Module 1, Lesson 1, Activity 1, Screen 1
Schools Past and Present
Today’s schools are transforming to meet the needs and expectations of 21st century learners. Many
schools have shifted from the factory teacher-centered model of serving the same curriculum to all to a
collaborative student-centered approach. Most recently, schools are using technology to better respond
to the individual needs of students.
Digital natives (glossary term) expect their learning environments to include technology because it is an
intrinsic part of their lives. Educators use technology with students to expand and enrich 21st century
learning opportunities. Technology is no longer supplementary to curricula; it is integral to 21st century
learning models.
Review a quote.
“The factory model of education is the wrong model for the 21st century. Today, our schools must
prepare all students for college and careers and do far more to personalize instruction and employ the
smart use of technology.”
(U.S. Secretary of Education Arne Duncan, 2010).
Click Next to continue.
Module 1, Lesson 1, Activity 1, Screen 2
What Is Blended Learning?
Blended learning takes many forms and thus has many definitions; common to all is a combination, or
blend, of online delivery of educational content and classroom interaction. Blended learning also has
different names and is sometimes referred to as hybrid, mixed-mode, multimethod, integrated, flexible,
or flipped.
While defining how blended learning might look today is important, avoiding a fixed and rigid definition
is equally important. Definitions of blended learning are intentionally broad and open, without tight
parameters that limit educators’ innovative ideas or new developments in delivery technology.
Learn more about blended learning.
Online + Face-to-Face
“Blended learning is a formal education program in which a student learns at least in part through online
delivery of content and instruction with some element of student control over time, place, path, and/or
pace and at least in part at a supervised brick-and-mortar location away from home” (Staker & Horn,
2012).
What students learn online informs what they learn face-to-face and vice versa. Furthermore, if
students have control over their pace, this control often extends to the entire subject that is blended,
beyond the online learning portion of the coursework.
Student Control
Blended learning involves some element of student control over time, place, path, or pace. These
dimensions can be described as:
* Time: Learning extends beyond the school day.
* Place: Instruction extends beyond the walls of the classroom.
* Path: Learning extends beyond the pedagogy used by the teacher. Technology allows students to learn
in a method customized to their needs.
* Pace: Learning extends beyond the pace of an entire classroom of students.
(The Foundation for Excellence in Education, 2011).
Personalized Education
Blended learning combines online delivery of educational content with the best features of classroom
interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate
instruction from student to student across a diverse group of learners (Blackboard Inc., 2009).
Community of Learners
With blended learning, teachers control the curriculum and delivery, while providing students with an
online component that is flexible and offers opportunities for dynamic discussion and collaboration with
peers. The ultimate goal of a blended learning class should be to allow the teacher to continue working
directly with students and use an online component to develop a learning community that works
together to discover knowledge (Tucker, 2012).
Learning for a Global Economy
In order for students to be competitive and successful in our global economy, we need to move from a
school system that is exclusively “brick and mortar” bound and based on seat time, building schedules,
and age-based groupings to one that blends face to face with digital learning and is more studentcentered, flexible, and embraces the skills, creativity, and technologies that will best prepare our kids for
success in the global economy (Anderson & Skizypchak, 2011).
Click Next to continue.
Module 1, Lesson 1, Activity 1, Screen 3
A Disruptive Innovation
Some advocates claim that blended learning is a disruptive innovation (glossary term). A disruptive
innovation transforms a sector by replacing expensive, complicated, and inaccessible products or
services with less expensive, simpler, and more convenient alternatives. Online learning and blended
learning are disruptive innovations because they bring a more personalized, student-focused experience
to brick-and-mortar classrooms that may be otherwise unavailable, with the potential to improve and
ultimately transform the current model of education delivery.
Learn more about online learning and the difference between blended learning and online learning.
Online Learning
Online learning is instruction by a web-based educational delivery system and provides a structured
learning environment. It may be accessed from multiple settings in or out of a school setting. It expands
educational options for students with wider course offerings, new formats, and an extended learning
community.
Online learning got its start in distance-learning environments, outside of a traditional school building,
and it started small. In 2000, roughly 45,000 K?12 U.S. students took an online course. By 2010, over 4
million U.S. students were participating in some kind of formal online learning program. In true
disruptive fashion, online learning is expanding beyond its roots in distance learning. By 2019, 50
percent of all high school courses are expected to be delivered online (Horn & Staker, 2011).
Blended Learning
“Blended learning is not online learning, but the increasing expectation is that children will have a
customized educational experience” (Horn & Staker, 2011).
Blended learning combines online learning with other modes of instructional delivery. Rather than
learning online at a distance, students learn in an adult-supervised school environment for at least part
of the time. A blended learning model places value on the teacher’s face-to-face interactions with
students.
One report concluded that while fully online courses were more popular in terms of enrollment than
blended courses, blended models might have greater potential in K?12 schools than the fully online
model (Picciano & Seaman, 2008).
Click Next to continue.
Module 1, Lesson 1, Activity 2, Screen 1
Blended Learning Examples
A blended learning environment takes advantage of the best features of online and face-to-face
learning. A learning environment can be either synchronous or asynchronous. The goal of blended
learning is to leverage each environment to its optimal use.
Blended learning can take many forms. Explore some examples of what blending can look like in
classrooms.
Learn more about synchronous and asynchronous, and review snapshots of students in blended learning
classrooms.
synchronous
Synchronous learning occurs when the teacher and students primary interaction takes place at the same
time. Synchronous learning may occur at the same time and same place, for example, in a teacher-led
classroom. Or, it may occur at the same time in a different place, such as a virtual teacher-led course.
Synchronous learning provides a learning environment with a high level of interactivity and immediate
feedback.
asynchronous
Asynchronous learning occurs at a different time and place. It is not dependent on the teacher and
student interacting in real time. Asynchronous learning provides for flexibility in delivering content,
more time for student reflection, and the opportunity for students to participate when and where they
choose.
Math
Students in a rural high school have the opportunity to take courses not offered at their high school by
enrolling in blended courses. In this trigonometry course, students "attend" courses in the computer lab
twice a week where they participate online synchronously with other rural high school classrooms.
Students also spend time working asynchronously outside of class—getting personal help from the
teacher during videoconference office hours or by e-mail, and engaging in online exercises posted by the
instructor. Students submit work to the online teacher, and the teacher responds with feedback. The
math teacher at the school provides additional face-to-face support as needed, working with students in
small groups and one-on-one.
