Blended learning reinforces teachers' beliefs that, "every kid can learn."

Educators reflect on blended learning changing their views of students' capabilities.   

• Blended learning leads teachers to hold higher expectations for students. 

• Reading specialist shares the importance of believing even young children can make appropriate learning choices. 

K-2 teachers demonstrate strong mindset shifts about blended learning instructional practices with the kindergarten teacher wondering, "...How did I do this before?"

Reading specialist describes multiple factors contributing to teacher mindset shifts toward better STR-aligned instruction including: ongoing reviews of explicit data which delineates specific reading skills; enhanced understanding of STR; and small group instruction. 

Teachers describe shifts in data practices and instructional planning which include regularly reviewing explicit data sources (e.g., Lexia Core 5) to identify specific reading skills students need to master. 

Teachers describe using Lexia and other data to group students, create learning activities at the “right level” and monitor progress. 

Teachers describe instructional shits during Flex Time instruction when grade-level teachers share students and offer data-driven small group instruction while other students work on playlists. 

K-2 teachers describe increased collaboration and sharing of resources as they plan instruction.

Teachers describe specific blended learning instructional shifts including:  

• Moving from standard station rotations with all students working on the same lessons to data-driven stations with differentiated activities;  

• Introducing an effective student goal setting cycle to make learning more student-driven; and ,

• Offering a range of online and offline instructional elements and practice opportunities. 

Teachers describes the challenge of "learning to let go" to enable students to take increased ownership of the learning process.  

Teacher describes moving from the challenges of “endless possibilities" for blended learning implementation to a structure that works for her students.

Teachers describe benefiting from touring other teachers’ blended learning classrooms to observe implementation, talk casually about what is working and borrow ideas. 

Teachers describe intentional efforts to onboard students and help build student agency skills to navigate blended learning classrooms.

Effective blended learning classroom cultures rely on consistent structures and routines, and high expectations for students. 

Blended learning classrooms become spaces for students to work together effectively and problem-solve collaboratively.