WEBVTT 00:00:06.138 --> 00:00:08.110 Fundamentals of Blended Learning 00:00:08.110 --> 00:00:09.432 My name is Michael Thompson, 00:00:09.432 --> 00:00:11.185 and I'm the director of school partnerships 00:00:11.185 --> 00:00:13.157 at Education Elements. 00:00:13.157 --> 00:00:15.233 We work with schools across the country 00:00:15.233 --> 00:00:17.582 to help them think about blended learning 00:00:17.582 --> 00:00:19.791 and to design instructional models 00:00:19.791 --> 00:00:22.415 which use technology effectively. 00:00:22.415 --> 00:00:26.596 Our primary product is the HLMS, which I will discuss 00:00:26.596 --> 00:00:29.945 in more detail in some of our other videos. 00:00:29.945 --> 00:00:31.568 In this video, I want to share 00:00:31.568 --> 00:00:33.812 the fundamentals of blended learning. 00:00:33.812 --> 00:00:35.708 I'll explain what is meant when someone uses 00:00:35.708 --> 00:00:38.811 the term 'blended learning,' describe some of 00:00:38.811 --> 00:00:40.789 the blended learning models, 00:00:40.789 --> 00:00:45.911 and discuss the results we are getting. 00:00:45.911 --> 00:00:47.738 What is blended learning? 00:00:47.738 --> 00:00:49.696 If you think about the traditional classroom 00:00:49.696 --> 00:00:52.227 environment on one end of the spectrum, 00:00:52.227 --> 00:00:54.619 and on the other end of the spectrum is a student 00:00:54.619 --> 00:00:56.742 learning on a computer at home, 00:00:56.742 --> 00:01:00.293 blended learning is somewhere in the middle. 00:01:00.293 --> 00:01:02.226 Now let's ask ourselves, 00:01:02.226 --> 00:01:04.466 "How do we differentiate and individualize 00:01:04.466 --> 00:01:06.656 instruction in the classroom?" 00:01:06.656 --> 00:01:08.578 Frankly, students are not engaged 00:01:08.578 --> 00:01:10.703 in lecture-style instruction. 00:01:10.703 --> 00:01:13.058 We know that small-group instruction, 00:01:13.058 --> 00:01:16.177 personal learning plans, guided practice, 00:01:16.177 --> 00:01:19.015 and inquiry-based teaching all lead toward 00:01:19.015 --> 00:01:22.260 a better and deeper understanding of concepts. 00:01:22.260 --> 00:01:25.502 Unfortunately, differentiation and feedback 00:01:25.502 --> 00:01:29.339 doesn't scale without technology. 00:01:29.339 --> 00:01:31.534 So blended learning is about leveraging 00:01:31.534 --> 00:01:33.769 digital content to provide students 00:01:33.769 --> 00:01:35.726 with skills and practice – 00:01:35.726 --> 00:01:38.161 meanwhile, the teacher focuses on 00:01:38.161 --> 00:01:40.274 depth and application of concepts 00:01:40.274 --> 00:01:43.579 to teach higher-order thinking skills. 00:01:43.579 --> 00:01:45.626 So what if we can create an environment 00:01:45.626 --> 00:01:48.973 where, one,students can get individualized, 00:01:48.973 --> 00:01:51.307 self-paced instruction, 00:01:51.307 --> 00:01:53.919 two, teachers can provide 00:01:53.919 --> 00:01:56.587 differentiated small-group instruction, 00:01:56.587 --> 00:01:59.309 based upon weekly or daily data, 00:01:59.309 --> 00:02:01.779 and, three, schools can operate 00:02:01.779 --> 00:02:03.965 at a much lower cost per pupil – 00:02:03.965 --> 00:02:07.359 which will allow them to reallocate resources. 00:02:07.359 --> 00:02:12.457 This environment is blended learning. 00:02:12.457 --> 00:02:15.820 What are some of the blended-learning models? 00:02:15.820 --> 00:02:18.460 Let's go back to the spectrum learning environments. 00:02:18.460 --> 00:02:22.029 As we see it now, there are four models emerging: 00:02:22.029 --> 00:02:27.197 lab rotation, class rotation, flex, and pod. 00:02:27.197 --> 00:02:30.868 I'm going to go over each of these now. 00:02:30.868 --> 00:02:33.394 Lab rotation is where students move in and out 00:02:33.394 --> 00:02:35.834 of a classroom to a computer lab. 00:02:35.834 --> 00:02:38.080 Many people seeing this model will think it looks 00:02:38.080 --> 00:02:41.080 very similar to a traditional computer lab. 00:02:41.080 --> 00:02:43.228 However, if you look under the hood, 00:02:43.228 --> 00:02:46.291 the difference is that in a lab rotation, 00:02:46.291 --> 00:02:49.045 the data from the content in the learning lab 00:02:49.045 --> 00:02:52.126 informs the instruction in the classroom. 