Science
During an astronomy unit, students take a field trip to a local planetarium and become interested in the
constellations. The teacher posts NASA* videos on topics of interest and assigns students different
videos to watch asynchronously outside of class. While watching the videos, students take notes and
record impressions. Back in school, students participate in a jigsaw (glossary term) discussion where
they share knowledge with each other and discuss important concepts from the videos they watched.
Social Studies
In this middle school social studies class, students are studying ancient civilizations' contributions to our
world today. The teacher decides to have students gain background knowledge outside of class time.
She bookmarks Web sites for students to research and sets up a discussion board where students
participate in an online discussion focused on the origin of democracy. Back in class, students work in
small groups on a project where they develop their own civilizations. Project work continues outside of
class time by using online collaboration tools.
Spanish
Students in this Spanish class are all at different levels. To meet the needs of all the language learners,
students are divided into small conversation groups where they rotate through discussions with their
teacher. Since class time is focused on developing conversational skills, at home, students do self-paced
grammar and vocabulary exercises that the teacher posts online and organizes for each level.
Click Next to continue.
Module 1, Lesson 1, Activity 2, Screen 2
A Classroom Shift
Blended learning can be viewed as a pedagogical approach that combines the effectiveness and
socialization opportunities of classroom learning with enhanced online learning possibilities. Blended
learning is a fundamental redesign of instruction.
Review each statement and corresponding explanation to learn more about some characteristics of
blended learning.
Blended learning is student-centered instruction.
In a blended learning environment, students are active and interactive learners, both online and in the
classroom.
Blended learning provides more interaction than traditional classrooms.
Blended learning provides opportunities for an increase in interaction between student and teacher,
student and student, student and content, and student and outside resources.
Blended learning helps to customize individualized instruction.
With blended learning, a teacher can individualize learning with online tools and resources. Learning
experiences become customized.
Blended learning integrates formative and summative assessment.
Teachers and students use a variety of offline and online formative and summative assessment
methods.
Blended learning is a shift in instructional strategy.
The greatest shift with blended learning is in instructional strategy. In redesigning the classroom, the
teacher considers standards and objectives, and selects the most effective teaching strategy that might
take place in class or online.
Click Next to continue.
Module 1, Lesson 1, Activity 3, Screen 1
Introducing Marta and Larry
Larry Turner and Marta Vargas teach in the same district. Larry teaches middle school social studies, and
Marta is a high school math teacher. Larry serves on the district technology committee, which is helping
schools provide greater options for students in moving to blended approaches to learning. Marta
recently attended an in-service workshop presentation by Larry who shared his success with a blended
learning social studies class. The workshop was set up to encourage schools to get more involved in
blended learning. Marta and Larry know each other from serving on district committees related to
technology, and they have a good working relationship.
Learn more about Larry and Marta.
Larry Turner
Larry Turner is a middle school social studies teacher. For the past few years, Larry has been
instrumental in his school's effort to acquire technology and integrate it throughout the school. He
works closely with the technology coordinator and helps other teachers in the school. A few years ago,
at Larry's prompting, his school decided to take a "blended" approach to learning.
For Larry, blended learning has meant that he weaves digital content into most of the class work. For
example, he creates videos to explain content, students engage in online discussions, and students use a
variety of online content to deepen knowledge on a topic. Larry is fortunate to have technology
available for his students, including tablet computers. Larry has a class Web site, but he would like to
move to a learning management system (LMS) (glossary term), which he thinks would help to better
support students and personalize learning experiences.
Marta Vargas
Marta is a tenth-grade math teacher. Marta was appointed to serve on a committee investigating the
adoption of a blended learning approach in district schools. Recognizing that the other teachers look to
her for leadership, Marta is enthusiastic about taking some first steps into a blended learning class.
Marta's classes are mixed-ability, and meeting the learning needs of all of her students is a constant
challenge. She often finds herself taking class time to re-teach concepts. To her dismay, some students
do not pass her class and have to retake math. Marta thinks that blended learning may help her better
meet the needs of all her students.
Click Next to continue.
Module 1, Lesson 1, Activity 3, Screen 2
Teachers Discuss Blended Learning
Marta and Larry discuss reasons for transitioning to a blended learning environment.
Follow their conversation.
Marta: I really enjoyed your workshop, and I'm excited about blended learning, but I'm not sure where
to start.
Larry: What are your greatest challenges with your students? You might want to think about your
students' areas of need and how you could use technology for instructional purposes to help address
those areas.
Marta: Well, my students are at such different levels in my classes. I often feel that I'm teaching to
either the higher or lower level students and can see students disengage. When I explain new concepts,
some students grasp the concepts right away, but others don't. The students who understand get
impatient, while those who don't become frustrated.
Larry: Blended learning can definitely personalize learning experiences for your students, and help you
better meet their needs and increase their engagement. You may want to start slow—maybe
incorporating videos to explain new concepts with self-paced exercises to reinforce concepts.
Marta: Thanks, Larry. I've heard about online video tutorials and need to explore your suggestions.
Click Next to continue.
Module 1, Lesson 1, Activity 3, Screen 3
Teacher Perspectives
Take a look at what some teachers have to say about their motivations for trying blended learning.
Review some reasons for transitioning to blended learning.
Teacher one: I keep wondering what my role is now since the content is free and open anywhere. I
believe that conversation, connection, inspiration, and interaction are still critical.
Teacher two: I like the idea of class time being used to apply content and put it into context. I think
students can learn and practice concepts at home. In class, they apply and refine what they have
learned, ask questions about things that confuse them, discuss ideas with me and other students, and
make meaning from it all. It spaces out the learning for them and gives me time to work with individuals.
Teacher three: Blended learning changes the way I use prep time. I used to spend a lot of time preparing
handouts, photocopying, collating, stapling, and so on. I now use an LMS where I can upload documents,
post assignments, and seed discussions. This efficiency gives me time to plan ways to individualize
practice and application exercises.
Teacher four: I find that I spend less time grading. Online discussions and collaborative group work frees
me up to give students feedback and adapt my teaching to meet the needs of each student.
Teacher five: I'm having more fun! I love designing innovative learning opportunities with so many
online resources available. I feel like my students are more engaged, and I feel less pressure to cover
everything during class time because I know the content can be accessed outside the physical
classroom.
Teacher six: I have more one-on-one interaction with my students. I find that students who are
sometimes shy and anxious about speaking in class or to me face-to-face are more open in online
discussions. Also, when students have been absent, I have used real-time chats to work with them.
Click Next to continue.
