The Big Picture: Online, Blended, Hybrid

Reflection

In this assignment, I learned the difference between online, hybrid and blended learning experiences. Being able to differentiate between the three can help me as an educational technology coach assist the teachers in developing authentic learning experiences that meet the needs of their students. I also learned that blended learning is growing over time giving students more access to their earning in a digital environment. Teachers can leverage the power of technology to create meaningful learning experiences for their students and work with students in a small group setting to differentiate the learning.

The purpose of this assignment was to clarify what blended learning is and how we can utilize it in a k-12 learning environment. I was able to define what blended teaching and learning is, the impact in the US, describe the different models and give an example of blended learning. I was able to showcase what we have been doing at Compton Unified School District as an exemplar of blended learning. Our school district is driving blended learning and mandated a 90 minute block in elementary schools throughout the district. I am able to continue to support this venture, this assignment help clarify several misconceptions I had about blended learning.

Define blended teaching and learning. What is the extent of K-12 blended learning in the U.S.

According to Rice (2011), blended teaching and learning is described as a combined online and face-to-face components. Substantial interactions with instructor and peers in both face-to-face and online communications.

In the video by Jen Johnson, she summarized blended learning as, “Blended learning is not about the technology, it’s about instructional design. The technology is leveraged intentionally to restructure the classroom to increase student involvement, engagement and input.” There are four components of Blended Learning:

Seamless connection between online and offline work. Tech and classroom assignment match, not just supplemental. Students posting research on an online forum while teacher works with a small group.
Increased student-collaboration & control.Time, place, path and pace. Give students more control of learning when it is online.
Online Classroom Presence (There’s a homebase online such as an LMS).
Repurposed Time: more time for collaborative activities. View instruction through a video, with a concept known as Flipped classroom.

According to the iNACOL report, “The Rise of K-12 Blended Learning” by Michael B. Horn and Heather Staker, “online learning is sweeping across America. In the year 2000, roughly 45,000 K–12 students took an online course. In 2009, more than 3 million K–12 students did. What was originally a distance learning phenomenon no longer is. Most of the growth is occurring in blended-learning environments, in which students learn online in an adult-supervised environment at least part of the time. As this happens, online learning has the potential to transform America’s education system by serving as the backbone of a system that offers more personalized learning approaches for all students.”

Describe one or two models of K-12 blended learning in detail (lab rotation, flipped, etc.).

Currently at my school district we are implementing Blended Learning district wide with an emphasis on the Rotation Model. The rotation model allows students to rotate between groups (Elementary Schools/Middle Schools) or tasks (High Schools) with one or more groups/tasks being done in an online setting. We use programs/apps like Google Classroom, G-Suite, Nearpod, Formative, Khan Academy and Flipgrid to just name a few to hold students accountable in the different online stations/tasks. Also, knowing that not all our students have a computer at home or fast internet access, we rely heavily on the in-class flipped model. The in-class flipped model can be described when the teacher video records the direct instruction content and the student views that content at their own pace/time in a station rotation model. This can also serve as a review or for students who were absent to catch up with the classroom content. We use Screencastify to conduct video, screen recordings and audio recordings.

Share a case study of successful implementation of a blended classroom, school or program. Include multimedia if possible.

I would like to share this 360° video I took of a classroom at Compton Unified School District, Jefferson Elementary School:

https://www.youtube.com/watch?v=3pZUf-MtYZ0 (see below).

This Apple Distinguished School (1 of 2 in Los Angeles County) has embraced Blended Learning. As you watch this video, rotate around in 360° and watch students working in small groups or stations. The teacher is walking around ensuring students are on task and ask any clarifying questions. Normally, the teacher will be working with a small group of students as students complete their tasks in their given stations. Students could be working collaboratively as you see in the iPad station, students were creating a Keynote presentation on plants for their Project Based Learning project. Blended Learning at Jefferson Elementary is providing students an equitable opportunity to apply, create and learn with more personalized support from their teacher and online technologies/programs/apps.

References:

Jonson, Jen. "Blended Learning and Technology Integration." YouTube. YouTube, 20 Jan. 2014. Web. 06 Sept. 2019.

Rice, K. (2011). Making the move to K-12 online teaching: Research-based strategies and practices. Boston: Allyn & Bacon. ISBN-10: 0132107619 ISBN-13: 9780132107617.

"The Rise of K-12 Blended Learning." INACOL. N.p., n.d. Web. 06 Sept. 2019.

Watch this video using a VR Headset such as Google Cardboard

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