How is professional learning changing?
We’ve long thought quality professional learning means pulling educators out of class—where they’re needed most. How do we minimize that? With blended professional learning, we maximize fewer face-to-face seminars and implement more robust job-embedded and online coaching.
Holistic intervention strategies for Title I schools that coordinate efforts between all educators and stakeholders are crucial to improving achievement. Through focused professional development, incorporating research-based approaches and utilizing technology, intervention efforts at Title I schools can be the most effective.
Just a few years ago, Title I students in Hoover City Schools were making such modest gains that they stayed in the program year after year.
That all changed once the central Alabama district implemented Istation, an e-learning program that identifies learning gaps and provides engaging interactive lessons and face-to-face teaching strategies to get students back on track.
Implemented in Hoover City in the fall of 2015, it is used in Response to Intervention (RTI) for students in grades 1 through 5 in the district’s four Title I schools.
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.