I created this Venn Diagram (in Lucid Chart), first as two intersecting circles and then as three. I thought I was done until I re-read the assignment. I created the diagram as I read the source materials thinking that as I read I would fill-in and   I would understand what characteristics fit within in the spaces of the diagram. However, after I re-read the assignment it states that the "intersection of face-to-face learning is NOT blended learning". So now I am confused.

I went back and reread the material to see if I can suss out my misunderstanding.

I think the key difference is that CONTENT is delivered via an online source vs a teacher delivering content. I think what I am confused about is how to decide when a teacher is blending the learning vs integrating technology?

For example, I know a teacher who may assign a video to watch at home and answer questions or have an online discussion on one day during the week, the next day students are reading and discussing material in class, the next day they are creating a Glogster project based on the work they have been doing, would this be considered blended learning?  

For this section of my reflection I am choosing the iNACOL Domain 3 Adaptive Skills Competency  Below is each standard and my reflection on them.

1. Continual take note of what is or is not working (via student-level data, technology applications, pedagogical strategies, . . . .and then take action to iteratively improve.

In my learning goal reflection I mentioned a Design Thinking Unit I am currently doing. This unit is on its second iteration due to a change in scheduling. It is also  changed in form due to the class dynamics as the needs of this 5th grade class are taken into consideration. I have found this year's class very anxious, so much so, that it impedes their learning. I have had to step back, reassess and find new ways to teach them.  My co-teachers and I meet regularly to reassess where the students are and what their needs are in order for us to make progress in this unit. So I feel I do this already. I find when the lessons don't go as I plan that I become a better teacher as I need to reflect on why the lesson did not go as I expected and I need to find new ways to accomplish what I need to get done. It is easy to 'teach' the kids who get things quickly, it requires much more thought and planning to help  kids learn when the learning doesn't come as easy or quickly.

B. Collaboratively, transparently, and proactively seek out feedback from students, parents and colleagues to continually improve instruction and practices. 

As stated above I am working with other faculty to assess and get feedback.  Additionally my school has a program in place that requires us to observe and reflect on what we see by visiting each other's classrooms.  

C. Apply lessons and takeaways about their own experiences as learners, both online and offline to their work with students.

I regularly share with  my students how I learn and how I problem solve in hopes of showing my thought processes. I have no problem saying 'I don't know, but  let me see if I can find out.' I also show my students that I need to read directions in order to understand. My students are working through the curriculum for Code.org. The program has been updated this year and I have not worked through all the lessons. I regularly tell the students I don't know the answer, but that we can figure it out together. I then read the directions for the lesson out loud and reflect back to the student what the directions say, this usually helps them find their own mistakes because they did not read the directions and I often remark, reading instructions out loud increases understanding!

Personal thoughts during this unit:

I have struggled with being able to tell the difference between a teacher who integrates technology and is a blended learning instructor. I think the key difference is that CONTENT is delivered via an online source vs a teacher delivering content and that students can determine, path, pace, and place of learning content. I think what I am confused is how to decide when a teacher is blending the learning vs integrating technology?

For example, I know a teacher who may assign a video to watch at home and answer questions or have an online discussion on one day during the week, the next day students are reading and discussing material in class, the next day they are creating a Glogster project based on the work they have been doing, would this be considered blended learning?  

Seeing the listing of different models was helpful in allowing me to try to envision what a blended class would look like. Additionally, besides taking this class I am taking another certification class. I have tried to maintain a 'meta' view of how the two classes are being taught. There has yet to be any material included about the role of meeting synchronously. This hasn't been mentioned in any of the models for online high schools. I am finding that I miss this part of the learning process. Research shows learning with your peers is an important part of the process. I do find it easy not to have to meet up online, but I wonder if this class would feel richer if we had some online Hangouts? 

Final reflections:

Quite unexpectedly, I was approached by the third grade teachers about how to provide their students with the means to create and publish a book they have been writing as part of their Writers Workshop Informational writing unit. This class had an immediate impact on how I developed the lesson for these students. In an attempt to give students control over their pace, place and time I created a template with embedded videos to teach the tech skills needed to complete the different tasks required to complete  the book. For many of my students this has worked well. For some students it has been a bit too much independence, as I found out today, the first task was to watch a video and name their document. Today, I found several students had not named their documents. I am sure part of the problem was not preparing the students for this new format. I did not have a chance for whole class instruction, instead students came to me when they were 'ready' this meant entering the classroom on different days at different times and being asked to follow directions on the Smartboard to get a copy of the document and to read the directions. For a first real blended learning opportunity though I am happy with the outcome, the students haven't finished their books yet, but I do have some that are on the last task while some are still on the first task of five tasks. This shows the power of a blended environment and letting the students work at their own pace. With permission I may post one of my student's completed book. This blended learning process has allowed me time to work with some students individually and allowed other students to advance ahead. It is a great way to differentiate and give my students 'just in time' learning opportunities.