Blended Learning – End of Year 2

    When measured, our progress, on the perennial and mightily purposeful path toward the hallowed paradigm shift, from teacher-directed instruction to student-centered knowledge acquisition, demonstrated markedly diverse results, depending on which administrator, teacher, student and/or parent was examined.

To have scored the ultimate measure of blended learning success, it would have meant that:

· Every student, by year’s end, developed into a self-directed learner whose personalized learning path meandered through a wealth of digital, teacher-augmented and hands-on learning opportunities that not only excited and motivated, but accelerated learning far greater than any other year!

· Data-driven decisions manifested into precise positioning of individual learning paths and provided teachers with acute awareness of learning optimization.

· Classroom schedules identified time for recess, lunch, PE, art and music, all other time was used for personalized blended learning acquisition. The only bells heard were for the occasional fire drill.

· Technological hardware was an extension of student appendages, working seamlessly through time and space.

· Adaptive digital content captured student interest, challenged their minds assessed their skill levels and sequentially delivered engaging lessons of quality and worth while developing skills sets with vigor and mastery.

· The three-station rotation model transformed into integrated learning spaces for one on one encounters, cooperative group pods, digital learning micro-environments, furnished sections for teacher-directed instruction and learning stations that offered a variety of skill building and problem solving opportunities. Rotations were student-directed by need and learning path.

· Dedicated time was spent on data collection, data analysis and student – teacher conferencing to collectively review and align learning activity menus for optimum personalized learning paths. In addition, there were frequent meetings between teacher and administrative minds to discuss successful practices and future strategies.

    Had all of these been a reality, our second year of blending learning would have been a grand slam. In actuality, some of our teachers and students came pretty close to hitting one out of the park. For year three, we hope to continue to have more players score high and hopefully touch all the bases!