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All of this presupposes that ALL curriculum resides in the computer. When and how are teachers supposed to accomplish this miracle, let alone the variations needed for kids to do self remediation or retakes? Is my district going to pay me to get this online? If so, I'll need a year. By the way, is anyone stupid enough to assume that all kids are self-motivated learners? They don't read now. Will they do the flipped material? I doubt it.

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All of this presupposes that ALL curriculum resides in the computer. When and how are teachers supposed to accomplish this miracle, let alone the variations needed for kids to do self remediation or retakes? Is my district going to pay me to get this online? If so, I'll need a year. By the way, is anyone stupid enough to assume that all kids are self-motivated learners? They don't read now. Will they do the flipped material? I doubt it.

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I think it will be fun to change things up! I don't think it will work for all students and all classes!

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I was in a self-paced pilot program as a kid, and it went well for a while.  Then I ran into content I struggled with (fractions), and I didn't have the skills to properly seek out help.  I didn't even know what to ask the teacher.  I just didn't understand any of it.  The teacher didn't know the level of my struggles because I covered well.  After many tears and math lessons at the kitchen table with my very understanding dad, I learned fractions.  I still remember that feeling of helplessness (and I was a kid who "did" school and got good grades).

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I was in a self-paced pilot program as a kid, and it went well for a while.  Then I ran into content I struggled with (fractions), and I didn't have the skills to properly seek out help.  I didn't even know what to ask the teacher.  I just didn't understand any of it.  The teacher didn't know the level of my struggles because I covered well.  After many tears and math lessons at the kitchen table with my very understanding dad, I learned fractions.  I still remember that feeling of helplessness (and I was a kid who "did" school and got good grades).

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are advertising. All telling. No showing. Where are the concrete examples of what kids are actually learning? We saw the back of the computers, but not what was on the screens. Kids working in cubicles? Sad.

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One observation: this discussion padlet isn't actually creating a discussion. It's like a barf bucket where everyone gets to have their say and then check out.

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As with most things, I think "blended/flexible" learning is all on a continuum. I don't think it will fix all the problems in the world of education. It's probably useful for some students some of the time. It's also daunting how much work it takes to get it set up well or how expensive it would be to have someone set it up for you.

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I like the ideas and theory behind it. It seems like it would be hard to implement these styles on a broad level. For example, Algebra 2 has done a good job piloting Flex Learning, but if 15 classes decided to do that, we would need more collaboration from the whole building on how and where that would happen. 

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I like the ideas and theory behind it. It seems like it would be hard to implement these styles on a broad level. For example, Algebra 2 has done a good job piloting Flex Learning, but if 15 classes decided to do that, we would need more collaboration from the whole building on how and where that would happen. 

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The SF Flex Academy featured in the 4th video (real world example: flex) is closed because of declining enrollment and a questionable financial relationship with the K12 company.  http://www.sfexaminer.com/flex-academys-finances-scrutinzed/

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I couldn't have expressed my feelings any better than this"I think watching video after video is boring. I find myself multitasking and not given my full attention. I worry this will be an even bigger issue for my students. I also worry about students who struggle to use technology. They are not as technology literate as we may like them to be" so I copied and pasted hoping that was ok.

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I couldn't have expressed my feelings any better than this"I think watching video after video is boring. I find myself multitasking and not given my full attention. I worry this will be an even bigger issue for my students. I also worry about students who struggle to use technology. They are not as technology literate as we may like them to be" so I copied and pasted hoping that was ok.

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I think watching video after video is boring. I find myself multitasking and not given my full attention. I worry this will be an even bigger issue for my students. I also worry about students who struggle to use technology. They are not as technology literate as we may like them to be.

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I think the idea of blended learning makes for more exciting and positive learning for all students.  Great to see that kids can go at their pace and all students needs are met.

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I think the idea of blended learning makes for more exciting and positive learning for all students.  Great to see that kids can go at their pace and all students needs are met.

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I'm excited about trying to expand my classes to be more blended. The challenges I see for myself would be finding the time to find or produce the components to a lesson that allow students to be self directed or self learners, ie videos, online quizzes to check understanding. As a teacher that is slow to process and produce these components, time becomes the limiting factor.

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I'm excited about trying to expand my classes to be more blended. The challenges I see for myself would be finding the time to find or produce the components to a lesson that allow students to be self directed or self learners, ie videos, online quizzes to check understanding. As a teacher that is slow to process and produce these components, time becomes the limiting factor.

