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When time and calendar are taken out of the equation, student learning can be fluid. The Flex blended learning model is often used at the secondary level when students become more mature and have the skills to manage their time and seek assistance when needed. Digital content, or full courseware (designed in 60 hour semester courses), does much of the heavy lifting in terms of delivering instruction.
This gives students and teachers more control over how they use their time. Teachers have time to work individually with students. While students have the ability to move through the lessons and materials at their own pace. Well, not exactly - there should be benchmark calendar points to ensure students are progressing through the courseware. However, for the most part students operate independently and receive help from teachers when needed. Students should be setting goals each week and conferencing with their teacher weekly to ensure they are progressing and understanding course material.
Speaking of data and meeting goals, teacher must use the data from the digital courseware to check for student understanding and determine best ‘pull out points’ for guided instruction in places where students commonly struggle. Guided instruction can be one-on-one tutoring, or in small or full class situations. Science labs and hands-on investigations should be incorporated into the learning environment. Ideally teachers can enhance the digital courseware with authentic assessments and peer-to-peer communication and collaboration with creative critical thinking projects in the course content area. A typical flex week could look like the schedule below:
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