|ARE YOU REALLY OFFERING BLENDED LEARNING?
Is Blended Learning the Same as Technology-Rich Instruction?
There’s a lot of confusion around blended learning and technology-rich instruction. Many schools think that because they use computers in the classroom they are a blended school. Yet, “blended learning” and “technology-rich instruction” mean something quite different.
Technology-rich instruction provides educators with a valuable tool to reinforce lessons, but the technology in itself does not facilitate student learning.
Blended learning, on the other hand, leverages technology to give each and every student a more personalized learning experience. Blended learning has been defined as 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, at least in part in a supervised brick-and-mortar location away from home, and the modalities along each student’s path within a course or subject are connected to provide an integrated learning experience.”
Let’s take a look at how these two different instruction models work in a school setting.
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Online Credit Recovery: Achieving a 100% Graduation Rate in California
In its new series, “Research: Outcomes of Blended/Online Learning Programs,” the Evergreen Education Group takes an in-depth look at successful blended and online programs across the nation to examine the best practices that have created tangible results. We are pleased to share with you some highlights from the Williams Junior Senior High School study of the series.
Blended Learning Success
|With a focus on keeping students in school, on track, and on target to graduate, Williams Junior Senior High School was able to achieve outstanding results with their online credit recovery program: a one hundred percent graduation rate.
Of the 360 students who entered as freshmen in the fall of 2011, all of them graduated in May 2015. Further, as of June 2015, there were no students in Williams Junior Senior High School that were credit deficient, and all but one junior high student were promoted to high school.
Successful Online ELL Support for an International Ballet Student
1.14.2016, Contributor: Mike Gray
Online Learning Journey Begins
Jinny is a ballet student who has been accepted to an elite ballet boarding school in Florida. Jinny is arriving three weeks late into the school year, so she is already going to be facing the challenge of catching up with her peers. She will also be learning a new culture, working to master English as a second language, making new friends, dealing with homesickness, and, of course—there will be plenty of dance.
She will be taking several of her courses online through Fuel Education teachers in order to accommodate the rigorouscurriculum—a combination of ballet and academics—that she will be following, in addition to much online ELL support.
All this means that there is no time to slowly acclimate in her new educational environment and that Jinny has to jump right into her schooling. She finds out right away that there are several international students starting with her. Some are even from Taiwan just like her. But there are also many American students to help ease her into her immersion of English.
But, Jinny needs more than just the support of other students, she needs her teachers.
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