Module 1, Lesson 1, Activity 3, Screen 4
Real Lives of Students
Today’s learners, the information generation, have greater opportunities to express and share more
creatively than previous generations. Students, of all ages, leave school and then chat with their peers
online, text, create and maintain blogs, post videos, and spend endless hours on social networking sites.
They do all of this in addition to reading, completing math worksheets, and defining vocabulary words.
The time has come for students’ educational environments to catch up to them. Blended learning is an
effort to make learning environments better match students’ lives. Learn more about students’
technology use and expectations for school.
A large majority of teenagers are connected wirelessly.
* 77% of American teens ages 12–17 have a cell phone.
* 57% of American 12 year olds own a cell phone.
* 23% of all American teens have a smartphone.
(Lenhart, 2012)
Text messaging is the most common form of teen communication.
* 75% of all American teens text.
* The median number of texts sent on a typical day by American teens 12-17 rose from 50 in 2009 to 60
in 2011.
* 63% of all American teens say they exchange text messages every day with people in their lives. This
far surpasses the frequency with which they pick other forms of daily communication, including phone
calling by cell phone (39% do that with others every day), face-to-face socializing outside of school
(35%), social network site messaging (29%), instant messaging (22%), talking on landlines (19%), and emailing (6%) (Lenhart, 2012).
Teens use video to share content, stream, and chat.
* 37% of surveyed Internet users ages 12-17 participate in video chats.
* 27% of Internet-using American teens 12-17 record and upload video to the Internet.
* 13% of Internet-using teens stream video live to the Internet for other people to watch.
(Lenhart, 2012)
Social networking sites facilitate communication for some teens.
* 80% of online American teenagers 14–17 use online social networks.
* Twitter* usage for American teens doubled between 2009 and 2011.
* Older teens use social network more than younger teens and girls use it more than boys.
(Lenhart, 2012)
Students want learning experiences that are relevant and engaging.
One survey of students demonstrates students’ desires to have learning personalized through the use of
technology. The survey also found that students enjoy online learning and are more connected to school
through such experiences.
These free-agent learners are not waiting for their schools to catch up with them. They are, in fact,
adopting and adapting these emerging technologies such as online learning to increase their own
productivity as a learner and to personalize their learning process. Learning is not tethered to the
traditional school or classroom in students’ vision for 21st century education (Anderson & Skizypchak,
2011).
Impact of technology in the future
According to the 2012 Horizon Report, students will likely be increasingly using the following
technologies (among others) in their school experiences within the next five years:
Mobiles and Apps
Mobiles, such as smartphones, enable ubiquitous access to information, social networks, learning and
productivity tools, and thousands of educational applications. Mobile devices also have a growing
collection of software tools that make use of mobiles’ accelerometers, compasses, cameras,
microphones, GPSs, and other sensors. The power of apps, along with the portability of mobile devices,
is causing many schools to consider Bring Your Own Device (BYOD) environments.
Tablet Computing
Tablets blend features of laptops, smartphones, and earlier tablet computers with always-connected
Internet, and thousands of apps with which to personalize the online experience. With significantly
larger screens and richer gesture-based interfaces than their smartphone predecessors, they are ideal
tools for sharing content, videos, images, and presentations because they are easy for anyone to use,
visually compelling, and highly portable.
Game-Based Learning
Games have always been used for education. Today, multiplayer online games offer the greatest
potential of games for learning, because they foster collaboration and engage students deeply in the
process of learning. Role-playing, collaborative problem solving, and other forms of simulated
experiences are recognized for having broad applicability across a wide range of disciplines.
Personal Learning Environments
Each student will likely have a student-designed learning approach that encompasses videos, apps,
games, social media tools, and more—chosen by the student to match his or her personal learning style
and pace. The goal is for students to have more control over how they learn and become more engaged
in the learning process. Personal learning environment (PLE) is not simply a technology but an approach
or process that is individualized by design, and thus different from person to person. Widespread
adoption of PLEs may require shifts in policy, as well as attitudes, toward technology for teaching, and
learning.
Augmented Reality
Augmented reality (AR) is shifting from what was once seen as a gimmick to a tool with tremendous
potential. The layering of information over 3D space produces a new experience of the world,
sometimes referred to as “blended reality.” A key characteristic of augmented reality is its ability to
respond to user input. Students can construct new understanding based on interactions with virtual
objects that bring underlying data to life. Extensive datasets and objects too large or too small to be
manipulated can be worked with and understood by students.
Natural User Interfaces
Natural user interfaces allow users to easily perform precise manipulations that can be difficult to
manage with a mouse or controller. Currently, many devices allow users to interact entirely by using
natural movements and gestures, such as taps, swipes, hand and arm motions, and body movement.
These are the first in a growing array of alternative input devices that allow computers to recognize and
interpret natural physical gestures as a means of control. Natural user interfaces facilitate the
convergence of a user’s thoughts with their movements and voice, which appeals to kinetic learners
who learn by acting.
(Johnson, Krueger, & Conery, 2012)
Click Next to continue.
Module 1, Lesson 1, Activity 3, Screen 5
Engaged Learners
Many schools are finding that students, particularly in high school, perceive school as boring and
irrelevant to their lives. Consequently, they invest minimal effort and may be unprepared for the 21st
century workplace (Yazzie-Mitntz, 2007). Blended learning can help address student engagement. Since
blended learning offers a more personalized approach, students may be more committed to the topics
they are studying and more motivated. They may be more self-directed and persevere through
challenging tasks.
Review a definition of student engagement.
Student engagement can be defined as a student’s sustained interest in, and motivation to put effort
into, learning in order to understand and master the intended knowledge.
Learn about the connection between student engagement and achievement.
* When students are engaged in learning, deep learning (glossary term) takes place.
* Engaged students are intrinsically motivated by the idea of learning—they see learning as a valuable
outcome, beyond simply earning a passing grade.
* Engaged learners prefer challenging tasks and persevere through difficulties. They self-regulate
through preplanning, time management, and metacognition (glossary term.
Click Next to continue.
Module 1, Lesson 1, Activity 3, Screen 6
Research-Based Benefits
Blended learning is a growing phenomenon. As budgets shrink, textbook costs rise, and blended learning
pilot programs show equal or improved academic results, blended learning will continue to grow.
A study commissioned by the North American Council for Online Learning affirms the growth of blended
learning:
...the blending of online programs and the classroom setting has been relatively slow to develop in K?12
education. However, emerging models in other countries, such as Singapore and Australia, as well as in
higher education, suggest that a large part of the future of education will involve providing content,
resources, and instruction both digitally and face-to-face in the same classroom….It is likely to emerge as
the predominant model of the future—and to become far more common than either one alone
(Watson, 2008).