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I love the idealism if all of this. As a special ed teacher, I see kids who struggle to learn. At the high school level, it seems that they have lost the curiosity to learn new things. They feel beat down by the learning because it is such a struggle. I continue to struggle with how to motivate those who seem unreachable.

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I love the idealism if all of this. As a special ed teacher, I see kids who struggle to learn. At the high school level, it seems that they have lost the curiosity to learn new things. They feel beat down by the learning because it is such a struggle. I continue to struggle with how to motivate those who seem unreachable.

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I'm tired of watching my children stare into a chrome book for several hours each night after a day spent staring into it at school time.  Pediatricians warn about too much screen time.  Isn't that still a concern?  We need balance.

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I'm tired of watching my children stare into a chrome book for several hours each night after a day spent staring into it at school time.  Pediatricians warn about too much screen time.  Isn't that still a concern?  We need balance.

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Where would we find the time to create this, especially for special education teachers who may teacher multiple subjects (math, social studies, language arts, etc.).... then all of the sudden NEXT year, our assignment is different and we have to start all over. Stability in Sped is RARE

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I think this idea of blended learning is exciting. With time I feel it is something I could use with my students.

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This is another tool to help us do our jobs. For students on the struggling end of the spectrum, I hope it does not present one more learning obstacle. I hope for the students who do not like school, it offers a dignified way of learning.

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This is another tool to help us do our jobs. For students on the struggling end of the spectrum, I hope it does not present one more learning obstacle. I hope for the students who do not like school, it offers a dignified way of learning.

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Like all things new, this too will evolve as we move forward

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Like all things new, this too will evolve as we move forward

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I like the idea of incorporating aspects of blended learning into the curriculum, but it seems like it would take such a huge amount of planning on the front end that a lot of teachers don't have the time to do it properly or to the extent that they would like. I would like suggestions for small, incremental ways to start giving students more control over their learning through technology to help teachers get a feel for it before jumping in the deep end.

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I like the idea of incorporating aspects of blended learning into the curriculum, but it seems like it would take such a huge amount of planning on the front end that a lot of teachers don't have the time to do it properly or to the extent that they would like. I would like suggestions for small, incremental ways to start giving students more control over their learning through technology to help teachers get a feel for it before jumping in the deep end.

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Another potential obstacle is that I don't know how much we can rely on students having access to digital content outside of the school day to complete flipped or blended work.

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As a language teacher, I have a hard time with the idea of students sitting behind a computer learning by themselves. My goal is for students to communicate with each other, so, while there are some things they can learn at their own pace, I need to spend my time in class having them talk, listen, and interact. I also want to build community.

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As a language teacher, I have a hard time with the idea of students sitting behind a computer learning by themselves. My goal is for students to communicate with each other, so, while there are some things they can learn at their own pace, I need to spend my time in class having them talk, listen, and interact. I also want to build community.

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I think this is one good option - it may work better for some classes than others - classes that don't typically use group work or discussion to help drive learning would see this as a useful tool, but if you do need students interacting with each other a flip model may work better.  It is also a big time commitment on the front end to make videos and to also create proof of learning assignments so that you know that students are keeping up. You are also then required to make sure you are checking those assignments or responses that are submitted online.  So it seems that you'd be keeping track of students who don't show up all the time and those in your classroom.

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I think this is one good option - it may work better for some classes than others - classes that don't typically use group work or discussion to help drive learning would see this as a useful tool, but if you do need students interacting with each other a flip model may work better.  It is also a big time commitment on the front end to make videos and to also create proof of learning assignments so that you know that students are keeping up. You are also then required to make sure you are checking those assignments or responses that are submitted online.  So it seems that you'd be keeping track of students who don't show up all the time and those in your classroom.

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It's difficult to put into words exactly what it is that doesn't sit will with me about all this.  The emphasis on personalized learning is sending a message to everyone that what's best for ME is more important than what's best for EVERYONE.  There is value in being part of a community, where the expectation isn't that everything you do is specifically designed for you and will end up helping you.  Also, it seems as though schools designed in this way would have structures in place that make it WAY harder to build personal relationships with kids.  And that one thing will always be the most important thing in a child's growth.  It's like we don't understand that there are so many MORE things going on in kids' lives other than individual academic progress - like it's the only thing worth focusing on.

