The Learner in the Center:
Connecting Blended Learning with
The Framework for Teaching
Stacy Bryan
Supervisor of Extended Learning
What are the characteristics of a
highly effective teacher?
Make a list.
Think
Pair
Share
What are the characteristics of a
highly effective student?
Make a list.
Think
Pair
Share
What are the characteristics of a
highly effective learning space?
Make a list.
Think
Pair
Share
What teacher behaviors contribute to a learnercentered environment during planning?
Claim about Planning & Preparation (D1)
Evidence in a multi-course flex blended learning lab…
The teacher is able to effectively plan for blended
learning experiences that meet individual learning
needs because…
The teacher knows individual student strengths,
needs, and interests.
The teacher knows a variety of resources and
strategies that support the identified learning
outcomes.
The teacher knows both the content and the
curriculum being learned.
The teacher understands the goals of formative and
summative assessment and purposefully include wellaligned assessments in the lesson plan.
Ms. Bryan inserted an alternate assignment for
Keishelle and Marcus; this customized assignment,
listed in the course outline on Apex, supplanted the
proposed activity in Apex and provided an opportunity
to the two students to activate their interpersonal
learning styles.
Ms. Bryan identified three resources for information
for students in Earth Science; these resources included
the material as presented in Apex, a specific section of
the NASA website, and the Earth Science text.
In addition to assessments provided via Apex, Ms.
Bryan created an informal formative assessment in
Kahoot for the students in Biology.
What teacher behaviors contribute to a learnercentered environment during instruction?
Claim about Instruction (D3)
Evidence in a multi-course flex blended learning lab…
Instruction resulted in the desired learning outcome for
students because…
 The teacher clearly communicated directions and
content.
 The teacher created opportunities for and
effectively set the expectations that students
needed to communicate about what was being
learned.
 The teacher engaged students in higher order
thinking through the use of a variety of instructional
strategies, questioning techniques, and
participation techniques.
 The teacher relied on formative assessment results
during the lesson and provided timely feedback
about learning so students could make decisions
about next steps.
Ms. Bryan used Kahoot, a game-based learning
platform, to hook students and to assess
understanding. In Kahoot, she posted a variety of
critical thinking questions that required all Biology
students to respond. Many questions checked
knowledge and understanding at the lower level of the
critical thinking spectrum (e.g. questions starting with
“what is” and “how does”). Two questions required
analysis (e.g. “identify the difference”, “examine this
image.”). One question required evaluation (i.e.
“identify which tool would be the best for”…). During
the implementation of this segment, Ms. Bryan
provided wait time, prompted students to respond if
they hadn’t, and encouraged “educated guesses.”
When students made errors, a peer in the class
provided a clarification and/or Ms. Bryan posed
How does the physical space reflect student input
and facilitate a learner-centered environment?
Claim about the Classroom Environment (D2)
Evidence in a multi-course flex blended learning lab…
The classroom environment is used in ways that
effectively support student learning:
 Both the teacher and the students convey the value
of high quality student work products.
 Rituals, routine, and procedures allow for smooth
transitions, collaboration, and/or independent
learning as appropriate.
 Both the teacher and the students understand how
the physical arrangement of the room and their
body positioning contribute to or detract from
learning.
 Materials, both in and beyond Apex, are organized
and available based on students’ learning needs.
 Visual resources are readily available and are
supportive of students’ independent thinking and
learning.
Ms. Bryan organized the blended lab into course
specific zones and students immediately went to those
zones upon arrival. On the board, Ms. Bryan posted a
diagram of small group sessions that would occur in a
specified area and time for students in each course.
Students seamlessly brought the identified materials
with them to the small group setting when Ms. Bryan
called for the each group. During the small group
session, Ms. Bryan asked Evan to share an answer he
crafted in Apex and the group discussed why his
answer was well-written. Opportunities to revise
responses were provided.
How are students acquiring, developing, using, or
producing knowledge, information, and skills?
Claim about the Classroom Environment (P21)
Students understand and fulfill their responsibilities as
learners:
Students actively acquire core disciplinary
knowledge.
Students collaborate and communicate to facilitate
their learning.
Students make choices about product and process
Students use critical thinking and problem solving.
Students engage in tasks that require adaptability
and flexibility.
Students have opportunities to create and innovate.
Students are exposed to and/or make authentic, real
world connections
Student use and/or select digital tools that allow
them to acquire, develop, and demonstrate knowledge
and skills.
Evidence in a multi-course flex blended learning lab…
The Learner-Centered Environments:
Professional Learning Tool