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Blended Learning and Leadership:
What are the best ways to support
blended learning teachers?
October 20, 2014
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Housekeeping
• This session is being recorded and will be emailed out
and posted on CEM and http://cue.org/blended-learning-
theme_2014
• Archives here:
http://blendedlearning.pbworks.com/w/page/86632270/C
EMBlendedLearning2014
• Hashtags: #ce14 #blendedlearning
• Future BL webinars sign up via CUE website:
http://cue.org/blended-learning-theme_2014
• Feel free to share with others (see handout).
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CEM Blended Learning Strand
• Monday webinars for 4 weeks – 7:00 EST
• Tuesday Tweet Ups – 8:00 EST (#ce14 #blendedlearning)
• Ongoing discussions via Linked In “Blended Teacher Network” Discussion group. Free to join.
• Blogposts via
– CEM blog (connectededucators.org) ,
– CUE (blog.cue.org),
– Rob’s Blog (robdarrow.wordpress.com)
Link your blogs with #ce14 #blendedlearning
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Panel Members
• Anna Gu, Research Assistant, Christensen Institute,
California
• Anne Pasco, Blended Learning Coordinator, Huntley
High School, Huntley, Illinois
• Brian Bridges, Director, eLearning Strategies
Symposium; CLRN (emeritus director)
• Travis Phelps, Vice Principal / Teacher, St. Justin School,
San Jose, Ca
• Rob Darrow, CUE / Blended Teacher Network, California
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Quick Poll
• What is Blended Learning ?
– A. Students control their own learning
– B. Teachers guide student learning through a
prescribed curriculum
– C. A change in teaching pedagogy that better
personalizes learning for students.
– D. Putting lesson plans and videos on the
web
– E. All of the above
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Blended Learning Definition
• Important for research
• How to teach others (professional
development)
• Implementation
• Let’s start what it is not…
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Teaching and Learning
• What the student is
doing and where the
student is.
What the teacher is
doing and where the
teacher is.
What and where the
content is.
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Generally Defining Terms:
“Teaching and Learning”
• Traditional = the way it has always been
done
– (e.g. teacher lecture, quarterly benchmark
testing, if students don’t get it, the teacher
moves on, limited use of technology)
• Blended = use of technology, course
management system, flexibility of time,
student centered learning and data to
personalize learning for students
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Blended Learning Definition –
Christensen Institute
A formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path and/or pace
and
at least in part in a supervised brick-and-mortar location away from home, and , and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
(Horn & Staker, 2013)
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Ideal blended learning includes:
• Use of digital resources and tools are integral to content,
curriculum and instruction and utilized on a daily basis
• Students engage with digital content on a daily basis (e.g.
through a course management system or related tools)
• Students have some control and choice regarding content and
pace
• Communication between teacher and students occurs both
synchronously and asynchronously; in person and online in a
variety of formats
• Teacher utilizes real-time formative assessment data on a
daily basis that allows for ongoing feedback and better
individualized instruction for students
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Blended Learning:Is a journey,
not a destination.It takes time to transform
thinking and teaching.
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iNACOL’s Blended Learning Roadmap:
The Six Elements
• Leadership• Professional Development
• Teaching/Instructional Practice
• Operations/Admin Systems/Policy
• Content
• Technology
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Blended Learning: Why is this
important?
• Brian
• Anne
• Travis
• Anna
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Anna Gu, Research Assistant,
Christensen Institute
• Superintendents, barriers and challenges
– what was learned?
• http://www.christenseninstitute.org/publicat
ions/barriers/
Knocking Down Barriers: California Superintendents & Blended Learning
Anna Gu
@christenseninst
Convened superintendents in Fall 2013
Major themes:
-redesigning teacher roles
-managing new technology & infrastructure
Finding barriers, finding solutions
@christenseninst
Teacher credentialing
Immediate supervision
Class-size limits
Union contracts
Redesigning Teacher Roles
@christenseninst
Public contract code
Adopting digital instructional materials
BYOD
Providing sufficient access
Managing new technology infrastructure
@christenseninst
Schools restricted to state-adopted instructional materials?
California A.B. 1246 frees districts from list
Perception of barrier
Digital instructional materials
@christenseninst
Postsecondary approval
Carving time, space, & funds for blended learning
Building coalition of support & trust
Other tricks & tips
@christenseninst
From real solutions to
cage-busting leadership
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Brian Bridges, Former Director,
CLRN in California
• Why the blended learning survey in
California?
• Lessons Learned?
• Recommendations to other states, districts
and school leaders?
California eLearning Census
Gaining Depth and Breadth
http://clrn.org/census/
2014 Responses
Question Set:
http://bbridges51.edublogs.org
February 1 – April1
569 Responses 31% of 1810
40%/60% Charters vs. Districts
50%/50% Elementary vs. Unified & High School Districts
Who is eLearning?
Yes
No
53%
302 districts &
charters
Who wants to eLearn?
