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http://hyperdocs.co/teachers_give_teachers

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https://www.amazon.com/Things-Further-Google-Classroom-Student-Centered/dp/0996989560

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want to start using Google Classroom with my students.

You may have completed some of these steps already. Please be sure to complete the rest in order.

Step | Who | What
1- Teacher Activation | Teacher |
2- Sign In to Chrome  | Teacher | Login to Chrome.
3- Go to Classroom | Teacher | Go to classroom.google.com (if you are signed in to Chrome, you will automatically be signed in to Classroom)Click on Teacher(Optional) Click See How Classroom Works for a guided tour of Classroom. Additional help here.
4- Create a class in Classroom | Teacher | Click at the top of the page and click Create class.Enter the class name in the first text box. (Optional) Enter a short description in the second text box, such as section, grade level, or class time.Click Create.Make note of the CLASS CODE on the left. Additional help here.
5- Create a question for students to answer | Teacher | At the bottom, click Add and click Create question.Enter the title of your question.(Optional) Enter instructions.(Optional) By default, the answer is due the next day. To change it:Next to Due date, click the Down arrow .Click the date and select a date.To set a due time, click Time and type a time.To post a question with no due date, click Due date and click X at the date.To specify how students interact with the question, click Students can reply to each other and Students can edit answer to turn the features on or off.
6- Run the Computer Login report  | Teacher | Print out the report. You could also cut the report into strips to give students to reference.
7- Student Activation | Teacher and Students | Student Activation for Google Drive/Chrome/Classroom.These are the instructions that you will go through with your students to have them activate their student accounts.
8- Student Sign In to Chrome | Teacher and Students | Have the students open Chrome and login (just as you did).
9- Students Join Your Class in Classroom | Teacher and Students  | Students go to classroom.google.com (if they are signed in to Chrome, they will automatically be signed in to Classroom)Point out to students that they should see their names on the left. To the right, they must click on Student.On the next screen, they must click on In the box that appears, they type in your class code. Once they are in, they can answer the question.

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http://www.gpaed.com/blended101/

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https://blended.online.ucf.edu/blendkit-course-blendkit-reader-chapter-1/

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What does Blended Learning Look Like in a Classroom?

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What does Blended Learning Look Like in a Classroom?

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http://www.blendedlearningpd.com/blog/what-does-blended-learning-look-like-in-a-classroom

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A Day in the Life of a Blended Learning Teacher

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A Day in the Life of a Blended Learning Teacher

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http://www.inacol.org/resource/a-day-in-the-life-of-a-blended-learning-teacher/

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 Article on Blended looks like? What does Blended look like (or sound like)?

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 Article on Blended looks like? What does Blended look like (or sound like)?

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https://blended-classrooms.wikispaces.com/Blended+looks+like

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http://www.mobymax.com/curriculum/math

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https://edu.google.com/products/productivity-tools/classroom//

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http://www.cue.org/sites/cue.org/files/images/121612_WinteOnCUE_finalhirez.pdf

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https://vimeopro.com/edelements/education-elements/video/29536658

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What Does Great Blended Learning Look Like Infographic

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What Does Great Blended Learning Look Like Infographic

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http://elearninginfographics.com/great-blended-learning-look-like-infographic/

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http://dailygenius.com/blended-learning-guide/

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https://getkahoot.com/tutorials/Kahoot_Tutorials.pdf

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http://hechingerreport.org/what-exactly-does-blended-learning-look-like-this-video-explains/

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http://blog.edmentum.com/5-traits-successful-blended-learning-teachers

http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2016/05/response_blended_learning_is_the_next_generation_of_education.html

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https://www.commoncraft.com/video/blended-learning

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Caitlin Tucker's resources- Blended Learning Tips that Work in Any Classroom

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Caitlin Tucker's resources- Blended Learning Tips that Work in Any Classroom

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https://animoto.com/blog/education/blended-learning-catlin-tucker-classroom/

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High school English teacher Catlin Tucker pretty much wrote the book on blended learning (actually, she's ). But before she became a pioneer for teachers looking to combine online and face-to-face learning, she was just an English teacher looking to foster better connections with her students.

