What Effective Blended Learning Looks Like: No Two Blended Learning Classrooms Will Look Exactly Alike-But Here Are Some Common Elements for Success

[ILLUSTRATION OMITTED] A HIGH SCHOOL algebra teacher in Lawrence, KS, has her students watch Khan Academy videos for homework, and when they come to class the next day, she gives them a choice of what to do: They can work together on a problem set that puts the lesson into practice, teaching--and learning from--each other. They can work independently on the same problem set. Or, they can listen to the teacher go over the lesson herself in a more intimate, small-group setting. In Sonoma County, CA, high school students in Catlin Tucker's N.E.W. (Next Evolution in Work-based Learning) School rotate through various stations as they learn concepts related to a cross-curricular theme. At some of the stations, students work offline by reading handouts or attending small-group skill labs. Other stations have students working online, such as doing internet research or reading digital texts from McGraw-Hill's StudySync or other sources. Then, students break into groups to collaborate on solving a real-world challenge of their own design. In Meriden, CT, school district leaders have completely reimagined their approach to instruction. Middle school students can take online courses for high school credit, and high school students can plan their own independent studies with the help of a faculty advisor. Meriden is also redesigning its learning spaces so that students can work in a variety of configurations, and district leaders have shifted their spending from printed textbooks to online content to allow for more self-paced, personalized learning. All three of these scenarios are examples of effective blended learning in action. Blended learning combines the best of face-to-face and online instruction in ways that can customize the learning experience for each student, while making content more accessible. As these diverse models suggest, blended learning can look very different from one to the next. But when blended learning is done well, it typically involves some form of student choice or agency in their own learning, experts say--and there are other commonalities as well. Michael B. Horn, co-founder and distinguished fellow of the Christensen Institute, said at least three-fourths of United States school districts have implemented some form of blended learning--and he estimated about 10 million students are benefiting. Besides giving students a choice in how they learn best, Horn said, effective blended learning shares the following characteristics: * The teacher has an engaged role and is using the technology to get to know students better. * is a strong culture in place that is widely shared and practiced. Every routine, from asking for help to moving from one activity to the next, is very crisp and well understood by students, Horn said. * is a clear purpose to every learning experience. There should be thoughtfulness and intentionality behind the use of each mode or activity, he said. It's not done ad hoc. Instead, there is a strategy behind it: I'm using this modality to accomplish this specific purpose--and here's why. Redefining the Teacher's Role In the Lawrence Public Schools, have blended learning classrooms at all grade levels and in all subject areas, said Jerri Kemble, assistant superintendent for educational programs and technology. A few years ago, district leaders created a program in which teachers could apply to become blended learning instructors. Applicants received training in how to lead a blended learning environment, and their classrooms were equipped with iPads, MacBooks and collaboration stations featuring flat-panel displays. We started with eight blended learning classrooms in 2013; now, we have more than 200, Kemble said. Blended learning looks different in each of these classrooms. Some teachers, like the high school algebra instructor, have taken a flipped classroom approach, Kemble said, while others have adopted a station rotation model. …