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The skill labs appeal to us because it allows for choice as well as time for the teacher to check-in with individuals for review/reteach where necessary.

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A & B  We find the station strategy appealing, as well as a means to work with individual students or small groups who may need more help

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A & B  We find the station strategy appealing, as well as a means to work with individual students or small groups who may need more help

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We like the first scenario because it provides opportunities for students to choose an environment that best fits their learning style

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The first one. Easy to implement and use occasionally.

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We liked the first one the best.  We already have done things like that in Physics--it will be easier with a dedicated set of Chromebooks

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The first classroom. It allows the individual students to select the method of learning that works best for them. Students are able to do HW in class and get additional help when needed.

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"The middle one is most appealing to me because it creates multiple stations." Plus collaboration on real world problems.
I like all of them in different situations. I can envision transforming my classroom by incorporating parts from all of them.

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The first: Working independently and in small groups

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The first example where they have a choice - hadn't occurred to me. Would kids switch between the groups. If they just need reassurance on one or two things, they can go through them, and then make a transition to independent work

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Sonoma model because everyone is at similar point in curriculum which allows freedom to collaborate. CT model is cool because of freedom to direct own learning; ownership of learning.

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We really liked the Sonoma County Example. The had various stations doing various things

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we liked the third example. It gives students ownership of their education. With support we could implement this strategy.

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Number 2 because the stations is something that we are already familiar with. Now we can blend the technology into our stations to create engagement. Increases differentiation

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We like the first example. This will allow the teacher to work with a smaller group of students that want additional support. It also gives the students the ability to learn at their own pace.

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Lessons seem more connected.
JK

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We like the first example because the students had options of how to process the information.  It also freed the teacher to work with small groups.
Question: How do the students in the teacher led group get independent practice?

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We both like the stations example because it gets kids to transition quickly into multiple activities throughout the class.

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We liked two different ones. The first and second seemed most doable for our classroom settings.

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Example 2 having different stations that students rotate through . We think this could work great as a review activity to get them through different levels of work and have time to work with students that are struggling or need more of a challenge.

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The time commitment can be daunting. It is stressful to create a new lesson that could fail when you feel comfortable with a lesson you have used before.

It would be nice to have a tool box of apps and/or lessons that can be used in the math classroom. Or to see someone teaching with a blended classroom already.

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It seems like a lot of work. You have to make multiple tasks to learn the same material.

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The hardest part is the frontloading with the work. We can probably fix this with extra days at the beginning of the year to get everything set up.

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Setting it up/planning for the lessons. Another thing would be the monitoring student behavior so students remain on task. Collaborative planning time.

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The massive amount of time required to find/create quality content that truly matches the learning objectives we have. We need much more prep time to make this sort of learning happen on a regular basis.

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Coming up with activities . . . especially since over previous years we've been asked to do the same thing at the same time as others teaching the same course.  Blended learning seems to require more of a flow.

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In Sonoma, CA, the idea of having students go to different station allows students to utilized an eclectic form of instruction that accesses different parts of the brain.
The first method was appealing to the extent of differentiating the instruction to all students at different levels where they choose (ownership) of their needs to process the information.

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Heavy time commitment to meet the various paces of the students. Could lead to more cheating. Potential loss of human interaction.

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The time spent creating lessons and activities. A website bank of pre-made resources.

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Our thought was that it would take a lot of time to create the different ways for students to learn the material. We would want help creating the variety of lesson ideas and want to see it in action.

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Putting all of the activities together (and making sure that students can self-pace and achieve success) seems daunting.  Finding online resources that are easy enough to follow (and record results) without any teacher instruction also seems difficult.  We would need more content-specific tutorials to implement blended learning.

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The thing that is daunting for all of us is the time commitment to create the videos/lessons.  We have  some things in place already that we can use.
The next obvious thing is to ensure that students stay on task....this will be the MOST troublesome thing of all.

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The amount of time, tech skills, and dealing with the number of failures you will have initially are daunting.

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Teachers need to be trained because teachers are at all different levels of understanding on how to use technology in the classroom.
Knowing when to use the technology vs. when to do more teacher instruction is key. Appropriate time and place for the type of teaching.

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Feel like I would use it only for skill acquisition and practice. Feels like apples well to other subjects but have hard time seeing how it relates to math. Need more examples of how it can be used effectively in a math classroom beyond kahn academy.

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Time management.
JK

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Teachers need support in blended learning.

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Support: TIME!
Daunting: TIME
DAUNTING: MAINTAINGING COLLABORATIVE ENVIRONMENT IN THIS MODEL

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Blended learning is some component of students being in charge of their education through the use of technology. This article provides good examples of blended learning.

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It combines the idea of online/technology-based activities, as well more traditional ways of instruction.

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It gives examples. Using available resources to meet the needs of all students independently. Students have a choice to choose their modality of learning

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We are the chronic absent students. If we were motivated and had access to technology at home we could keep up with the class.

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Effective blended learning is using technology to reach each student's zone of proximal development. It takes time and commitment up front to create new lessons.

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Blending learning is when a teacher uses a variety of techniques, including technology, to give students choice in their learning. School districts will provide training and coaches to meet teachers at their individual skill and comfort levels.

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Not Sure. Benefits for sure, when it comes to self pacing. Sometimes however, direct instruction is the best way to get information to kids. I like the idea of making videos available for review outside of class.

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We know that blended learning mixes curriculum with tech and has student choice as a carrot.  The article showed us various scenarios and ways this can be accomplished.

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We are definitely the TAG students. We can use the blended classroom to go deeper into any given lesson and do/learn more.

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Encourages you to use technology to enhance learning certain types of concepts and blending that with non-technological concepts, incorporating the best of both worlds.

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The article lost us at "hire subs." So then NO learning happens those days. Getting coaching is great...realistically, this seems like work that would be done primarily on inservice days in our district.

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The article provided examples what is blended learning. It also alleviated fears about providing support to teachers that are new to blended learning.

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We represent ELL learners. We have a hard time understanding and could benefit from having text read allowed to us. Some of the programs teach the material in other languages, removing the language barrier to learning completely.

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Just that we need to know when to blend and when not to.

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I think we're ELL students.  We found out that there was an online dictionary we could access by selecting a word we didn't know.

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Red - At first we thought we were TAG because the teacher focused on the deeper understanding questions. Then we realized that we could be a low skill group and she was making sure we addressed the deeper level questions. Then we concluded that we could and should be any group of students.

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Students who struggle with reading would benefit from the diverse ways course material can be presented in a flipped classroom.

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We believe we are tagged students. We were encouraged to dig deeper and left to our own devices. This sub group of students are encouraged take more ownership of their learning and go at a faster pace and challenge themselves more.

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The help we got was the prompt to use a definition app. We could be an ELL or special ed subgroup. But all gen ed students could benefit.

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We were ELL students as we were shown how to access a vocab and read-aloud feature.

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We never talked to anyone about what subgroup we were...so we fell through the cracks.

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It gives an example of different types of blended learning. It shows that there are times when using technology is and is not appropriate.

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Not just learning through technology, but learning through a mixture of technology and teacher led instruction.

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"technology is really good at delivering content" Not sure we agree with this.

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We were tag and it would allow us to be challenged.

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We talked about how daunting it would be to keep track on how each student learns, or, their needs for content-based. How can we find all of the different media/resources for each level of needs?

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We are students that have missed several class periods and can use technology to view lessons that we missed.

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It is the implementation of using technology as a means of absorbing/processing the content.