Blended Learning Environment Analysis: The Seaboard School District

Introduction The Seaboard School District will adopt a blended learning environment for the upcoming 2017-2018 school year. The faculty and administrators have read Blended and committed to the implementation of the suggested pedagogy and philosophy. To maximize the effectiveness of this initiative, the technology department will provide professional development on the first day of the school year and clearly define expectations that will be monitored and assess throughout the year.

In recent years, the combination of research, federal and state interest in performance based evaluations for teachers, has led to significant changes, most notably the inclusion of student achievement outcomes as part of that measurement (Gallagher, 2004).

Learning is accessible to all students. Blended learning is effectively used to maximize classroom resources

The learning environment is strategically set up for instruction in one of the blended models: rotation, flex, a la carte, or enriched virtual model

Domain 3: Instruction

Competency

Evidence Examples

3a

Communicating with students

Students and educators communicate through clear expectations, directions, explanations, and use both oral and written expression.

The teacher connects content to student interests. Students engage in peer to peer discussion online that is facilitated by the teacher.

3b

Using questioning and discussion techniques

Teacher asks convergent and divergent questions designed to deepen understanding, challenge students cognitively, and advance higher-level thinking and discourse.

Teacher uses a variety and series of questions in both the traditional and online component of instruction. Students formulate questions, challenge each others. All students have a voice in the learning environment.

3c

Engaging students in learning

Students are actively engaged in learning, discussing, debating, and asking/answering ‘what it’

A common mistake educators often make when first implementing a blended program is to design the instruction before setting goals. Once goals are established, it is important to organize to innovate (Horn, & Staker, 2013). There are four types of groups to lead blended learning: functional blended-learning, lightweight blended-learning teams, heavyweight and autonomous). The type of group involved in determined by the goals the educators want to establish. With the team in place the educator is ready to design instruction in a blended environment that is relevant from the students’ perspective. To accomplish this the blended instruction solution should optimize: student agency, individual mastery, access to actionable data and rapid feedback, transparency in learning goals, sustained periods of quiet, solitary reading time, meaningful work experience, mentoring experiences, and positive group experience (Horn, & Staker, 2013). The teacher’s role in the classroom is also different than in a traditional classroom setting. To facilitate active learning the teacher’s role must change from “sage of the stage, to guide on the side” (King, 1993). The educator chooses which strategy (Build your own, use one or multiple outside providers, or a facilitated network) is best when selecting online resources. Finally, the educator should choose the appropriate blended learning