Embedded Files
BLENDED LEARNING PRINCIPLES - GETTING STARTED
BLENDED LEARNING PRINCIPLES - GETTING STARTED
STUDENT OWNERSHIP
- Guide students through the process of reflection.
- Provide individual feedback so that students can progress monitor & build relationships with teachers.
- Experiment with allowing students some choice in selection of time, pace, path & place.
FLEXIBLE LEARNING ENVIRONMENT
- Students or classes are in flexible groupings according to need.
- Create spaces or opportunities for whole, group, small group, & individual instruction.
- Experiment with flexible use of time based on students’ needs.
INNOVATIVE INSTRUCTION
- Mindset is open to changing instructional practices
- Uses data to design lessons that support students’ instructional needs
- Experiments with at least one blended learning model (flipped, station rotation, etc.)
- Collaborates with others to reflect on new instructional practice
INTEGRATED DIGITAL CONTENT
- Selects 1-2 digital tools aligned to content to meet student needs & learning objectives.
- Establishes instructional routines & expectations for students to engage with content & digital tools.
STUDENT OWNERSHIP
STUDENT OWNERSHIP
How I run my elementary art classroom with flipped videos, gamification, and TAB teaching for artist
Mrs. Russell (Miss Russ) is an elementary art teacher encourages student ownership through classroom organization and structure. Notice the multiple blended learning techniques she uses (station rotation, flipped learning, mastery, goal setting, etc.)
Flipped over Flipped Classrooms
Mark T. Burke lists the reasons for flipping the music classroom in this first of his series of posts about Flipped Learning.
Strategies for Flipped Music Classrooms
In this article by Mark T. Burke outlines the benefits to moving from a traditional apprentice model of teaching to flipping the learning to demonstrate mastery of skills.
Flipping the Switch for Music Technology
This article focuses on practical ways to use flipped learning in a music classroom to capture class time, conduct music labs, and foster creativity and ownership.
FLEXIBLE LEARNING ENVIRONMENT
FLEXIBLE LEARNING ENVIRONMENT
Blended Learning in Our Band Class
In this blog post, band director Vincent S. Du Beau talks about "flipping band". He experimented with using some class time during the week for individual practice time to increase student skills.
How to Run Art Stations in the Classroom
This video by middle school teacher Kari Wilson gives step-by-step examples of using art stations set up with blended learning principles.
INNOVATIVE INSTRUCTION
INNOVATIVE INSTRUCTION
4 Ideas for Building a Performance Arts Blending Learning Program
This article provides some ways practical ways to used blended learning and digital resources in performing arts classrooms. The sections of the article include:
- Think data as a personalization tool
- Take time to collect open resources
- Consider connecting students to each other, and others, online
- Increase individual practice accountability
Blended Learning in the Music Classroom
Adam Staple presents using Blended Learning in K-12 Music. Mr. Staple states that the benefits include students can 1) learn on or off site, 2) repeat lessons for mastery, 3) get individual instruction, and 4) take advantage of shared resources.
INTEGRATED DIGITAL CONTENT
INTEGRATED DIGITAL CONTENT
Insights from a Blended Learning Teacher
In this interview, Amy Carlson, an art teacher at Highline School District in Seattle talks about using station rotation in her art class.
Blended Learning in the Performing Classroom
In this blog post on the National Association for Music Education site, Philip Dolan talks about the benefits of blended learning in a performance-based classroom. These benefits include using an LMS to facilitate discussions and submitting student-recorded performances for practice logs or individual playing tests.
Report abuse