Learn more about the benefits of blended learning.
Student achievement
Gains in students’ academic performance
A study by the U.S. Department of education concluded that students in blended learning courses
outperformed students in traditional classrooms.
“Students in online conditions performed modestly better, on average, than those learning the same
material through traditional face-to-face instruction,” and notably, instruction “combining online and
face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely
online instruction” (Means, Toyama, Murphy, Bakia, & Jones, 2010).
Personalized learning
Custom-designed instruction based on student needs
Blended learning allows teachers to meet the individual needs of students by customizing instruction.
“One clear advantage of blended learning in education is its connection with differentiated instruction.
Differentiated instruction involves custom-designing instruction based on student needs” (deGuia,
2004).
Teachers customize instruction based on students’ learning styles, interests, and abilities. Online tools
provide tailored learning activities and assessments that are more personalized and allow students to
progress at their own pace.
Student engagement
Enhanced student engagement
The online tools available for a blended course can significantly enhance student engagement, ensuring
that all students participate in course discussions and benefit from collaborative learning. When
properly implemented, blended learning can result in improved student success, satisfaction, and
retention (University of Central Florida, 2010).
Blended learning is malleable and can meet the diverse needs of students. For example, students who
feel reluctant to speak in front of peers may participate more freely in online discussions. Other
students can benefit when the classroom is flipped and students have access to media-rich content
online and have more opportunity for in-class discussion or collaborative work. Project-based strategies
become more authentic when students can work asynchronously with experts or mentors, and at times
that are more in synch with the project design.
Module 1, Lesson 2, Activity 1, Screen 1
Teachers Discuss Balancing Offline and Online Learning
Marta is wondering how to strike a balance between in-class learning and out-of class online work so
she decides to contact Larry for some ideas.
Follow their e-mail exchange.
Hi Larry,
I’ve been doing some more reading about blended learning, and I’m wondering how you balance in-class
and online learning. I think it’s still really important for students to interact with me and their peers, and
I don’t want my role to just be uploading information and resources for students.
From, Marta
Hi Marta,
That’s a valid concern. What I like about blended learning is that it allows me to be really flexible and
responsive with my teaching. It might help if I give you an example of something I tried recently. I was
teaching a lesson on economics, and I explained a concept to my students with a demonstration. I knew
that a lot of students would have trouble with the concept, so I recorded the demonstration so students
could access it later. While I was doing this, the students could post questions in a chat area. That way,
they didn’t have their hands up or forget their questions. As their questions arose, they would post
them—other students might answer them, or I could—I was also able to answer them later after we ran
out of class time. The students had access to the demonstration as well as the questions and answers,
and were asked to review them from home and post ideas on a blog.
Larry,
That’s interesting. I could see how the students would be more engaged in your lecture and how having
access to the demonstration and all the Q & A outside the class would help them understand the
content better.
Marta
Marta,
I agree. When I think about blended learning, I consider my purposes for blending and what parts of
instruction make sense to be face-to-face and which can be done online outside of class time.
Talk to you soon.
Larry
Click Next to continue.
Module 1, Lesson 2, Activity 1, Screen 2
Elasticity
Blended learning offers the opportunity to leverage technology to appropriately pair instruction and the
learning environment, whether face-to-face or offline. Blended learning has the potential to be powerful
if the balance of classroom interaction and online learning are aligned, and online learning becomes an
extension of what is done in class.
The power of blended learning lies in its elasticity (glossary term). Depending on the learning
environment, different combinations of technology and instructional strategies can support various
levels of interactivity to attain the most appropriate blend. As the blend changes, the model becomes
elastic, allowing the teacher to modify the blend to meet specific learning outcomes.
Although many teachers are tied to textbooks and curricula that emphasize a memorization approach to
scientific instruction, they can adapt instructional activities to address scientific inquiry goals.
Click Next to continue.
Module 1, Lesson 2, Activity 1, Screen 3
The Blended Learning Continuum
Blended learning fits a range of implementation models. Because of its elasticity, there is not one best
model. The one that works best for your students and you in your classroom environment is the most
appropriate approach.
Review each type of blended learning to see an example of a blended learning continuum.
Blended Learning Continuum
Fully Online Instruction
Mostly Online: Instruction is done mostly online with some time required in either the classroom or
computer lab with a teacher.
More Online: Instruction is done mainly or fully online with students meeting daily in the classroom or
computer lab.
Even Mix: Instruction is split between online and face-to-face.
More Face-to-Face: Most instruction occurs in the classroom but includes substantial online
components that extend beyond the classroom and/or the school day.
Mostly Face-to-Face: Instruction occurs in the classroom but includes some online resources, with
limited or no requirements for students to be online.
Fully Face-to-Face Instruction
1. Open Blended Models to see more examples (Blended_Learning_Models.doc).
2. Click Next to continue.
Module 1, Lesson 2, Activity 2, Screen 1
Mostly Online
The Reach High Academy Public High School serves students who have different needs. Many students
have part-time jobs, many students do not speak English as their first language, and some students excel
beyond the traditional high school offerings. To meet the needs of all students, the school offers some
blended courses that are mostly online.
Review some of the classes.
Math
High school students take a self-paced asynchronous online calculus course in the school computer lab
where they can get help from a teacher’s assistant as needed. Students submit assignments online. The
online teacher hosts office hours where students can get assistance via Web conferencing. The course
also has a discussion board where students can post questions. Many of the lessons include links to
supplementary videos for additional instruction. Students also work on an extended project that applies
the math to an authentic problem.
Social Studies
Students take a self-paced international studies class using an online curriculum. Each student has an
internship with a community organization, which they go to once a week. Students share their
experiences on a class blog, and develop geographically specific projects throughout the year as well as
a culminating end-of-year project. The class includes face-to-face meetings where each student meets
with the teacher as well as a small group where they share their progress on their projects and get
feedback from group members. They also have monthly internationally relevant field trips.
Physics
In this advanced physics class, students meet twice a week in a face-to-face setting with a teacher to do
labs, answer questions, and address any issues with the content. Otherwise, the students take the selfpaced class on their own time, participate in asynchronous online discussions, complete virtual labs, and
submit work online.
English
Most students in this English class have part-time jobs and have the opportunity to take a blended
English class that fits their schedule. Students are assigned different novels based on their reading level,
English language fluency, and interests. They meet face-to-face every other week for reading groups to
discuss the books. Otherwise, they read outside of class, reflect on their reading using blogs, and
respond to teacher prompts on discussion boards.
Click Next to continue.
