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Name:  Laura Paske
Position:  Project Facilitator
Location:  Title I Services
Years in the District:  21
Years in the Classroom: 6
Years Serving as a Coach, Strategist, or Like Capacity: 6

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I am currently exploring my options regarding obtaining the Online/Blended Learning Certification Program:

Tier I:
- Introduction to Online/Blended Teaching:  expected completion Fall 2018
-  Engaging the Online/Blended Learner:  expected completion Fall 2018

Tier II:  Due to the challenges that exist from not being in a classroom or school site, participation in additional blended learning classes is contingent on the coursework.  I need to enroll in classes that do not require me to currently be in a school setting.   I am curious about the following classes:
-  BlendED:  Flipping the classroom
-  BlendED:  Learning with Mobile Devices
-BlendED:  Canvas Tools

Based on course offerings and course requirements, I aim to have completed my certification by Spring 2020.

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Online-Blended Program | Professional Development Education | CCSD

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Rich, full-featured site offering school, employment, and community education program information.

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There is no comparison between my current position (project facilitator) and online/BlendED teaching. However, my understanding of BlendED is significantly more comprehensive after taking this introductory course. I can now support the schools I service with my enhanced knowledge base. In addition, if I ever return to the classroom, I will be prepared teach the 21st century learner.

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Listed below are the skills/strengths I possess, making me a strong candidate for an online/BlendEd teacher:

- open-minded
- high expectations
- encourage students to be thinkers
- comfortable with chaos
- can respond to individual data in real time
- can support students who are learning different things at different times at different paces.
- ability to build capacity with other people
- effective
-ability to communicate in various forms

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Blended learning has three primary components to successful classroom instruction:

1.  A highly-qualified trained educator is facilitating the instruction, at times in person.  This allows for small group, differentiated instruction.

2. The same instructor is preparing online, student specific instruction, including pre-recorded lectures.

3.  Individualized instruction for the student guided by materials and content presented face-to-face and in person.

Successful teaching includes the development of the class content (online and face-to-face), facilitating communication, guiding the learning experience, and assessment/data analysis/real time feedback.

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Students are diverse with their own schema, achievements, learning abilities, and learning styles.  Teachers MUST differentiate instruction to meet the needs of all learners.  It all boils down to the following three supports:

1.  Customization:  Teachers adjust course content based on the student's strengths and weaknesses.  This may mean providing more or less guidance.  In addition, empowering students to be reflective and self-monitor their progress will help customize individual instruction.

2.  Personalizing instruction will allow teachers to cater to the student's individual learning style.  Students (with teacher guidance) control their pace to fit their needs.

3. Differentiation: The curriculum needs to be aligned to cater to the strength and weaknesses of the students, maximizing time and pinpointing specific skills.

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- students are logged in and in contact with instructor(s)
- Managing course enrollments
- Monitoring student progress
- Directing students to available resources
- Provide differentiated instruction (face-to-face and online)
- Help students reach a resolution when there is a problem.

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Using data to drive daily classroom instruction is a key component of blended learning.  Without the use of data, teachers cannot personalize and differentiate learning to meet the needs of all students.  Data must shift beyond an accountability piece and move to a place where it informs instructions.  Teachers need to have the required skill set to use the data effectively and appropriately.  Data analysis and interpretation of data leads to:
- feedback
- differentiated instruction
- effective lesson planning
- communication with stakeholders
- relationships with students
- effectiveness and productivity