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Design Approaches
Three distinct design approaches for developing blended learning lessons could be considered (Alammary et al., 2014).
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.
Developing Teacher Competence
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.
Teacher efficacy can be improved through CPD. This can be accessed through: PDST Digital Technologies YouTube channel and www.pdsttechnologyineducation.ie.
Planning for Blended Learning - Considerations for School Leaders
Consider the points below when planning for effective blended learning in your school context:
Is there potential to include approaches to blended learning as part of the school's Digital Learning Plan this coming year?
What expertise is present on the staff already that could be shared? Perhaps some staff members have been engaging with blended learning approaches to date and could share their experience in this area.
Are there interested teachers on staff who would be interested to trial blended learning models and different active learning methodologies with their classes and who would share their experience with the staff before adopting a whole school, consistent approach to blended learning?
What digital equipment and facilities are available in the school to support blended learning? How can the schools' devices be effectively distributed to facilitate blended learning experiences in classrooms?
What level of access to devices do learners have at home? Can we establish the level of access of each learner?
Do staff need additional CPD to effectively and meaningfully implement blended learning in their classrooms? (You can apply for PDST school support.)
Case Studies
Case Study A
A four teacher primary school has focused on improving digital learning in their school this year. Until recently, there was no digital platform in the school and the school previously communicated with parents through email, phone calls and other means.
This year, they decided to set up the online digital platform, Google Workspace for Education, and teachers have engaged with CPD support facilitated by the PDST on how to effectively use the Google apps available.
Teachers in the senior classes have become more confident in their use of Google Classroom and are finding it beneficial to plan thematic lessons over set periods of time for their pupils to engage in. They have adopted a Flipped Classroom approach to blended learning. Their pupils now access online articles/ videos/ podcasts etc. at home on Google Classroom in advance of exploring a new topic at school. Teachers are finding that they have more time to dedicate to rich active learning experiences in school that allow pupils to communicate their thinking and work collaboratively.
Time is allocated during staff meetings to disseminate new blended learning lessons ideas and reflect on progress. Collaboration and communication have been essential to increasing staff confidence and generating a positive attitude towards blended learning in the school.
Case Study B
A large, DEIS primary school availed of sustained support from an advisor on the Digital Technologies team. They were already Microsoft 365, as their online digital platform and staff felt confident on using it for planning and communication purposes but they wanted to explore how they could maximise the use of Microsoft Teams to enable teachers to collaboratively plan blended learning lessons.
With the help of their assigned PDST advisor, the school's Digital Learning Team reviewed and updated their Digital Learning Plan with specific actions on teacher collaboration and introducing the Station Rotation Model in the junior classes and the Flipped Classroom Model in the senior classes. Teachers participated in small group CPD sessions with their PDST advisor where they explored blended learning lesson ideas and started to collaboratively plan and design the content and activities for digital stations in the junior classes and the resources to be shared with pupils in the senior classes e.g. presentations/ screencasts/ videos/ podcasts etc. After working with their PDST advisor, teachers agreed to carry out different design roles in their groups and come together, where possible, to offer feedback and support one another.
They found that this collaborative approach to planning and preparation reduced teachers' workload. The school is now building a repository of material (lesson ideas and activities) that can be used by all teachers. These are stored on their Microsoft 365 school account and will be reused and adapted over time.
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