Here's how she went from a traditional classroom to one that integrates technology, and how it's made all the difference in her instruction.

Blended learning for the individual teacher

Catlin's dilemma was that there was very little information available about creating a blended classroom on your own. Most of the resources she found were designed for whole school districts, not one teacher looking to make a change. So Catlin needed to come up with methods that would work just in her classroom.

What ended up inspiring her was what some teachers might consider a disadvantage - Catlin had very few computers in her classroom. "I don't have actually any hardware in my classroom save the computer on my desk and the devices that come in the door with my actual students themselves." But she knew that those devices coming in with students could help her close her technology gap.

Low-tech classroom; high tech learning

Here's a quick rundown of the four main changes Catlin implemented that let her create a blended learning classroom on her own:

1. BYOD (Bring Your Own Device): Catlin encouraged students to bring their phones, tablets, and other electronics to class. This lets her use appsli-ke Animoto's app-or online tools like in class. Her students can create Animoto videos explaining vocabulary words, make an infographic , or do online research for projects just using their cell phones. They can even use their devices outside the classroom on class trips!

2. Flipping out: Catlin started following a flipped model. She records short instructional videos for her classes and lets students engage in online discussions outside of class, getting the information they'll need for the next day. Catlin shared, "Class is where we really work collaboratively to apply that information."

The biggest surprise for Catlin was how effective online discussions were. "The first night I published my first online discussion question, the first three kids to respond were kids who never talked in my class, and so for me it was definitely my wakeup call. These kids want a voice, but for whatever reason, they're just not comfortable in class, and so that kind of opened the doors for everything that came after in terms of my blended journey."

3. Station rotation: The advantage of covering lecture in online videos was when it came time for class, she can have students get straight to work. Often, that work involves what Catlin calls station rotation. "Because not every student has a device, we do the station rotation model where I will design, say, four different stations in the classroom and one or two of them might be online learning stations using the kids' devices." It also lets Catlin work with students in small groups to reinforce the learning students do outside of class.

4. Blended learning with parents: Her blended learning classroom can take a bit of adjustment - for parents as well as teachers. So she starts the year with a flipped classroom back-to-school night , including an Animoto video showing students in action. "My English class is definitely not your norm, and I want parents to see the kinds of things we're doing in class. Parents get this visual, which I love and they absolutely love too."

Here's a quick breakdown of some of the ways Catlin uses technology to keep in touch:

Email: Catlin sends back-to-school night info to parents, so they can view it later. After back-to-school night, she maintains a monthly digital newsletter that keeps parents informed.

Social media pages: Important updates for class go up on Facebook and Twitter for parents and students.

YouTube channel: Catlin's page includes instructional videos which students must view as part of class. Parents can access them as well to keep their children on task.

Class webpage: Her webpage includes class information along with a few Animoto videos so parents can see what students are up to.

Ultimately, Catlin sticks with a blended classroom because she believes the changes she's made make her a better teacher. "I feel like I learn so much more about what my kids are capable of because they're not relegated to pen and paper for every type of assessment. They can create things, and I love that because I see all of these different sides to them that I wasn't privy to when I was just kind of assessing them via one strategy. It's about giving them a chance to shine in whatever way they feel like they can shine."

Are you adding blended learning to your classroom? Let us know what how you're incorporating digital learning in the comments below.

Catlin Tucker is a Google Certified Teacher, bestselling author, international trainer, and frequent Edtech speaker, who currently teaches in Sonoma County, where she was named Teacher of the Year in 2010. Catlin's written several books, including the bestseller, Blended Learning in Grades 4-12. She also writes the "Techy Teacher" column for Educational Leadership. She's active on [Twitter](https://twitter.com/Catlin Tucker) and writes an internationally ranked education blog at CatlinTucker.com ._

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Blended Learning Tips that Work in Any Classroom

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High school English teacher Catlin Tucker pretty much wrote the book on blended learning (actually, she's ). But before she became a pioneer for teachers looking to combine online and face-to-face learning, she was just an English teacher looking to foster better connections with her students.

