What does blended learning look like for my classroom or my school? How does it fit into my schedule?

• A blended learning classroom can look different from a traditional classroom because it has distinct areas for small groups. There are usually two groups of students - one working on computers and one working with their teacher. Blended learning is a mixture of high-quality, personalized online content and data-driven small-group instruction that allows teachers to efficiently differentiate across the wide variety of learners in a classroom.

• The entire class is involved in the blended learning program so that all student levels can be addressed. Students work on a personalized learning path on their online content to meet their individual needs. Teachers use test scores, observational data, and online content data to group students. This enables teachers to teach to the needs of their students not just to grade level standards.

• Blended learning can fit into your schedule during any subject area. There are many creative ways to schedule when using the blended learning model.

Can blended learning be used in any subject area?

• Yes, blended learning can be used in all subject areas. It is most commonly used in ELA and Math for all grades, but many schools use the blended learning model for Science and Social Studies in middle school classrooms. Most Science and Social Studies teachers use reading data to group students, but this is up to the discretion of the teacher.

• Blended learning can be used for all grades, no matter the student age. The systems and procedures you have in place may vary by grade level (i.e. older children can complete more independent tasks whereas younger grades may need more hands-on help for tasks) but it has proven to be successful in all grades in Seton partner schools. 

What needs to change in a traditional classroom to allow for successful blended learning?

• Blended learning involves the interaction between online computer content and small group teacher instruction. While there is space for whole group instruction occasionally, the secret sauce in the blended learning model comes from the ability to teach students in small groups. While those small groups are occurring, students who are not learning with the teacher work on individualized learning programs via content providers. Some teachers choose to split students into more than two groups, but that is a choice that is often dependent on the grade and subject, as well as the particular students in a class.

• In order to allow for small group instruction, the classroom layout may be different than that of a traditional classroom. Many classrooms have a small group area near the teacher and/or board to create an intimate setting for learning. The computer group is far enough away from the small group to ensure the computer group does not overhear the small group. This allows for two distinct spaces of learning. While some traditional classrooms have computer stations, implementing a blended learning model is different because students are working on an individualized computer program tailored to their grade level and learning needs.

Why is blended learning beneficial for my students?

The blended learning model of combining online learning and teacher-led direct instruction has many benefits for student learning. 

• Small group instruction provides students with more individualized attention, as well as more opportunities to share their answers and practice skills.

• Online content provides students with the chance to learn skills that are personalized at their own level, and allows students to work through lessons at their own pace. 

• Data from content providers gives teachers a better understanding of each student’s strengths and areas for growth, allowing for students to receive more personalized and targeted instruction from their teacher.

How will blended learning impact my teaching practices?

The combination of online learning and teacher-led direct instruction in this blended learning model is likely different from what practices currently exist in your classroom. 

• Through this model, teachers place students into small groups for math and reading instruction. Teaching in small groups allows students to learn in a smaller teacher-to-student ratio, providing them with more frequent opportunities to practice, and to get more individualized attention from their teacher. Additionally, small group instruction allows teachers to target, differentiate and scaffold instruction based on the needs of each group. 

• Online content providers allow students to work on lessons at their ability level, at their own pace. Because students are working on skills on their current level, these content providers can help remediate and fill gaps for students who may be struggling, provide students with additional learning in an additional format for grade level skills and lessons, and push students who may be already mastering grade level standards.

• Student work on online content provides teachers with student data that they can then use to inform their instruction. Teachers will gain new insights into student learning, and can use this data in combination with classroom assessments to paint a more complete picture of what skills students are mastering and what skills they may be struggling to understand. As a result, lesson plan adjustments can be made easily. 

What if my children are on other grade level material (advance/behind)? Do I have access to other grade level materials?

• Yes, teachers have access to computer based content for a wide variety of grade levels, and each content provider has a range of grade level lessons. Many content providers have students complete a benchmark or diagnostic before they start working, which places students at their current level (which might be on, above or below grade level). Other content providers allow teachers to place students or assign lessons based on their knowledge of student abilities. 

• After a diagnostic or benchmark test, students begin with content at their current level. Some students will be working on skills from previous grade levels to fill gaps, some will be working on grade level content, and some may be working on above grade level lessons. As students progress, some may exhaust content at the grade level they started on and progress to the next level.