by Kim Loomis | Nov 5, 2018 | Uncategorized
In the CIA of blended learning model, teachers work in tandem with digital curriculum to provide a personalized learning environment for each and every student. Like any good partnership, one needs to test the waters, look for strengths and weaknesses, and find how the two of you complement each other. This is also true when selecting and working with digital curriculum in a blended learning classroom. When adopting digital curriculum for blended personalized learning, it’s important to consider what the digital curriculum is bringing to the partnership. Don’t get hung up on what it does not bring. When you think of other partnerships in our lives, like your spouse or kids, they are not perfect. You may find that these partners didn’t put the dishes in the dishwasher the way you would have, but the dishes got washed. Or they may not have mowed the yard the way you would have, but it got done. The same is true with digital curriculum. Just because it’s not the way a teacher would have instructed, students are still exposed to the curriculum. By releasing a little bit of control to the digital curriculum, teachers now have more time to guide instruction with an eye on grade level power or essential standards. Use a curriculum map when planning. Start small. It’s better to eat an apple one bite at a time, rather than shoving the whole thing in your mouth. When partnering with digital curriculum, classroom teachers should work in bite size chunks. For example, look at one unit of study at a time, rather than the whole semester or school year....
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