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Time to collaborate with peers to get blended lessons completed?

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The challenge of front loading all resources in order to address all students and their individual needs.  The challenge would be to get the students that finish early to dig deeper and stay on task with less interesting topics.  Also keeping your assessment pieces universal with timing and students at different paces in their own learning.

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I am concerned at constant changing levels from project to project and how to facilitate the constant changing in academic levels and skills from piece to piece.

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I am concerned about how this much attention to individual needs could potentially harm the overall ensemble sound. I know it is all about balance but most of what I do is about listening and learning together.

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Fears:

Internet outages. Always having to have a Plan-B (planning twice).
Working at home - are THEY doing the work, or are parents more involved than they should be? If they miss the direct instruction piece, I don't necessarily feel comfortable letting them do it at home.
Not enough technology. Students vandalize the restrooms, do we really want them having their own school-issued electronic device?

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Fearful that we won't have enough time to fully "figure it out" without district curriculum support and we will keep our students from learning the content they need to. Will students get burnt out with all their teachers attempting something new?

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What research is out there that says that blended learning actually works? Does it work for all content areas or is blended learning more suitable for certain contents than others?

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I would like assistance on how blended learning would work/be set up for a resource English class. With so many various levels, I think blended learning would be wonderful- but I am unsure of how to implement it.

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That certain students will not get their work completed at a good pace and some students will finish quickly--individual pacing of each student

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I am curious how to implement in a world language classroom, and I want to see it in action first.

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I need help setting it up on a small scale in my English classroom. I need a bulleted list of to do's or first steps to take to incorporate 1 aspect of blended learning.

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I feel that blended learning can work just worried about on level students working at a good pace.

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Where is the research and data that shows that this process works for several years? In the article, is states that this process was the first time students were given an opportunity for blended learning as seniors, so itś super new. If all classes are doing this and for years at that, then will it loose its luster and students will not be as motivated as the article group?

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Students have trouble asking each other for help when lost or falling behind, especially with the lack of communication skills nowadays. Also, students that move fast, feel that they should get free time when they get their work done quickly in class. How do you keep the engaged and interested in moving on, when they finish quickly.

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In a freshman OL course,I am concerned about how to manage behavioral issues, sped, 504, etc. Some of my students do not have the ability to work in a group setting. How does BL work in that situation?

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For personalized learning and students setting their own goals, how can a teacher manage this for 30+ students for several classes. This seems overwhelming.

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the canvas was a bit of a learning curve to navigate like should it be pages or modgules

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As a SpEd teacher with a resource class, I am not sure how this applies.  I know that I can differentiate their learning, but keeping them focused on individual tasks while I am working with another group.  These students are very hard to keep on track when I am teaching them all, much less if I can't focus on them because I am with a small group.  I am afraid that nothing would get accomplished.

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In a foreign language class students need to show the mastery of speaking, comprehension and writing skills. What if they do not understand? What if they try to get out of the task by giving simple or irrelevant responses, not showing the growth?

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Besides grades, how do we best motivate our on-level stduents to complete enrighment activities? Although we have successs with blended learning in the case of motviated AP students, there are always issues created with self-pace when students fall behind or work at a heightened pace. How does a teacher create the atmosphere that addresses the issues of needing to keep high-performers engaged, while offering remediation to low-performers?

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some kids didn't have internet access at home to complete their work

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it was a lot of finding if they did the work more than seeing if they were learning

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To an administrator, this can often look like chaos in the classroom.

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I struggled with getting my on-level students "on board" - the vast majority did not complete the work outside of class

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Sometimes it is easier to start with blended learning LESSONS instead of blended learning UNITS. This helps test the waters and know what will work or what will be a struggle.

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some kids finished quickly and others drug their feet

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What if the kids like me just rush through everything to get it all "done" and then are off-task? How do I get them to buy in to furthering their learning continuously, even when they are "done"?

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How do you keep the lessons at a higher level and continue to hold each student accountable?

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the kids didn't do the work outside of the class if they were behind

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I'm really into the idea of blended, but I'm one of those people that if it's not working after a week or so, I get frustrated and revert back to other, tried-and-true, student-centered methods. What are other smaller steps I can implement to squash my get-it-right-right now mindset?

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technology was hard to get all the kids a computer every day

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Students who work fast and can typically finish their homework in class are now being required to complete hours of study at home. Students are already busy and are opposed to more work at home.

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Where will we get the online material?  Is it the expectation that the teacher build all of this material?  Do our textbooks supply this type of material?

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Blended learning provides an active, engaging learning environment.

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We are wondering if blended learning needs to be an "all or nothing" approach to our teaching styles.

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When a student is moving slowly, how do you know if it is because they are being lazy and not trying to do work or it is because they need the slower pace?

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Monitoring students to make sure they stay on task and communicate properly.

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why shoiuld students who just want to pass care?

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Taking on a big, public project that is more meaningful for some comes with the risk of a big, public failure, which can be intimidating.

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how do you motivate students to do work and stay on track.

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Fidelity of implementations for classroom accommodations

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How will we prep the parents/home for the blended learning concept and struggles in the classroom?

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Behavior can be a challenge but can be fixed with monitoring and accountability.

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How will students be supported with classroom pace and expectations? Especially as it pertains to a centralized program.

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Gauging reasonable checkpoints/benchmarks.

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Blended learning becomes redundant for some students and then they check out.

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Personalized learning can be hard to manage behavior distractions and keep the whole class on track.

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Most stories about this are either 1-3 year experienced teachers in a personalized learning school with a lot of admin expertise OR it is a 20th year teacher that has the preps completely down and "has to change" to be more engaging.

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Pre-selected grouping can help eliminate behavioral issues.

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Guiding students to understand how this is beneficial for them.  Some students love this and others can't stand it.

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Their is a great need for structure with certain students in 504 & Sped.

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Fear of diving into blended learning without enough technology to go around the school.

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This isn't really a fear - my experience with onlevel students was a struggle with being able to hold them accountable for the self-paced portions.

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I think some students will get burnt out on the blended learning idea.

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How do we hold on level students accountable?