individual needs at their own pace. In this webinar, educators from the United Nations International School (UNIS) in New York City discussed how the school has transitioned to a 21st century math program by combining Cathy Fosnot’s Contexts for Learning Mathematics with adaptive technology to give students more autonomy and to inspire them to take ownership of their math learning.
Whether you have just begun your blended learning journey, or it is a path you have been traveling down for several years, it’s important to stay dynamic and reflective on your practice in order to ensure that your blended initiative is having a positive impact on student success.
When administrators consider implementing blended learning, they tend to start with technology, evaluating what they have or what they need. But what happens after the technology—the operational side of things—is what can really make or break a blended learning initiative.