Module 1, Lesson 2, Activity 2, Screen 2
An Even Mix
Bridges Elementary School calls itself a blended school. They decided to try a blended approach because
they recently acquired tablet computers through a technology grant. Since all students can take the
tablets home, the teachers take advantage of the many apps available to support students.
Review examples of some of the activities student do during a blended unit on nutrition.
* To assess perceived eating habits, students take an online poll about their eating habits. The poll is
taken outside of class and followed up with an in-class discussion about the results.
* Outside of class, each student keeps a nutrition log on their tablet. They find and track the nutritional
value of each meal they eat. They use a nutrition application to record the data. Some students also use
the application to track activity level.
* In class, students share and discuss the results of the eating habits and nutritional intake. They
strategize their next steps to change their eating habits and educate others about nutrition.
* In class, students participate in labs, for example, to understand serving sizes, portions, and how to
count composite foods, like sandwiches. Students who are absent or need more work on a concept are
given online labs that they can do with a parent.
* After a week, students use an app to help analyze the nutritional content of the foods they recorded
each day and compare it with the dietary guidelines, nutrient intakes, and food category
recommendations.
Click Next to continue.
Module 1, Lesson 2, Activity 2, Screen 3
More Face-to-Face
Everett Middle School is a large middle school that does not have many resources. They do, however,
have some computers in every classroom. Teachers are finding that students are not engaged in class
and have low test scores. They have decided to use more technology to improve student engagement.
Explore how technology is used to improve student engagement.
Sixth Grade Class
The sixth grade science teacher, Mr. Wells, has some classroom computers. Since he does not teach in a
science lab and his classes are 40 minutes, he decided to incorporate technology in lieu of hands-on
experiments. Students are learning about electricity and use a virtual lab to build circuits with resistors,
light bulbs, batteries, and switches, and they are learning to take measurements with laboratory
equipment, such as ammeters and voltmeters.
After the lab, they share their reasoning to explain the measurements and relationships in circuits, and
discuss basic electricity relationships in series and parallel circuits. Mr. Wells also brings in a “grab bag”
of items, and students determine the conductivity of common objects.
Language Arts Class
In this language arts class, students are struggling with their writing and many students do not complete
their assignments. Their teacher, Ms. Spitz, has decided to try a blended approach.
Ms. Spitz uses writer’s workshop where students work in small groups to give peer feedback on writing
in class, but since some students do not complete the assignments, the groups are often unsuccessful.
She decides to set up a blog for students to post their work and give feedback to others. She notices that
students who had not written much previously are writing more and giving feedback to their peers. They
write on the blogs during class and from home.
Click Next to continue.
Module 1, Lesson 2, Activity 2, Screen 4
Check Your Understanding
With blended learning, teachers need to make many decisions about instruction. Since most content can
be effectively taught online or face-to-face, the teacher must determine which format is most effective
for meeting instructional needs.
Match each instructional need to the most advantageous learning environment, and click Submit.
Instructional Needs
a. After observing an in-class teacher demonstration and completing a lab, some physics students are
still having a hard time understanding diffraction of light.
b. Students participate in a debate with researchers across the country on stem cell research.
c. A small group of students is building a wind turbine.
d. After reading The Pearl by John Steinbeck, students discuss wealth and greed. When class ends, the
discussion is unfinished, and the teacher notices that some students have not participated.
Learning Environments
1. Online
2. Face-to-Face
Correct! You matched the instructional need to the most advantageous learning environment. Deciding
what students should learn online and what they should learn face-to-face can be challenging. The focus
should be on student needs and instructional goals when making design decisions. Roll over each
statement to learn more.
Online: Since some students seem to understand the concepts, providing the material for those who are
struggling would be helpful. The teacher can record demonstrations so that students can watch them
again, and can also select videos, online simulations, and other online resources that help explain
diffraction of light.
Online: While in-class debates are common, the experience can be enriched if students are able to hear
from experts. Online debates are useful if experts are not nearby.
Online: A discussion board allows students to comment at their leisure and take time to reflect on their
own and their peers’ ideas. “While higher order thinking may (or may not) occur in the classroom, the
evidence does appear to support earlier studies that students involved in threaded discussions are
exhibiting higher-order thinking” (Meyer, 2003).
Face-to-Face: At some stages in the project, students can use online collaborative documents to work
together asynchronously, but the bulk of the project should be done in a face-to-face synchronous
setting. The benefits of human interaction outweigh the conveniences of online collaboration.
Click Next to continue.
Module 1, Lesson 2, Activity 3, Screen 1
Flipped Classroom Benefits
The flipped classroom (glossary term) is an inverted method of instruction, where much of the content
learning takes place online, asynchronously outside of the classroom while complementary work is done
synchronously in the classroom to apply and reinforce concepts. Most flipped classrooms incorporate an
active and intentional transfer of some of the information delivery to outside of the classroom, with the
goal of freeing up time to make better use of the face-to-face interaction in school.
A Flipped Classroom Model shows the balance of synchronous and asynchronous work and how learning
begins and ends with synchronous classroom work.
Review the cycle and benefits of a flipped classroom.
Cycle of a Flipped Classroom
The cycle begins with a synchronous exercise in which students become interested in the topic and learn
from experience rather than provided facts and information.
At home, students watch a video asynchronously. The video lecture provides the pertinent background
information required to better understand the in-class experiences.
Students can reflect individually on what they learn by blogging, creating reflective podcasts, or even
taking tests in class. This stage allows students the opportunity to use technology while teachers can
assess what they have taken from the lesson.
Students can demonstrate their application of what they have learned through creative projects and
presentations.
Benefits of a Flipped Classroom
* The learning responsibility and ownership is shifted from the teacher to the students.
* Students tend to perform better when they control when, where, and how they learn.
* Teachers no longer dispense knowledge, but rather guide and direct while students are active
learners.
* Teachers create or find animated videos and interactive lessons and lectures that students access at
home in advance of class, and can re-watch as needed.
* Students have immediate and easy access to any topic when they need it, leaving the teacher with
more opportunities to expand critical thinking skills and enrichment.
* Class becomes a place for students to work through problems, advance concepts, and engage in
collaborative learning.
* When students are assimilating information, creating new ideas, and so forth, the teacher is present to
help scaffold them through that process.
* Teachers can develop quality and engaging learning opportunities for students with options for
internationalization, creation, and application of content.
Click Next to continue.
Module 1, Lesson 2, Activity 3, Screen 2
Videos in the Flipped Classroom
Videos are increasingly popular in flipped classrooms. Web sites provide thousands of free videos and
tutorials available in multiple languages and covering a wide range of topics, including math, physics,
geometry, cosmology, microeconomics, and more.