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It's difficult to put into words exactly what it is that doesn't sit will with me about all this.  The emphasis on personalized learning is sending a message to everyone that what's best for ME is more important than what's best for EVERYONE.  There is value in being part of a community, where the expectation isn't that everything you do is specifically designed for you and will end up helping you.  Also, it seems as though schools designed in this way would have structures in place that make it WAY harder to build personal relationships with kids.  And that one thing will always be the most important thing in a child's growth.  It's like we don't understand that there are so many MORE things going on in kids' lives other than individual academic progress - like it's the only thing worth focusing on.

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It is an interesting concept.  Seems like a lot of work for teachers and I'm worried some kids will fall through the cracks, but probably no different than the students we currently have who are/have fallen through the cracks.

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It is an interesting concept.  Seems like a lot of work for teachers and I'm worried some kids will fall through the cracks, but probably no different than the students we currently have who are/have fallen through the cracks.

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I'd be interested in learning more about some of the tools/software that were shown in the videos - especially teach one math

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I worry about kids who are not motivated. The kids who hide behind their chrome books and do nothing. Are we helping the kids who need to be helped?

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I worry about kids who are not motivated. The kids who hide behind their chrome books and do nothing. Are we helping the kids who need to be helped?

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There are certain pieces of these concepts/techniques that work with my subject area, but I don't see it working on a daily basis. Nice use of technologies and resources, but very time intensive for the instructor(s) who will create the lessons/options.

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There are certain pieces of these concepts/techniques that work with my subject area, but I don't see it working on a daily basis. Nice use of technologies and resources, but very time intensive for the instructor(s) who will create the lessons/options.

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I would like to see some non-Math/Science examples as well.  I also know that the Algebra II Flex model cited in the video is great, but also has been incredibly time consuming for those teachers to create.  It is unrealistic to expect all teachers to build those kinds of flexible modules without an immense amount of resources given to this endeavor.  I am not convinced Bloomington is willing/able to support this properly.

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I would like to see some non-Math/Science examples as well.  I also know that the Algebra II Flex model cited in the video is great, but also has been incredibly time consuming for those teachers to create.  It is unrealistic to expect all teachers to build those kinds of flexible modules without an immense amount of resources given to this endeavor.  I am not convinced Bloomington is willing/able to support this properly.

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I am glad to see that most successful programs maintain the student to student work, sharing, and learning. Students gain more intelligence when they share and work together.

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I am glad to see that most successful programs maintain the student to student work, sharing, and learning. Students gain more intelligence when they share and work together.

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Are kids able to do assessments without watching videos?

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Are kids able to do assessments without watching videos?

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In a flexible learning model, what happens when students do not watch the video for homework?  Are they given class time to do the "homework" instead of the application of the material?  

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In a flexible learning model, what happens when students do not watch the video for homework?  Are they given class time to do the "homework" instead of the application of the material?  

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I agree with the idea - but I am hesitant based on the lack of understanding of some of the lower students to be able to achieve independently without hand holding.  Further, isn't this a LOT of screen time throughout the day?  

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I agree with the idea - but I am hesitant based on the lack of understanding of some of the lower students to be able to achieve independently without hand holding.  Further, isn't this a LOT of screen time throughout the day?  

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We agree that students love choice but we have a concern with students choosing their own pace.  There will always be 10% of students who will not complete the work.  

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We agree that students love choice but we have a concern with students choosing their own pace.  There will always be 10% of students who will not complete the work.  

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I wonder about the motivation of some middle schoolers.  I wonder about the time and tools required to make instructional videos.

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I wonder about the motivation of some middle schoolers.  I wonder about the time and tools required to make instructional videos.

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While it is great that some classes have online programs where the kids can do work at their own pace, get instant feedback, etc....the school needs to buy these programs. Are they going to buy one for my subject? Probably not. 

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While it is great that some classes have online programs where the kids can do work at their own pace, get instant feedback, etc....the school needs to buy these programs. Are they going to buy one for my subject? Probably not. 

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I still struggle with how to make sure blended learning accommodate the needs of students that work quickly and rush through things, but I'd like to try a blended, self-paced assignment and see how different types of students respond to the opportunity to self-pace.

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Overall, I think a blended classroom is a great idea. It can help differentiate and engage students, but it also continues to support the students who need a teacher. 

