A blended model is reliant on consistent, easy to use at-home learning materials which are intended to support and complement, but not replicate, in-school learning.
Pedagogy should inform practice. Focus on how teachers are using technology, not just on the technology alone. To view how teachers are currently using digital technologies effectively, view our PDST Technology in Education Good Practice Videos.
A whole school consistent approach is key. This should be informed by an updated Digital Learning Plan. For more information, visit the dedicated DLPlanning.ie website.
Considering the principles of UDL in the planning process can facilitate more learners and make materials and the curriculum more accessible to an increased number of learners and other members of the school community.
Teacher efficacy can be improved through CPD. This can be accessed through: Oide Digital Technologies YouTube channel and https://www.pdsttechnologyineducation.ie/
Click on the link below to access the template.
This template may be useful when planning blended learning for a specific topic. Again, click on the link below to access the template, then select "File" and "Download" and select "Microsoft Word" if you use Office 365 in your school. If you use Google Workspace for Education, then select "File" and "Make a copy".
REBEL Blended Lesson Planning Template Post Primary.pdf
In a mid-sized secondary school in Leinster, teachers have some pre-existing knowledge and experience of distance learning. Teachers are meeting remotely using Google Hangouts for planned staff meetings.
Subject departments are then assigned into breakout rooms where they are afforded the time to plan, reflect on and share blended lessons that they have completed with learners over the week. These lessons are shared on the school VLE. The school is building a repository of blended resources.
A large secondary school in Galway has been availing of PDST digital technology supports and advisory visits for the past number of years. They have realigned their school’s educational philosophy to incorporate a proactive vision for embedding digital technologies throughout.
Firstly, they focused on overall pedagogy, then on cloud-based digital tools to enable effective communication, collaboration and enhance productivity amongst teachers and learners. This helped to cultivate a positive digital educational culture within the school. Blended learning took collaboration, communication and a communal approach to flourish in this school.
Start with the end in mind. This is the first stage of the design process for effective blended learning.
Consider the following questions (scroll to access all questions).
Three distinct design approaches for developing blended learning lessons could be considered (Alammary et al., 2014). Each approach outlined below takes consideration of time, staff experience and knowledge.
Introductory approach: adding online activities to an existing lesson.
Intermediate approach: designing an online activity to replace an existing activity.
Advanced approach: developing a blended lesson from the outset or redesigning a face-to-face lesson as a blended learning lesson.
Start by considering the points below when planning for effective blended learning in your school context.
Consider the following questions (scroll to access all questions).
Once you have ascertained what current knowledge base and equipment is present in the school, a realistic whole school approach should be agreed upon in relation to blended learning so that all staff are employing consistent practices (e.g. all using the same online platform).
Step 1: Define the learning outcomes (Knowledge, Skills, Attitudes), using Bloom’s Taxonomy. Assess existing reusable resources in the school and reputable online content.
Step 2: Decide on feedback options. Consider offering multiple options for learners to demonstrate their learning. Set and communicate unambiguous expectations around online engagement. Examples using digital tools are available here. Align assessment with learning outcomes.
Step 3: Blended teaching and learning activities are designed and planned for in order to support the learning outcomes and assessment tasks. Digital technologies used are school consistent and accessible at home. Self-reflective teaching is encouraged.
Teachers and schools should regularly reflect on the approach they have undertaken to blended learning to evaluate their progress. Having blended learning on the agenda for staff meetings, for example, is a practical way to check in with each other and see what is working well and where adjustments may be needed. The reflection sheets below can support teachers and schools in this regard.
Access to supportive materials can be shared with staff to aid with upskilling in this area. PDST school support can be accessed where you can avail of an advisor to work with you to provide bespoke support for your school.
Other useful online resources that can be shared with all staff members include:
https://www.pdsttechnologyineducation.ie/ short courses
Scoilnet contains over 20,000 resources mapped to the Irish curriculum
Webwise - online safety supports
PDST Good Practice Videos - see how Irish post-primary schools are embedding digital technologies in teaching, learning and assessment, suitable for showing during staff meetings
Dlplanning.ie - to access supportive materials and aid teachers/ the digital learning team in linking blended learning to the school's current digital learning plan.
