Tradigital Learning Model

THE PROBLEM: 

The issue that most schools have with blended learning is the undefined way that most educators use the term. Mostly blended learning is used to define any type of instruction done with technology. The Christensen Institute has defined blended learning as "as a formal education program that must have three components: it must be part online, with students having some control over the time, place, path, or pace of their learning; it must occur, in part, in a brick-and-mortar location away from home; and the modalities along a student’s learning path must be connected to provide an integrated learning experience." 

Additionally, the Christensen Institute as created seven different models for effective in class blended learning.

• • 1. Station Rotation

    2. Lab Rotation

    3. Individual Rotation

    4. Flipped Classroom

    5. Flex

    6. A La Carte

    7. Enriched Virtual

The problem still exists that unless school districts truly define what they mean by blended learning, there will never be systematic change for adopting blended learning. So how can we make sure that a blended learning initiative is not just going One2One or putting kids on devices? And how can we truly modernize our pedagogy to make sure that technology is purposeful and used in powerful ways? 

A DEFINED MODEL OF BLENDED LEARNING:

Tradigital Learning - A defined model of blended learning that merges current best teacher practices from a traditional classroom with those best teacher practices from a digital classroom. The model supports a four different phases that moves educators and leaders from a traditional teacher to a tradigital teacher. The work is rooted in research from John Hattie, Clayton Christensen, Catlin Tucker, Michael Horn and Heather Staker. The model focuses more on improving pedagogy focusing on research proven strategies in using traditional resources as well as digital tools. 

There are 8 major academic components to Tradigital Learning

• Types of Activities

• Classroom Experiences

• Professional Development Needed for the Educators

• Teacher Role

• Use of Technology

• Use of Data

• Student Ownership

• Modality