The past couple of years, we’ve been hearing the term ‘blended learning’ bandied about frequently.  What does this mean?  How do central office administrators fit into a Blended Learning model?  How does the district support blended learning models.

 

First A Quick Definition

Like many ideas in education, the term does not have a hard and fast definition.  (Isn’t this one of the most annoying things in our line of work?).

 

Many definitions of blended learning involve students spending part of their time in online courses and part of their time learning in more traditional formats or activities.

 

The word blended, of course, indicates a mesh or weave of two things.  In this case, a blended learning classroom remains one part the same – with traditional instructional strategies, and one part digital – using online resources and other technologies.  

 

While many educators believe that blended learning must have an online course component, I believe this is a limited definition.  Personally, I believe good blended learning classrooms involve the integration of technology and digital resources in intentional ways.  

 

Integration could mean that students are taking courses online, but it could also mean that students are utilizing specific apps or other online resources.  It might also mean that students are using non-internet technology, such as water probes, cameras, or 3-D printers.

 

Another aspect of blended learning that a good definition should capture is the idea of student choice and pace.  With blended learning, an entire class of students does not have to learn and move in lockstep.  

 

Students may have choice in the type or topic of project or product for a unit of study.  Through the use of technology, teachers can provide students with individual pathways for mastery of content standards.

Indeed, iNACOL states in its “What is Blended Learning?” article, “Thus, blended learning is about empowering educators with the appropriate tools to support personalized pathways for learning.”

 

What does Blended Learning Look Like?

Blended learning can look differently from classroom to classroom or from school to school.  One reason these differences can occur is based on how many devices a classroom or school has, infrastructure (bandwidth), and access to digital resources.

Another reason for obvious differences is that teachers will be at various stages of comfort with blended learning strategies and technology.  Some teachers are going to love implementing blended learning strategies, and these are the teachers who will most likely be utilizing these strategies even before the district launches its initiative.  In fact, these teachers might be the ones who initially prod the district toward adopting the initiative.  

 

On the other end of the spectrum, of course, are those who are less comfortable with technology.  Many of these are willing, but they will need support.

 

Elementary Scenarios

Technology integration is much more prevalent in elementary schools.  Fewer elementary students are involved in fully developed online courses.

 

Many elementary classrooms utilize stations (similar to the traditional center).  Some stations might require students to access an online resource, such as ClassWorks or TE21, and complete individual learning paths, depending on their current level of content mastery.

 

At another elementary station students could utilize could work through some activities and then use an app, such as FlipGrid, to record a quick video explaining the new learning.  This technique could also be used as an exit ticket.

 

Secondary Scenarios

In middle and high school classrooms, blended learning often includes many of the same elements in an elementary classroom – station rotation and technology integration.   Project-based learning may figure prominently in blended learning classrooms at the secondary level.  

 

Many high schools utilize online courses as part of their blended learning experience.  Often high school teachers will develop online courses and hybrid courses for scheduling flexibility.  

 

Many states also offer online courses for middle and high school students.  North Carolina, for example, has the North Carolina Virtual Public School, which allows North Carolina students to enroll in courses that their local school does not offer, or that fits their schedule better than their local school course can.

How Does The District Support Blended Learning?

1. Central Office Scenario

 

If a school district embarks on a blended learning initiative, then it is important to understand the district’s vision for the initiative.  Why?  Well, as a member of central office, we need to be able to articulate that vision to staff members, especially those who might be apprehensive, and to communicate it to the community.  

 

As we encounter those who are resistant, who do not like or understand change, we must be prepared to communicate the district’s ‘why.’  Why are we doing this?  Why are we moving to a Blended Learning model for our students?

 

Lagging student achievement is one reason that district’s often implement a Blended Learning model.  Integrating technology into the classroom can increase student engagement.

 

In discussing a report from Evergreen Education Group and Clayton Christensen Institute for Disruptive Innovation, an article from The Atlantic states that Blended learning is a means “to help bring up all students”  regardless of background.

 

Another possible answer to the district’s ‘why’ could be changing expectations and needs of the communities workforce.  To ensure that students are prepared for college and career after high school graduation, district must prepare them for those worlds.

 

We must know our ‘why.’  Whatever it is.  The ‘why’ is the single most important piece of information we can communicate about implementing a Blended Learning initiative.

 

Our role also includes clearing up misconceptions around Blended Learning.  Because Blended Learning involves the use of technology, many parents and community members believe that focus is on the student device.  Unfortunately, many educators also hold this notion.

 

Blended Learning takes advantage of technology, but it is not about the technology.

