by Kim Loomis | Mar 12, 2018 | Blended Learning, Professional Development, Program Design
In December 2016, we was first introduced the CIA of blended learning; digital Curriculum, guided Instruction, and authentic Assessment. In a blended classroom CIA has unique qualifiers. The more we present this concept to teachers, schools, and administrators as they prepare to adopt blended learning, it grew and expanded to show the circular relationship of the three elements presented here. Understanding the one-third relationship of the three elements can shift teacher mindset for partnering with digital content to establish a blended personalized learning environment. Blended Learning First, let’s revisit the definition of blended learning, in its simplest of terms: Adding the wisdom of teachers, with the intelligence of technology to create a personalized learning environment for every student. Understanding the relationship of these three elements helps to create a balanced blended classroom. Digital Curriculum In a blended classroom, teachers need to partner with software and the intelligence of technology, that can provide individual data points, to deliver Depth of Knowledge (DOK) levels 1-2: recall and skill/concept. Computer access to lessons allows students to pick up where they left off, thus reducing gaps in learning. Engaging digital software Aligned to standards Personalized learning space Data points for every individual student Through partnering with digital content, software and resources filled with curriculum with individual data points, teachers are freed from having to deliver DOK 1-2 to the masses. Guide Instruction Using the data from the digital partner, the wisdom of the teacher can support and extend learning. When teachers partner with software, they no longer have to lecture to the middle, they can create learning environments that intervene (DOK...
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