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Blended Learning Models and Lessons from the Field Julia Freeland Fisher| [email protected] | Twitter: @christenseninst

Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| [email protected] | Twitter: @christenseninst

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Page 1: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Blended Learning Models and Lessons from the Field

Julia Freeland Fisher| [email protected] | Twitter: @christenseninst

Page 2: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

What is disruptive innovation?

Page 3: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Disruption in computing

DEC

Apple

Page 4: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

Online learning’s beginnings

Page 5: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Online learning is gaining adoptionSubstitution calculation indicates online learning is growing disruptively

50% of all high school courses online by 2019 in

some form or fashion

Page 6: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

In some form or fashion: Blended learning

Page 7: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

The rise of K-12 blended learningDefinition of blended learning

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 (such as school).

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The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

Page 8: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Blended Learning is not…

Page 9: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Blended learning is about changing instruction not cramming hardware or even just using computers in classrooms in the same instructional model as always

Page 10: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Emerging blended-learning models

Page 11: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Station Rotation Model

Page 12: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Station Rotation Model

Page 13: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Why Station Rotation?

• Serving younger students

• Increasing small group instruction

• Breaking up class time in new ways

Page 14: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Lab Rotation Model

Page 15: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Why Lab Rotation?

- Using teachers and paraprofessionals more efficiently

- Using lab space more efficiently

- Shifting scheduling

Page 16: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Flipped Classroom Model

Page 17: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Why Flipped Classroom?

• Teams of teachers reaching different students

• Need to use in class time for targeted help

• Allow students to consume lectures at their own pace

Page 18: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Individual Rotation Model

Page 19: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Carpe Diem

Page 20: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Why Individual Rotation?

• Tailoring each day to different needs in your classroom and school

• Increasing independent learning experiences

• Optimizing the balance of online and offline for each student

Page 21: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Flex Model

Page 22: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Why Flex?

• Serving students at widely different levels

• Affording students more choice (sometimes)

• Optimizing for mastery over seat time

Page 23: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

A La Carte Model

Page 24: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Why A La Carte?

• Offering courses you otherwise can’t

• Scheduling conflicts

• Allowing some teachers to be online instructors

Page 25: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Enriched Virtual model

Page 26: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Page 27: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Why Enriched Virtual?

• Creating collaborative team opportunities for online students

• Providing tutoring help face to face

• Expanding extended learning opportunities in the community

Page 28: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

When you choose a blended learning model, it should not be for the sake of going blended. It should be about rethinking delivery to solve a

specific problem.

Page 29: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

Page 30: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Choose a SMART rallying cry

Design the teaching experience

Design the student experience

Organize the team

Content Technology Facilities

Identify and prioritize assumptions

Test and learn

Adjust!Adjust!

Choose the model(s)

Shape the culture

Page 31: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

@hstaker @christenseninst CLAYTON CHRISTENSEN INSTITUTE

Some models are sustaining; others are disruptive

DISRUPTIVE

Page 32: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

Core problems

• Provide high school teachers more time to give individual feedback on writing assignments

• Boost academic reading results

Station rotation, Lab Rotation, Flipped Classroom

Nonconsumption problems

• Lack specific subject-matter teachers

• Help students recover units & credits to stay on track for on-time graduation

A la carte, Flex, Individual Rotation

How do I get started?Solve problems, achieve goals, seize opportunities

Page 33: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

Who should lead blended learning design?

Sample project Team Type

Flip a classroom Functional Department Head

Teachers want students to rotate to a lab 3x/week

Lightweight

Rethink bell schedules, teacher roles to boost reading scores

Heavyweight

Dropout recovery Autonomous

Pro

ject

Man

age

r DeptHead

DeptHead

Pro

ject

Lead

er

DeptHead

DeptHead

Lead

er

DeptHead

DeptHead

Page 34: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

“If this were a district sponsored plan, the teachers would have abandoned ship by the end of October. But the teachers were proud of their plan.” – District Superintendent

“I have put lots of time and energy into the [teachers] who are buying into the change, then they share it out… They become the leaders of your change.” -Principal

Put teachers on your design teams

Page 35: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

Do you have team members with instructional and technology expertise?

Page 36: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE# christenseninst

How do I motivate students?

Student jobs to be done:1. Experience success & make progress2. Have fun with friends

Page 37: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

A day in the life of a Summit studentSample schedule

7:30 Begin to arrive; work on personalized learning plan

8:25 Schools start with project time (math & science)

10:20 Break

10:35 Personalized Learning Time

11:35 PE or sustained reading time (using Curriculet)

12:35 Lunch & recess outside

1:20 Project time (English & history)

3:15 School ends; can stay & work on personalized learning plan

Note: On Fridays, the student spends most of the day on her personalized learning plan & has a one-on-one check-in with her mentor.

Page 38: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

T

Mentor

Facilitator

Tutor

Evaluator

Counselor

What’s the best use of face-to-face time?

Page 39: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

• Extend reach of great teachers

• Specialization

• Team teaching

• Awards for achievement

• Grant authority

Integrating motivators into innovationsSome of the tactics from the field

Page 40: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Clayton christensen institute@christenseninst

1. Existing inventory

2. Full-time or supplemental—how many hours?

3. Price

4. Student experience

5. Adaptability or assignability

6. Data integration and access

7. Efficacy

8. Flexibility

9. Compatibility

10. Alignment

11. Provisioning

12. Single Sign-on

What software should I use?

Page 41: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Page 42: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Be wary of the costs of poor or absent data integration

Page 43: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

How do I know what works?

Qualitative Blended Learning Universe

Edsurge

Blendmylearning.org

Keeping Pace

Next Generation Learning Challenge (Educause)

Quantitative RAND - Carnegie Learning

Cognitive Tutor

Columbia Teachers College -Teach to One

Chingos et al. – Florida Virtual School

What does the research say?

Page 44: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Sort and evaluate software by use caseIn your classrooms: Can we start to identify successful use cases rather than features, functions, and average student outcomes data?

What software works best for…. Homework help Drill and kill Assessment Challenge problems Projects

Page 45: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Our Blended Learning Universe (BLU)www.blendedlearning.org

- School Directory of 300+ blended schools- Resources for designing blended programs- Research

http://www.blendedlearning.org
http://www.blendedlearning.org/directory
http://www.blendedlearning.org/directory
Page 46: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Add your program today!

http://www.blendedlearning.org/directory/register/

Page 47: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Disruptive Innovation: Online learning is gaining adoptionSubstitution calculation indicates online learning is growing disruptively

50% of all high school courses online by 2019 in

some form or fashion

Page 48: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

CLAYTON CHRISTENSEN INSTITUTE@christenseninst

Can we ensure that we keep students at the center?

Page 49: Blended Learning Models and Lessons from the Field · Blended Learning Models and Lessons from the Field Julia Freeland Fisher| jfreeland@christenseninstitute.org | Twitter: @christenseninst

Get in touch!

Julia Freeland Fisher| [email protected] | Twitter: @christenseninst

www.christenseninstitute.org

www.blendedlearning.org

[email protected]


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