 

2.  Curriculum  vs. Technology 

Curriculum and Instruction administrators must underscore that Blended Learning is about good curriculum and good instruction – and not about the device or app.  Technology is not the ‘extra’ activity that we slide into our lessons if we have time.

 

CO administrators should give teachers permission to try new technologies, but they also need to clarify to educators that sometimes, the traditional way is just as good or, perhaps, better than using technology.  A 2014 Edutopia article about a school that implemented Blended Learning with grade 9 students discussed when teachers should to go digital.  If an activity or strategy is already working well, then there is no need to make it digital.  Look for where/when technology can enhance an activity or lesson.  Direct instruction isn’t going away.  Teachers should start small, but keep adding to their repertoire.

 

Our responsibility, as central office administrators, is to remove barriers for our enthusiastic colleagues, so that they can run with the initiative.  Their early successes will help the initiative to grow and gain momentum.  

 

Our responsibility as central office administrators is also to provide support for those teachers who are more reluctant to embrace Blended Learning because of lack of skill.  Like a teacher who supports a struggling student, we need to support our teachers with the appropriate scaffolds to ensure their success, too.

 

3.  Model it

One way we can provide that support is through modeling some of the strategies or tools.  We can teach the use of an app or tool by utilizing it during a meeting or a workshop.

 

For example, I recently opened a meeting by having everyone participate in a Kahoot activity using some of the data we were meeting to discuss.  It provided an opportunity for the educators to experience the technology and see how it could be utilized.

 

But the trick that I cannot just model once and be done with it.  I (and all central office administrators) have to be consistent with my own integration use.  Fortunately, I like learning and using new technology.

 

I rely on Google for much of my productivity.  For any team or committee which meets regularly, I create shared folders, documents, and forms, so that we ALL have access to ALL of our work ALL the time.  

 

I modelled this approach last year when my district was hosting our district re-accreditation visit, and I am using it with virtually the same group of colleagues for our current policy revision work.

 

While we are not teachers any longer, many of the same tools that we expect teachers to integrate will actually improve our own productivity and efficiency.  So modeling this integration for teachers and principals will also benefit ourselves.

 

4.  Don’t Forget the Principal

In addition to supporting teachers, central office administrators will most likely need to support principals as well.  Forward-thinking principals and those principals who participate in the teacher professional development will most likely understand how the classroom environment is changing.

 

Blended Learning training for the leadership team is one way the central office can support principals – and themselves.  

 

Without explicit training, principals may not understand the changes we are asking teachers and students to make in teaching and learning.   Part of our role as Central Office administrators is to make sure that all the work around blended learning is aligned, from student to teacher to principal to central office.

 

So Central Office administrators may be called upon to collaborate with principals and instructional coaches to develop new walkthrough forms for principals.  We may also be involved in creating vetting processes for digital resources (or any resource, for that matter) that principals and teachers can use when purchasing new materials.

 

5.  Finance and Human Resources

We should also do what we can from a budget and resources standpoint.  Blended Learning is not an inexpensive undertaking because classrooms should have at least one device for every five students.  Of course, a device for each student, the 1:1 situation, is the best case scenario.

 

Obviously, more devices requires more funding, but it isn’t matter of just adding more computers.  The district’s infrastructure must be able to support the number of devices, which may require substantial upgrades, resulting in greater funding needs.

 

Central office administrators, from finance directors to school improvement specialists, are often looking for means to implement the program or maintain it after implementation.  

 

Districts often look to grants to fund the initial implementation, but a maintenance plan is a must.  Often, current operational funding must be re-allocated to fit the new vision of learning.

 

For example, funding that may have been budgeted for textbooks might now be re-allocated to fund digital resources.  As professional development priorities shift to incorporate Blended Learning, funding for professional development activities may also shift to match the new need.

 

Schools may also need support from the human resources department in the central office.  Interview protocols may need to be revised and interview questions may need to be designed to suss out whether a candidate has the skills and knowledge necessary for success in a Blended Learning school.  

 

A Big, Fun Job

Leading a Blended Learning initiative is not for the faint of heart.  But it can be rewarding and fulfilling.  This is the type of work that I dreamed about leading when I came to the district office.  So I can definitely say that I am living the dream, baby!

 

But I can’t live this dream alone.  Planning and roll-out of a Blended Learning initiative need a team approach for success.  Choose wisely.  

 

Aligning with the district’s vision for Blended Learning, implementing the professional development for it, securing the resources, supporting teachers and principals, and getting the technology infrastructure in place are major tasks that need to be planned and then operationalized for a successful implementation.  

 

Most importantly, remember your ‘why.’

 

Are your schools implementing blended Learning?  How do you support them?  Leave me a comment.  I’d love to hear from you.

 

I can’t resist.  Here is Zoey, deep into her daily grooming.