Yes
NoN=267
21%
Who wants, by grade span
K-5/K-8
Yes
No13%
K-12/9-12
44%
eLearning by District Type
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
K-5/K-8 K-12/9-12
2012
2013
2014
19%
73%
28%
78%
16%
68%
Virtual & Blended Populations
0
20000
40000
60000
80000
100000
120000
140000
160000
Virtual Blended
2012
2013
2014
100.9
150.5
86.6
49%
24K
74%
70
0
20
40
60
80
100
120
140
160
180
200
Blended Median Virtual Median
2012
2013
2014
180
80% Increase
14% Decrease
60
100
Blended and Virtual Medians
56
80
Longitudinal Data
131 Districts/Charters; 3-yr data
K12/9-12 64 districts/charters
2012: 78%
2014: 82% eLearning
K-8 67 districts/charters
2012: 9% eLearning
2014: 20% eLearning
Longitudinal: K12/9-12
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
Blended Virtual
2012
2013
2014
734%
Blended Model Breakdown:
2014
0% 10% 20% 30% 40% 50%
Flex
Rotation
Enriched-Virtual
A La Carte
2014: K-5/K-8 Blended Model
Breakdown
0 10 20 30 40 50 60
A La Carte
Enriched-Virtual
Rotation
Flex
N=71
76%
K-12/9-12 Blended Breakdown
2014
0 50 100 150
A La Carte
Enriched Virtual
Rotation
Flex
N=198
59%
29%
53%
32%
Do Online Instructors Receive
OL/BL Professional Development?
No
Yes
79%
PD Content and Duration
0 50 100 150 200
Other
In the behavioral, social, and
emotiona, aspects of the learning
environment
Support and use of a variety of
communication modes
Online course delivery system (LMS)
Technical Skills Curricular Support
85%
46%
71%
Nothing
Build Own Courses
Train Staff Better
More Carefully Select
CoursesPlan Differently
If You Could Start Over,
33%
33%
17%
11%
If You Could Start Over,
District Comments: Pg 20
Planning Process
Build Own Courses
Professional Development
Be Better with Course Selection
Nothing
Starting Over: Planning
Start earlier. Have greater input from stakeholders.
I would rigorously protect the process of using Evergreen Education Group's Quality Planning Tool:
Choose teachers who are more willing to adapt
Spend more time reviewing the different options
Starting Over: Course Selection
Would have had more of an emphasis on the ability to modify content
I would have engaged with my provider and demanded certain instructional and curricular expectations sooner
We would examine more programs and have the students use them first to determine ease of use and suitability.
I would help everyone understand that no one platform will meet all of our needs
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Come to the eLearning
Strategies Symposium –
Dec. 12 and 13, San Mateo, Ca
• www.elearns.org
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Anne Pasco,
Huntley High School, Huntley, Illinois
• Blended learning implementation –
how did it start?
What grades, subject?
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Huntley High School
• How and why did the blended learning
program begin?
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Huntley High School. Huntley, Illinois
• 4th year of implementation
• 23 classes offer blended options
• 932 students occupy 1441 seats in those classes (roughly 1/3 of our school)– Students are NOT required to be in attendance during
their blended (ie online) days
– Students may leave the building
– Students may stay in commons areas within the building
– Students may be in the Learning Resource Center
• Accountability: Common Assessments given across Traditional/Blended sections
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Huntley High School
• Where are things at with blended
learning now?
• Leadership and support systems?
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Travis Phelps,
St. Justin Catholic School, San Jose, Ca
• Blended learning implementation – how
did it start? What grades / subjects?
• Leadership – what exists?
• Where are things at now?
• What did you do first, second, third for
implementation?
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Implementation: St. Justin Catholic
School, San Jose, Ca
-- Within 8th grade classroom
-- Not a schoolwide implementation
-- Policy challenges
-- Technology Policy: flexibility is
key
-- Resistance exists from many
parties
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Implementation: St. Justin Catholic
School, San Jose, Ca
-- Early training is key
-- Connected Education
-- Constant parental communication
-- Patience with the process
-- Expect mistakes
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Blended learning success factors:
What are the right metrics to use?
• Travis
• Brian
• Anne
• Anna
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Quick Poll
• What is Blended Learning ?
– A. Students control their own learning
– B. Teachers guide student learning through a
prescribed curriculum
– C. A change in teaching pedagogy that better
personalizes learning for students.
– D. Putting lesson plans and videos on the
web
– E. All of the above
www.cue.org
Thank you panelists!
• Link will be emailed out to you.
• Check the handout for specific links.
• Thanks for being part of Connected
Educator Month and the blended learning
strand.
www.blendedteachernetwork.org
Join Today – It’s Free!
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Contact Information
• Anna Gu, Research Assistant, Christensen Institute,
California, [email protected]
• Anne Pasco, Blended Learning Coordinator, Huntley
High School, Huntley, Illinois, [email protected]
• Brian Bridges, Director, eLearning Strategies
Symposium; CLRN (emeritus director),
• Travis Phelps, Vice Principal / Teacher, St. Justin School,
San Jose, Ca, [email protected]
• Rob Darrow, CUE / Blended Teacher Network,
California, [email protected]
www.cue.org
Contact / Resources
• Meghan Jacquot, English teacher, Fusion Academy, California - [email protected].
• Haley Hart, Science teacher, EAA, Detroit, Michigan. [email protected]
• Jeff Gerlach, 7th Grade Social Studies / Instructional Designer, Michigan Virtual University, Detroit, Michigan. [email protected].
• Brian Thornley, Algebra II Honors teacher, Huntley, Illinois. [email protected].
• Lesley Farmer, Professor, Librarianship, California State University, Long Beach, California. [email protected]
• Rob Darrow, CUE / Blended Teacher Network, California. [email protected]