Review some benefits of videos and strategies for using videos.
Benefits of Videos:
* Content Exploration
Strategy: Students prepare for class by watching videos, listening to podcasts, reading articles, or
contemplating questions that access their prior knowledge. This is usually done outside of class time.
* Reflection
Strategy: After accessing content, students reflect on what they have learned and organize questions
around areas of confusion. The idea is for students to study material in advance, think about it, and
come to class prepared to participate and clear up any confusion.
* Questioning
Strategy: After viewing videos, students then post questions on a social media Web site, LMS, or online
discussion area.
* Instructional Planning
Strategy: The teacher sorts through questions prior to class, organizes them, and develops class material
and scenarios that address the various areas of confusion. The teacher does not prepare to teach
material that the class already understands.
* Personalized Instruction
Strategy: In class, the teacher engages students in deep conversation (could be the Socratic method of
teaching), where questions and problems are posed and students work together to answer the
questions or solve the problems. The role of the teacher is to listen to conversations and engage with
individuals and groups as needed, which personalizes instruction.
Click Next to continue.
Module 1, Lesson 2, Activity 3, Screen 3
Flipped Instruction
As with all blended learning, the flipped classroom can take a variety of forms and might not involve the
use of videos. In this example, the teacher uses a flipped approach with content that is usually
uninteresting for students. He considers his instructional objectives and how the students can obtain the
background content needed to delve more deeply during face-to-face class time.
Review the example of a flipped history class where students are learning about the history of Mexico*.
(* Based on Jeff Utecht's blog post in The Thinking Stick. The topic can easily be adapted for any country
or historical time period.)
Objectives
For this two-week unit on Central America, the objectives are:
* To gain a broad historical overview of Mexico in the 20th century in order to better understand
Mexico's contemporary political and social environment.
* To appreciate how each political culture builds its own traditions.
* To practice and further hone research skills, using primary source documents and quality Web sources.
Teacher’s rationale: In thinking about blending this unit, I wanted to get the most out of our face-to-face
interactions.
Background Research
The Essential Question for the unit is, How does the past inform the present?
Students are divided into two groups, and each group is assigned a different period of Mexico's past to
research. Outside of class, using online resources, each student researches questions, such as, What is
the relationship between the "modern" and the "traditional" during this time period? What is the role of
US influence, both direct and indirect, during this time period?
Teacher’s rationale: I believe that instead of giving students all of the information, they can actively find
information, make sense of it, and then come to class ready to discuss what they learned, what
questions they have, and what it is they still don't know and understand. I think it's important for
students to learn how to sift through information that is chaotic, messy, and ever growing.
Blog Posts
After students have conducted their research, each student is required to post a blog that addresses at
least two questions and the Essential Question. Each blog post should include links to online sources.
Each student leaves comments on at least two blog posts.
Teacher’s rationale: We use blogs quite a bit. All of my students have blogs. I find that often kids are
willing to take more risks on screen and that they tend to be more thoughtful when they have time to
think about the content and reflect.
Discussion
Back in class, students engage in a class discussion based on the blog posts. One group is on the inside of
a circle discussing the questions that they researched using their notes. During the discussion, they
discuss, explain, rebut, or defend a point made in the blog posts and linked sources. The other group sits
on the outside, with two students taking notes in an online collaborative document, while the other
students are engaging in a discussion about the forum in a chat room. The discussion format is flipped so
that each group has a chance to discuss and observe a few times.
Teacher’s rationale: I really like fishbowl discussions. The structure works well for students who may be
reluctant to participate in large group discussions. All students come prepared and ready to participate.
Having two students take notes frees up the other students to truly engage in the discussion or listen,
and provides all students with the same set of notes. The chat offers students who are listening an
opportunity to share their thoughts without disrupting the live discussion.
Assessment
In addition to the blog posts, comments, and class forums, students use all of their notes generated in
the course of the unit and create a product that addresses the Essential Question. Students create blog
posts, social network pages, video documentaries, photographic portfolios, graphic novels, and so forth.
This work is done collaboratively face-to-face as well as online outside of class.
Teacher’s rationale: I want students to create something that answers the Essential Question. I find that
when the assignment is more open-ended, they get creative and more invested in the product.
Module 1, Lesson 3, Activity 1, Screen 1
Blended Learning in a Textbook-Based Classroom
Many teachers follow a curriculum that uses a textbook as the major source of instructional content and
activity. A textbook-based classroom can shift to a blended learning environment while still maintaining
rigor. Blended learning can help students develop 21st century skills and offers the benefits of classroom
learning enhanced by:
* Online communication and collaboration tools
* Access to materials anytime
* Hands-on technology experience
Compare a text-book based classroom with a blended learning example.
Text-Book Based Classroom
In this fourth grade science class, students are learning about the water cycle. Using their textbook, they
read about the water cycle and then match vocabulary words related to the water cycle with their
definitions. The teacher demonstrates how energy from the sun increases evaporation, using a lamp as
the sun and some flat pans of measured water. Each student writes a research paper on the water cycle.
Blended Learning Environment
In a blended learning environment, students use an LMS where the teacher posts all activities, links to
resources, rubrics, and handouts for the unit. Students can log in to the site anytime, anywhere.
Students learn about the water cycle by viewing an online animation at home, as well as reading from
their textbook.
In class, they discuss the water cycle and the teacher demonstrates the role of solar energy in
evaporation. During the demonstration, some students take photos of the changes and post the pictures
to a blog, and other students post written descriptions to share with another classroom studying the
water cycle. As homework, students conduct online research to learn about water scarcity and
conservation solutions around the world. They come to class prepared to discuss findings in small
groups.
Click Next to continue.
Module 1, Lesson 3, Activity 1, Screen 2
Blended Learning in a Project-Based Classroom
Project-based learning can be facilitated through blended learning models. Students can conduct
research online, collaborate with others, interact with experts, develop multimedia projects, and share
their learning.
In this fifth grade math class, the students are learning about geometry, proportion, and scale, while
also developing important 21st century skills, such as creativity and innovation, critical thinking, and
problem solving. Their task is to design a playground that is safe and enjoyable for everyone.
Explore what students are doing during the playground project.
Discussion
On a discussion board, the teacher poses a question based on the Essential Question, How has your
voice been heard in the past? From home, students respond to the question and comment on each
other’s posts.
Expert advice
Students research playground safety requirements online. They e-mail experts with questions and to get
advice.
