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.
The span of abilities of the 13,000 students in the Metropolitan School District of Warren Township had been increasing over a period of ten years.
In the Wright City R-II School District in Missouri, the Wright City Academy provides online alternative education and credit recovery programs for at-risk high school students attending Wright City High School. In 2013, the academy began using Fuel Education original credit courses and credit recovery courses, helping the school meet a wide range of intervention and improvement needs while turning frustrated and unsuccessful students into motivated learners who take pride in their work and aspire to earn their high school diploma.
A variety of research indicates that an engaged and motivated student is more likely to be a high-achieving student. But what does student engagement look like in a digital environment? To keep all students motivated—especially those who struggle or are disengaged—educators need to ensure that engagement is built into the DNA of the curriculum. In a digital environment, engaged students experience more personalized learning and are more likely to actively participate in their learning.
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.