00:02:52.126 --> 00:02:54.098 In a class rotation model, 00:02:54.098 --> 00:02:56.687 students are broken out into smaller groups. 00:02:56.687 --> 00:02:58.944 So a class of 30 may be broken out 00:02:58.944 --> 00:03:01.217 into four small groups. 00:03:01.217 --> 00:03:02.404 Every 20 minutes, 00:03:02.404 --> 00:03:05.496 the groups may rotate between stations. 00:03:05.496 --> 00:03:08.626 One station is with the teacher – 00:03:08.626 --> 00:03:10.843 two stations are with the computer – 00:03:10.843 --> 00:03:14.294 and the fourth station may be guided practice. 00:03:14.294 --> 00:03:16.538 In this environment, a teacher has the ability 00:03:16.538 --> 00:03:19.510 to monitor the whole class, manage behavior, 00:03:19.510 --> 00:03:22.440 and maintain the class culture. 00:03:22.440 --> 00:03:25.078 In the flex model, the learning lab might look like 00:03:25.078 --> 00:03:27.908 a large call center, with banks of computers. 00:03:27.908 --> 00:03:30.038 Around the edges of the lab might be 00:03:30.038 --> 00:03:32.570 smaller breakout rooms for classes. 00:03:32.570 --> 00:03:34.058 In this model, the students work 00:03:34.058 --> 00:03:35.707 mostly on the computers, 00:03:35.707 --> 00:03:38.070 and a teacher might pull out a group of students 00:03:38.070 --> 00:03:42.446 for seminar intervention or direct instruction. 00:03:45.770 --> 00:03:48.473 One of the newer models is the pod concept. 00:03:48.473 --> 00:03:51.129 Essentially, it's a school within a school, 00:03:51.129 --> 00:03:53.839 and each pod might have multiple grade levels. 00:03:53.839 --> 00:03:56.195 In this model the role of the teacher may be 00:03:56.195 --> 00:03:59.395 redefined and broken out into discrete roles – 00:03:59.395 --> 99:59:59.999 an adviser, a behavior specialist, 99:59:59.999 --> 99:59:59.999 or an instructor – to support each pod. 99:59:59.999 --> 99:59:59.999 All of these models are rethinking the traditional school, 99:59:59.999 --> 99:59:59.999 giving students more control over their learning, 99:59:59.999 --> 99:59:59.999 and providing students with targeted instruction. 99:59:59.999 --> 99:59:59.999 What are some of the results? 99:59:59.999 --> 99:59:59.999 From a student perspective, students are 99:59:59.999 --> 99:59:59.999 more engaged using online content 99:59:59.999 --> 99:59:59.999 versus paper-and-pencil practice worksheets. 99:59:59.999 --> 99:59:59.999 They like getting real time feedback 99:59:59.999 --> 99:59:59.999 and knowing where they stand at any time. 99:59:59.999 --> 99:59:59.999 Students can control how fast or slow 99:59:59.999 --> 99:59:59.999 they need to go through a lesson. 99:59:59.999 --> 99:59:59.999 In these schools, we see students accelerating 99:59:59.999 --> 99:59:59.999 past the skills for their grade level. 99:59:59.999 --> 99:59:59.999 And this is what we call unleashing their learning velocity. 99:59:59.999 --> 99:59:59.999 Also, even though the class sizes may be larger, 99:59:59.999 --> 99:59:59.999 students feel that their classes are actually pretty small, 99:59:59.999 --> 99:59:59.999 because the experience they have 99:59:59.999 --> 99:59:59.999 with the teacher is in a small group. 99:59:59.999 --> 99:59:59.999 Now from a teacher's perspective, 99:59:59.999 --> 99:59:59.999 the teachers we've spoken to find it easier 99:59:59.999 --> 99:59:59.999 to plan for small group instruction 99:59:59.999 --> 99:59:59.999 versus trying to teach to the middle 99:59:59.999 --> 99:59:59.999 and differentiating top and bottom. 99:59:59.999 --> 99:59:59.999 Teachers find teaching in small groups more rewarding, 99:59:59.999 --> 99:59:59.999 because the students are more engaged. 99:59:59.999 --> 99:59:59.999 And finally, teachers are surprised by how much easier 99:59:59.999 --> 99:59:59.999 classroom management is with students fully engaged 99:59:59.999 --> 99:59:59.999 on the computers versus when students 99:59:59.999 --> 99:59:59.999 are doing things on pencil and paper. 99:59:59.999 --> 99:59:59.999 Thank you for watching our video on blended learning. 99:59:59.999 --> 99:59:59.999 We are excited by the potential opportunities 99:59:59.999 --> 99:59:59.999 blended learning brings. 99:59:59.999 --> 99:59:59.999 And I hope you found it useful as you think about your own school.