Playground analysis
At school, the class analyzes the current playground based on criteria they developed. They use the
Visual Ranking Tool to come to a consensus about playground priorities in their design.
Feedback from others
Students conduct an online poll to get input from faculty and students on their ideas for a new
playground. They analyze the results.
Mini-lessons
Students watch online videos of the teacher presenting mini-lessons on relevant topics, as assigned,
such as creating maps to scale, representing data, and measuring. Questions are answered in an online
discussion and in class.
Models
In class, in groups, students accurately measure and design a playground using an online 3-D modeling
tool. They work on the plans in class and collaboratively from home. In class, they create a scale model.
Presentations
Students present their recommendations to the school board with a multimedia presentation, also
available online for those who cannot attend. They notify the community through social media and get a
sizable audience.
Click Next to continue.
Module 1, Lesson 3, Activity 1, Screen 3
A Global Collaborative Experience
Students in this social studies class are no longer just consumers of information, they are creators,
producers, and collaborators of all types of information and media. For them, global collaboration is just
a click away. These students, who have been studying Mexican history, have the opportunity to connect
with Mexican students on a personal level through an ongoing partnership. This partnership has helped
them to develop an awareness of the global world.
Follow the students’ conversation about their partnership.
Student one: I’m really looking forward to Skyping* with our partner class in Mexico. I have so many
questions I want to ask them.
Student two: Me too. I enjoyed watching their video of the Mayan ruins. I can’t believe they live so close
to them. I would love to visit someday.
Student three: I’m taking an online Spanish class and hope to do an exchange there next summer!
Student four: That’s great! Let’s get started planning our video of the history of our town for them.
Click Next to continue.
Module 1, Lesson 3, Activity 2, Screen 1
Teachers Discuss Their Shifting Roles
Blended learning offers teachers an opportunity to expand their roles. Marta and Larry discuss how their
roles may change in a blended classroom.
Follow their conversation.
Marta: I’ve been thinking about my role in a blended learning classroom and I can see how my role
might change.
Larry: Yes, you’ll spend more time preparing for class, but with students working more independently,
you’ll have more time to support individual students during class. Also, I often feel less pressure to be
the expert on every topic because I know that my students and I can easily access resources and experts.
Marta: I can see that. The other day, one of my students wanted to know exactly how Pythagoras came
up with his theory about right triangles, and I directed him to research his question at a Web site that I
knew would be helpful. He came back a few days later with a presentation on the Pythagorean Theory
that he shared with the class.
Larry: That’s impressive! I have also had to develop some new skills myself. I recently took a class on
being an online moderator. It was really helpful.
Marta: That sounds like a class that would be useful for me too. Online moderation is different from
facilitating in-class discussions.
Click Next to continue.
Module 1, Lesson 3, Activity 2, Screen 2
Teacher’s Role
In blended environments, teachers’ roles change. Because of the shift in roles, teachers need different
skills in their more personalized classrooms than in their past one-size-fits-all classrooms.
Review Larry’s questions and thoughts about the roles of a teacher in a blended learning environment.
How am I going to address the Essential Question?
Facilitator
In a blended classroom, the teacher becomes a facilitator of student learning. He or she is no longer the
expert, and students work more independently, developing important self-direction skills.
What questions do I pose in the online discussion?
Differentiator of Instruction
In a blended environment, the teacher spends more time helping individual students and becomes more
of a learning coach or tutor. Teachers need to develop skills in customizing instruction, by understanding
differences in students and providing individual assistance that is complementary to classroom learning.
Blended learning offers more ways to provide multiple types of instruction and means of engagement.
What is the best way for my special needs students to do their research?
Online Moderator
Most likely, online discussions will be used in a blended classroom. Facilitating an online discussion
requires different skills than a face-to-face discussion. As the online moderator, the teacher needs to
make sure posts are substantive, encourage students to respond thoughtfully to their peers, provide
constructive feedback, and teach students how to engage in online discussions.
Who else can my students learn from?
Life-Long Learner
With technology, the teacher no longer has to be the expert on every topic because students can access
and connect with experts easily. Teachers model a habit of life-long learning as their students share
what they learn on their own.
What will students do online and what will they do face-to-face?
Instructional Designer
In a blended classroom, the teacher takes on the role of instructional designer when determining how to
teach the content, deciding what part of student learning will be online and what will take place face-toface, and developing ways to assess online and face-to-face work.
Click Next to continue.
Module 1, Lesson 3, Activity 2, Screen 3
Students’ Roles
In a blended environment, the students’ roles change. Students:
* Assume more responsibility for their learning
* Have more control over how and what they learn
* Learn from a variety of sources
* Are empowered and develop self-direction skills
* Learn to use technology for education
* Spend more time developing content from their own perspectives
Review an example of the different roles of students in a blended learning environment.
Follow the students’ conversation.
Student one: So, who is going to do what part of this? I can figure out how to make a podcast and then
teach the group. I’ll work on that tonight.
Student two: That’s great! I’m really interested in learning more about the recent trade embargo on the
Ivory Coast of Africa, so I’m going to look for more resources on that.
Student three: My uncle lives in South Africa, so maybe we could interview him. I’ll email him tonight to
try to arrange a videoconference call with him.
Student four: I’ll try to get some more resources for us and use Diigo* so we can all access them. I’ll also
set up a wiki document to plan our podcast. I’ll have it ready by tomorrow.
Click Next to continue.
Module 1, Lesson 3, Activity 3, Screen 1
Teachers Discuss Their Technology Use
With blended learning, teachers need to be up-to-date on new technologies and online resources.
Marta is considering which technologies she wants her students to use and asks Larry for suggestions.
Follow their conversation.
Marta: Hi Larry. I’m trying to figure out which technologies to use. In your workshop, you briefly
mentioned some of the technologies that you’ve used in blended learning, but how do you plan what
you’ll use in your classroom and what students will do online outside of class?
Larry: It helps to consider your purpose and when you absolutely need technology—such as using
technology as a tool to help students collaborate outside of class time or to present content. .
Marta: That makes sense. I could see how it might help to consider my purpose and have a sense of
what’s available. I’d love to hear about some ways you use technology sometime.
Larry: My colleagues and I have a wiki where we keep a list of technologies that we’ve tried. The list is
organized into categories so it’s really helpful. We keep a record of how we use each technology and if it
was successful or not.
Click Next to continue.
Module 1, Lesson 3, Activity 3, Screen 2
Technology
Based on content standards, learning objectives, purposes, and a teacher’s instructional strategies, the
teacher in a blended learning environment should design the learning experience with the most
appropriate technologies. Blended learning can include any combination of media that supports
instruction, regardless of the mix of synchronous or asynchronous media.
