blended learning | school districts | classrooms | innovative leadership
michael & susan dell foundation blog
by judy burton, president and ceo, alliance college-ready public schools, los angeles
by when alliance college-ready public schools launched blended learning for alliance school transformation (blast) at three high schools in 2011 and 2012, we were confident that the integration of technology into our college preparatory curriculum would help us individualize instruction for all students. what we didn’t fully appreciate was the impact of this powerful model on teachers at every level of experience.
once the year began, we quickly discovered that the demands of blended learning essentially transformed all teachers into novices. we saw that teachers with more experience often faced steep learning curves as they struggled to unlearn certain ingrained habits and practices, and that true first year teachers were just as likely to develop effective blended learning practices as those with more years in the classroom.
what must teachers “relearn” in a blended learning model?
in our blended learning classrooms, students spend roughly two-thirds of their time working independently or in small groups with other students.
read the full article here.
