The implementation of Common Core has created a tremendous push to create student-driven classrooms using technology. Blended learning, with its mix of technology and traditional face-to-face instruction, is an approach to accomplish this task. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning.
Blended Learning has positive and negative results. Supporters of blended learning programs believe that through strategic implementation of with quality content and curriculum, students gain access to more personalized and engaging learning. Propents of blended learning argue that this method may not provide enough personal attention, guidance, and assistance …show more content…
At the start of the 2012-2013 school year, Spring City Elementary Hybrid Learning School implemented a whole school, blended-learning program. From the onset, school leaders involved all teachers and grade levels in the transformation. Teachers participated in nine full days of professional development to prepare themselves and their classrooms for the transition. Before the school began integrating technology, teachers redesigned the physical layouts of their classrooms to fit the blended model. School and district leaders phased technology slowly into classrooms to emphasize that blended learning is an instructional delivery model, not a technology plan. Each classroom began with just a few tower computers and over time has added computers, tablets, and interactive whiteboards. The school uses the Station Rotation model of blended learning for its core subjects. Students rotate between three learning stations—individual, collaborative, and direct instruction—every 20 minutes and then change subjects after a full set of rotations. Students spend at least 80% of the school day learning in the blended model and have some control over their pacing when using online curriculum. Since launching the blended program, school leaders have continued to evaluate the effectiveness of the online curriculum and change products as needed; the school is currently using Compass Learning, Achieve3000, ST Math, Reading Eggs, and Education City. Teachers use data from the online curriculum to target direct instruction and decide on collaborative-learning activities and groupings. Collaborative learning often involves projectbased activities that may span several days. Student groupings are fluid and change regularly. The school’s test scores on the Pennsylvania System of School Assessment (PSSA) have risen for all grades and subjects since the implementation of the blended program, with the highest gains for
Blended Learning has positive and negative results. Supporters of blended learning programs believe that through strategic implementation of with quality content and curriculum, students gain access to more personalized and engaging learning. Propents of blended learning argue that this method may not provide enough personal attention, guidance, and assistance …show more content…
At the start of the 2012-2013 school year, Spring City Elementary Hybrid Learning School implemented a whole school, blended-learning program. From the onset, school leaders involved all teachers and grade levels in the transformation. Teachers participated in nine full days of professional development to prepare themselves and their classrooms for the transition. Before the school began integrating technology, teachers redesigned the physical layouts of their classrooms to fit the blended model. School and district leaders phased technology slowly into classrooms to emphasize that blended learning is an instructional delivery model, not a technology plan. Each classroom began with just a few tower computers and over time has added computers, tablets, and interactive whiteboards. The school uses the Station Rotation model of blended learning for its core subjects. Students rotate between three learning stations—individual, collaborative, and direct instruction—every 20 minutes and then change subjects after a full set of rotations. Students spend at least 80% of the school day learning in the blended model and have some control over their pacing when using online curriculum. Since launching the blended program, school leaders have continued to evaluate the effectiveness of the online curriculum and change products as needed; the school is currently using Compass Learning, Achieve3000, ST Math, Reading Eggs, and Education City. Teachers use data from the online curriculum to target direct instruction and decide on collaborative-learning activities and groupings. Collaborative learning often involves projectbased activities that may span several days. Student groupings are fluid and change regularly. The school’s test scores on the Pennsylvania System of School Assessment (PSSA) have risen for all grades and subjects since the implementation of the blended program, with the highest gains for