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What resonated most with me about the student-centered model for blended learning was all of the soft skills that students gain while learning content, from time management to collaboration.

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Simply replacing a 10-15 minute lecture with a video is an approach that would allow students who are absent to easily get caught up. Plus, students can watch at their own pace and rewatch, if needed. I'm wondering if maybe an EdPuzzle might be a good way for me to do this?

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I wonder how labs (or really any group activity) would work if students are at different points?

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I really liked the self-pacing and the idea that there is more 1-1 feedback with the student

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I think that this also connects to the curation portion we looked at. Curating the right materials to make up a virtual lesson needs to be purposeful.

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Wondering about those students that do not do well with this learning style. How would the teacher address this?

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What resonates with me is the fact that students work at their own pace naturally anyway, and in the classroom we need ways to accommodate faster-paced students ("I'm finished! What can I do now?") as well as to allow slower-paced students adequate time. I like the idea of the "controlled chaos environment" created by this student-centered model for blended learning, addressing so many different student needs at once.

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Incorporating instructional videos that students can watch individually reminded me of the daily videos I made for my students during the remote learning period necessitated by school closures due to covid. These videos could be effectively incorporated in the classroom, following the advice to focus on one isolated skill, to keep the video ideally about 6 minutes long, to make sure something other than words is happening on screen to maintain engagement, and to keep a trace of the learning, such as guided notes.

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I connected with this model because my grade school used it often! We had multiple grades in one room (6, 7, and 8th) and minus the technology, my teachers ran it in a very similar fashion. Though I never really thought of it as any kind of innovative teaching model, it made me realize these strategies were closer to home than I thought!

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Like everyone else, I love the idea of having instructional videos for students to work with at their own pace. The handwritten notes while watching seems key to engagement/practice/actually learning! I'm also a bit skittish thinking about the time investment to develop so many high-quality videos and to revise the ones that I will inevitably find weren't using the exact right approach to reach students.

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A challenge I am thinking about is how much mental load it is to keep track of students who are all at different points in different lessons. I'm also thinking about the demands of the grading systems in place at our schools. How will it reflect on students who are working hard but behind? Can our current grading systems accomodate that type of child in a regular A, B, C etc. score each quarter type of school? How does this approach challenge grading systems, and can we use it if grading systems aren't fully disrupted?

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What would a classroom of young learners look like using such a student-centered model for blended learning? With time limits constantly imposed throughout the typical school day, learners would surely appreciate the continuity of being able to pick up where they left off during the previous class session, as well as feel empowered in their own learning. It could be challenging to adopt this model in a classroom of second graders, but worth the benefits reaped!

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I teach in a similar school with a similar approach. We use a program called Summit Learning that helps deliver the content, so the teacher is more flexibly available for 1:1. It's not perfect and attendance is definitely a hiccup, but students do grow when there is the appropriate pacing and appropriate challenges

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I really liked that the exit ticket had some teeth behind it. I've used exit tix to assess anecdotally, but these seemed more aligned with standards.

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Engagement. I deal with severe disengagement at my alternative school. Kids might not be on "X" lesson because of behavior or disengagement, but the spirit of the program is to wait and let them work when they are ready. Of course it all happens at the end of the year and is a super stressful time for teachers. We've tried to stop throughout the year to evaluate and intervene with these kids, but never successfully.