This guide, created by The Learning Accelerator, Getting Smart, and DigitalLearningNow!, provides a step-by-step action plan for blended learning implementation decisions. The authors cover 18 actions in four areas.
Blended Learning in Action is a book written by Catlin Tucker, Tiffany Wycoff, and Jason Green. The authors have created an online compendium that offers resources for each stage of change covered in the text.
Pleasant View leaders and teachers discuss the transition to blended and personalized learning.
Dr. Haney, Lovett’s principal, discusses modifications to the schedule that enable blended and personalized learning.
This document shows the schedule for Lovett students in the 4th/5th grade band. Math blocks are 80 minutes and ELA blocks are 135 minutes. The schedule also provides some flexibility for including other content instruction such as socio-emotional learning and Flex Fridays.
Trailblazer’s building schedule shows opportunity hours on Friday mornings, allowing general education teachers to be released for professional learning communities.
Summit Denali articulated a variety of routines for both students and teachers to support personalized learning time. This document lists these routines and also provides context for their implementation.
This document provides an overview of the High School schedule. Blocks are usually 85 minutes long, except on Wednesdays when they are 75 minutes, which allows teachers to have 80 minutes of full-school professional development time each week.
Sophia Thomas, teacher, shares her thinking behind how she allocates her time with students given competing priorities and needs.
Transcript: Sophia Thomas: I try to touch all my students throughout the week. My first group, for the most part, are my low flyers. Those are the kids that I create their weekly plan. They are the ones who struggle to decide what am I going to do? They would take 25 minutes to decide this is a task I want to work. I’m like nope. We aren’t doing that. I generally have their weekly plan outlined. I’m checking in to see where they’re at on their weekly plan. In one of the classes, one of the girls just said to me that she no longer needs my plan.
Roots ED and Founder, Jonathan Hanover, shares the process for scheduling student and teacher time.
Transcript: Jon Hanover: we built an app that basically allows our habits of success coaches in partnership with scholars to basically plan out their – what we call their playlist where it’s their kind of rotation of self-directed work that they do. So, you know, it might be going to the maker’s space and doing our design challenge with Legos going to the library and doing leveled reading, going to the iPad center and working on ST math, et cetera, et cetera. The kind of list of self-directed activities that kids engage in. And then what the app does which is kind of simple – it’s very simple logic, but it saves all of the – some of the early pioneers in personalized learning struggled with the, just like, how do you just like, reconcile everybody’s schedule on a nightly basis, right? So this basically just says if there’s something on my calendar, show me that, ’cause a teacher has scheduled me for a lesson, and I need to go to it. If there’s nothing on my calendar, show me whatever’s next up on my playlist of self-directed work and I’ll engage in that.