Explore how technology can be used in a blended learning environment.
Collaboration
Collaboration and social media tools help students contribute ideas, share responsibility for work, work
with experts in the field, and develop communities of learners. Tools include discussion forums, blogs,
instant messaging, videoconferencing, and social networks.
Content Learning
An abundant amount of content is readily available online. Teachers can introduce content using a
variety of technology tools and resources, such as screencasts, videocasts, podcasts, simulations, and
bookmarking sites.
Creation
Students and teachers can design, share, and collaboratively create original online content using
multimedia tools, such as 3D modeling, graphics, photo editing, animation, and digital storytelling.
Management and Productivity
Students and teachers use tools for organization and management in a blended learning classroom, such
as online calendars, file management sites, project timelines, and collaborative documents.
Click Next to continue.
Module 1, Lesson 3, Activity 3, Screen 3
Larry’s Class
Larry shares some classroom examples with Marta. Although he teaches social studies and she teaches
math, she hopes to get some ideas from him.
Review how Larry explains technologies used in his blended approaches.
Online Discussions
I often use online discussions. I find that students who may be reluctant to speak in class can be more
vocal online. I’ve done both asynchronous and synchronous discussions, and had success with both. I
also sometimes hold office hours in the evening where I set up a synchronous discussion in a
videoconference or webinar to answer any questions students have about the homework.
Videos
I’ve used some videos in the past, which seemed to work well. However, I found that sometimes
concepts weren’t presented in a way that aligned with my unit, so I decided to make my own. It turned
out to be a lot of fun! For example, I created a video that introduced immigration. For this video, I was
able to incorporate primary source images and political cartoons. I liked that students could watch it on
their own time, repeatedly if they needed.
Simulations
My students always enjoy simulations—they’ve been immigrants, explorers, and landowners. Last year, I
decided to give virtual reality a try. We were studying Africa and were able to visit an African village and
interact with the community—it was a very moving experience for students.
Podcasting
I’ve made podcasts and so have my students. I’m lucky to have so much technology in my classroom, so I
like to take advantage of it. I have a group of students who do monthly podcasts on current events. They
often interview people in the community. It’s a great way for kids to discuss important issues.
Social Media
Since social media is such an integral part of my students’ lives, I’ve used it in the classroom when it
makes sense. Last month, students created fictitious social network pages for historical figures. The
posts between Gandhi and Martin Luther King Jr. were especially interesting.
Module 1, Lesson 4, Activity 1, Screen 1
Summary
Review the main points from Module 1: Blended Learning Overview.
In this module, you learned that:
* Blended learning is intentionally defined broadly, but includes a combination of online and face-toface learning.
* Blended learning has many benefits for students, and has been shown to improve student
achievement and student engagement.
* Blended learning has many models; a blended learning continuum helps teachers consider how much
and which instruction will be online and face-to-face.
You also saw how Larry and Marta are planning to use blended learning approaches in their classrooms.
Click Next to check your understanding by answering the following five questions.
Module 1, Lesson 4, Activity 2, Screen 1
Module 1—Question 1
How can blended learning be described?
Choose the best answer, and click Submit.
a. Students learn in part through online delivery and in part at a supervised brick-and-mortar location
away from home.
b. Students have some element of control over time, place, path, or pace.
c. What students learn online informs what they learn face-to-face and vice versa.
d. All of the above.
Correct! With blended learning, students learn in part through online delivery and in part in a brick-andmortar location away from home. Students have some element of control over time, place, path, or
pace. What students learn online informs what they learn face-to-face and vice versa.
Click Next to continue.
Module 1, Lesson 4, Activity 2, Screen 2
Module 1—Question 2
Which of the following examples are blended learning?
Select all that apply, and click Submit.
a. A kindergarten class has 15 computers. They are learning how to read. The students rotate through
the computers for online reading exercises. The other stations are small-group instruction and individual
assignments. Outside of class, students can practice the online reading exercises.
b. Students in a German language class take an online class because German is not offered at their
school. They take the class during school-time from school, and have opportunities for small group work
and discussions with an exchange student who comes in a couple of times a week to the school. They
use software at home to develop their language skills.
c. In a high school algebra class, the teacher creates videos and other materials that students access
online outside of school via a Moodle* site. Classroom work is devoted to answering questions, applying
concepts, and working on collaborative projects.
d. A student’s family moves to Europe, and the family decides to have their son enroll in an online high
school to complete his high school education while they are living abroad. The student takes all of his
classes online.
Correct! The kindergarten class, German language class, and high school algebra class are all examples
of blended learning. The student getting his high school diploma is an example of online learning.
Click Next to continue.
Module 1, Lesson 4, Activity 2, Screen 3
Module 1—Question 3
What are some benefits of blended learning?
Select all that apply, and click Submit.
a. Improves academic performance.
b. Personalizes the educational experience.
c. Enhances student engagement.
d. Increases number of course completions.
Correct! Research has shown that blended learning improves academic performance, personalizes the
educational experience, and enhances student engagement. However, research has not shown that
courses are completed at a higher rate.
Click Next to continue.
Module 1, Lesson 4, Activity 2, Screen 4
Module 1—Question 4
A textbook-based class can be a blended learning environment.
Select the best answer, and click Submit.
True
False
Correct! Any classroom situation can become a blended learning environment. Blended learning
combines classroom learning with enhanced online learning possibilities. While blended learning can
mean a blended classroom, it can also mean a blended lesson or unit.
Click Next to continue
Module 1, Lesson 4, Activity 2, Screen 5
Module 1—Question 5
A science teacher’s classroom is “mostly face-to-face” on the blended learning continuum, but she does
incorporate some online resources periodically. She would like to move up the blended learning
continuum towards “an even mix” by including more online components that extend her class beyond
the classroom and the school day. She’s teaching a unit on aerodynamics, using kites.
Choose the best suggestions for the science teacher and click Submit.
a. Assign students online videos that show kite simulations.
b. Set up an online discussion where students can post questions about kite design.
c. Go on a field trip to a park with several kites and practice flying them, collecting data on kite
performance. Back at school, students enter the data on a collaborative document that can be accessed
from home.
d. Have students create their own kites based on flight principles they discovered. They can rotate
through a computer station that has 3-D modeling software.
Correct! All of the suggestions could be part of blended learning.
Click Next to continue.
Module 1, Lesson 4, Activity 2, Screen 6
Your Assessment Results
You scored __% on the Module 1 quiz.
You have completed Module 1.