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http://www.edutopia.org/practice/blended-learning-making-it-work-your-classroom

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P.K. Yonge views blended learning as the combination of digital content and activity with face-to-face content and activity. It looks very different in each class at the school. When a teacher has an activity that works well face-to-face, there isn't any reason to look for a digital replacement. If they can find something digital that is more effective or efficient, then that is implemented.

P.K. Yonge administrators knew it would be a challenge for their teachers, many of whom were averse to learning new technologies, or didn't have the time to think about how to implement it in their classroom. Blended learning requires both the time and a willingness to learn new things. But the benefits of doing the work seem to far outweigh the challenges. Four years later, P.K. Yonge has almost 20 classes that have transitioned into a blended learning model.

Getting started on using the technology or transitioning curriculum can be intimidating for some teachers. Many teachers at P.K. Yonge recommended finding another teacher to buddy up with through the process, and to help support one another.

How It's Done

Planning a Blended Curriculum

In partnership with the University of Florida, P.K. Yonge designed a summer institute that would give teachers the time and resources to think about blended learning. At the institute, teachers had an opportunity to dig into what blended learning was and how to rebuild their course. They also had the support of graduate students from the University of Florida, who helped them to find and build content. In time, teachers learned the tools and technologies on their own. While most schools won't be able to host a summer program to plan and train teachers, the same planning principles can be used in any school.

The institute itself was designed in a blended learning format. Teachers did different kinds of activities, sometimes meeting face to face and sometimes online. This provided the chance to experience blended learning in similar ways as their students.

Target One Grade Level at a Time

P.K. Yonge decided it would make sense to start by systematically targeting one entire grade level, rather than a smattering of teachers and students across the many different grades. They chose the ninth grade as a place to start because it is the start of high school, and they could roll up or down into the other grade levels from there.

Set Goals for Each Class

Interested teachers were asked to fill out a proposal with the ideas they had for transitioning their curriculum. Teachers were asked to think specifically about why they wanted a blended learning environment and what gaps it could address in the classroom.

Some of the needs teachers had were to provide students with differentiated instruction, to find quick and easy ways to do formative assessment, and to give students access to content 24/7.

Teachers were then asked how those gaps could be filled, what units in their curriculum they could possibly see as blended learning units, and to propose a timeline for the project. Finally, teachers were asked to define specific deliverables for their course. All of this helped build the ownership that was necessary for teachers to really want to do this work.

Keep it Face-to-Face or Make it Digital?

One of the key components of blended learning is to identify what is already working well in your classroom, and what might be better suited as digital content. Teachers need to know that by adding digital content, it doesn't mean throwing out all the direct instruction in the classroom. Keep what is working well in a face-to-face mode, and add what could be more effective in a digital format.

Deliverables differed from teacher to teacher depending on the content area. Some teachers overhauled an entire unit of their course, others focused on creating assessments for learning and putting those in place, while others took a more general approach and decided to transition all their handouts into a digital format so they were more accessible.

It is important to start with some deliverables that are manageable, and then keep adding new components over the year, or even next few years.

Plan for Resources and Access

Two crucial things to think about before you start are what kinds of resources your school already has, and what kind of access students will have to the technology necessary for a blended learning course. P.K. Yonge has been committed to providing computers for its students, and has about 800 available on campus. However, while some teachers have 25 computers in their classroom, others only have a few Ipads. The school also extended its library hours, so that students could access it every day before school and until 5:30 pm afterschool.

Resources

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Transitioning to Blended Learning | Edutopia

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P.K. Yonge views blended learning as the combination of digital content and activity with face-to-face content and activity. It looks very different in each class at the school. When a teacher has an activity that works well face-to-face, there isn't any reason to look for a digital replacement.

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http://www.blendedlearning.org/models/

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The Learning Accelerator is the catalyst to transform American K-12 education through blended learning on a national scale.

www.learningaccelerator.org