The majority of blended-learning
programs resemble one of four models:
Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes
four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and
Individual Rotation.
1. Rotation model — a course or subject in
which students rotate on a fixed schedule or at the teacher’s discretion between
learning modalities, at least one of which is online learning. Other modalities
might include activities such as small-group or full-class instruction, group
projects, individual tutoring, and pencil-and-paper assignments. The students
learn mostly on the brick-and-mortar campus, except for any homework
assignments.
a. Station Rotation — a course or subject in
which students experience the Rotation model within a contained classroom or
group of classrooms. The Station Rotation model differs from the Individual
Rotation model because students rotate through all of the stations, not only those
on their custom schedules.
b. Lab Rotation – a course or subject
in which students rotate to a computer lab for the online-learning station.
c. Flipped Classroom – a course or subject in
which students participate in online learning off-site in place of traditional
homework and then attend the brick-and-mortar school for face-to-face,
teacher-guided practice or projects. The primary delivery of content and
instruction is online, which differentiates a Flipped Classroom from students
who are merely doing homework practice online at night.
d. Individual Rotation – a course or subject in
which each student has an individualized playlist and does not necessarily
rotate to each available station or modality. An algorithm or teacher(s) sets
individual student schedules.
2. Flex model — a course or subject in
which online learning is the backbone of student learning, even if it directs
students to offline activities at times. Students move on an individually
customized, fluid schedule among learning modalities. The teacher of record is
on-site, and students learn mostly on the brick-and-mortar campus, except for
any homework assignments. The teacher of record or other adults provide
face-to-face support on a flexible and adaptive as-needed basis through activities
such as small-group instruction, group projects, and individual tutoring. Some
implementations have substantial face-to-face support, whereas others have
minimal support. For example, some Flex models may have face-to-face certified
teachers who supplement the online learning on a daily basis, whereas others
may provide little face-to-face enrichment. Still others may have different
staffing combinations. These variations are useful modifiers to describe a
particular Flex model.
3. A La Carte model — a course that a student
takes entirely online to accompany other experiences that the student is having
at a brick-and-mortar school or learning center. The teacher of record for the
A La Carte course is the online teacher. Students may take the A La Carte
course either on the brick-and-mortar campus or off-site. This differs from
full-time online learning because it is not a whole-school experience. Students
take some courses A La Carte and others face-to-face at a brick-and-mortar
campus.
4. Enriched Virtual model — a course or subject in
which students have required face-to-face learning sessions with their teacher
of record and then are free to complete their remaining coursework remote from
the face-to-face teacher. Online learning is the backbone of student learning
when the students are located remotely. The same person generally serves as
both the online and face-to-face teacher. Many Enriched Virtual programs began
as full-time online schools and then developed blended programs to provide
students with brick-and-mortar school experiences. The Enriched Virtual model
differs from the Flipped Classroom because in Enriched Virtual programs,
students seldom meet face-to-face with their teachers every weekday. It differs
from a fully online course because face-to-face learning sessions are more than
optional office hours or social events; they are required.
Ways
technology supports the strategy
ÑResources are posted online via class website, LMS (Edmodo, Google
Classroom, Schoology, etc). Resources include articles, videos, interactive
multimedia, virtual labs, and more
Ñ
Teachers can track which students are using materials at home
Ñ
online materials are available to students anytime, anywhere
Ñ
materials are accessible to parents and specialists to assist the
students
Ñ
provides interactive activities, support materials and learning
resources
Ñ
multimedia content helps address different learning styles
Example
lesson plans and/or videos
· Using videos from YouTube, Discovery Education. The teacher also
answers questions in class and dives more deeply into the content.
· assign virtual labs to do at home, and then discuss in class
· projects - work on in class, and at home with more time for
collaboration
· students watch video/read chapter at home, do problems in class
with teacher helping
The Pros and Cons in Blending Learning
Pros:
· Provides for individualized support for the students
· students can access material at anytime, anywhere, to review the
material
· provides richer, more interactive learning experiences
· provides more time for collaboration with the students and
teachers
· parents have access to what students are doing - better
communication and support
· Studies show it increases student and teacher productivity,
improves teaching and learning, and provides more and better data, and helps
customize learning.
· more and more colleges and even workplaces are using this model
· gives students more time to learn - extends the learning beyond
the end of the school day
Cons:
· Teachers will need time to create and/or select content.
· Teachers will need training on using this method of instruction to
make it effective
· Students will need to be shown how to access, use the technology
and what is expected of them
· Students need to be able to do work outside of school hours
ü Do they have access to
technology at home?
ü Do they have access to
internet at home?
ü Do they have other
things that take up their time (job, etc.)
ü Students need to be
self-directed to work at home
The information related to the context in the following
sites: