by Kim Loomis | Mar 12, 2018 | Blended Learning, Professional Development, Program Design
We first introduced the CIA of Blended Learning: digital Curriculum, guided Instruction, and authentic Assessment for a blended learning environment with these unique qualifiers. The more we present this concept to teachers, schools, and administrators it has grown and expanded to show the entwined relationship of the three elements. To help educators see the interconnected CIA relationships [Technology – Teacher – Student], we have an easy one-third balanced blended framework. Understanding the one-third relationship of the three elements shifts the teacher’s mindset towards partnering with digital content and releasing learning to students in active engagement settings. Check out the reference document of the One-third Balance of Blended Personalized Learning. We challenge educators to rethink their role as a facilitator who is intentionally “off the stage” two-thirds of the time. We like to call this two-thirds time ‘teaching by walking around,’ which leads to stronger teacher-student relationships. This one-third balance isn’t just a framework—it’s a mindset shift that empowers students, leverages technology, and fosters deeper learning. Blended Learning Defined 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. The three icons above; technology, teacher, and students, create the one-third framework. Digital Curriculum: One-Third Technology In a blended classroom, teachers need to partner with software and the intelligence of technology, which 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...
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