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Overall, I think a blended classroom is a great idea. It can help differentiate and engage students, but it also continues to support the students who need a teacher. 

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My concerns:
1. This is a huge shift and will require teacher buy-in. How can this change be effectively implemented?
2. How do teachers whose content is inherently more collaborative or hands-on make fully incorporate a "blended" class?
3. While it is self paced, there has to be a deadline. How do we reach the students who at the deadline for completing the unit haven't done anything?

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I think that in middle schools, it is hard to get students to motivate themselves to do the work on their own. As soon as students are given time to do online work during class they immediately are distracted by the vast world of the internet and I spend the entire time getting kids back on task. 

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I think that in middle schools, it is hard to get students to motivate themselves to do the work on their own. As soon as students are given time to do online work during class they immediately are distracted by the vast world of the internet and I spend the entire time getting kids back on task. 

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I agree with what was posted by others: It will be very difficult to implement these ideas without vast additional resources. I am concerned that a large number of the kids will not complete necessary "prework" at home, and then be unable to participate in enhancing class activities. This also may not work well for my content area

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I agree with what was posted by others: It will be very difficult to implement these ideas without vast additional resources. I am concerned that a large number of the kids will not complete necessary "prework" at home, and then be unable to participate in enhancing class activities. This also may not work well for my content area

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Sounds like a great idea.  I look forward to trying it in small pieces.  Even though they are learning at their own paces kids will still have to be kept on track and on task and working.

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Sounds like a great idea.  I look forward to trying it in small pieces.  Even though they are learning at their own paces kids will still have to be kept on track and on task and working.

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This is a challenging idea.  My dyad partner and I used an interactive presentation to teach genre.  Students had difficulty staying on task, and even knowing what were the links to click on.  They would not take the time to read the presentation slides to be able to answer the questions.  For many students it was about completing the activity fast, and not necessarily showing what they learned.

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I worry that our kiddos are too needy and not very self-motivated to find answers on their own and work independently.  I find that when I have asked them to try something on their own before asking me, they can't handle it and need you to tell them how to do it and not try to figure it out.

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I worry that our kiddos are too needy and not very self-motivated to find answers on their own and work independently.  I find that when I have asked them to try something on their own before asking me, they can't handle it and need you to tell them how to do it and not try to figure it out.

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I like this idea. A lot of Latin students are the kids who really only want teachers when they have questions. Sometimes I dread handing out the textbook because half my students read ahead and ask questions about things in upcoming chapters.  I have to avoid these questions because it will only confuse the other half of the class who barely grasp the knowledge that they already are expected to know.

If I could self-pace students in learning, many students would love it and I would have more successful students in Latin.

Unfortunately, language learning is a lot less "noticing" and co-constructed content and a lot more direct instruction, and Latin is even more so.

I don't feel like I have enough tools (e.g. knowledge of the technology, understanding the outcomes) to create a course that allows for flexible learning that ensures Latin mastery.

This seems great for teaching didactic knowledge and allowing for practice, but if computers could assess translation, Google translate would be better (or even not terrible.)

Additionally, I worry about college bound students. Yes, a syllabus allows for a certain amount of self-paced learning, but many colleges aren't going to move to these models and if students need another learning style, they won't find the success they are looking for in college.

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Keeping kids on track, avoiding the phone addiction and other technology addictions is concerning .

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How many modules can we realistically create to differentiate each lesson?  Is there a way to make lessons self-paced without some students getting too far behind others?

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I tried some blended learning activities last year--a whole chapter in fact--but students were quickly distracted and lost their place in the learning. After only a few days, students were asking for more direct instruction. Some couldn't handle the freedom due to lack of direction or accountability (until the day before the test).

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How do we know what educational technology is available (i.e. apps, websites, videos) in order to create a blended classroom?

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How do I become anonymous? :)

I like the theory, but students are already addicted to procrastination and this seems like it enables procrastination even more.

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I really liked seeing all the different modalities mentioned in the Teach to One math segment in Chicago.  Setting up more opportunities to differentiate instruction with multiple modalities will really benefit the kids.  This seems like it will take years to roll out properly but has many benefits.  

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I really liked seeing all the different modalities mentioned in the Teach to One math segment in Chicago.  Setting up more opportunities to differentiate instruction with multiple modalities will really benefit the kids.  This seems like it will take years to roll out properly but has many benefits.  

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Sounds great, but I don't really see it working in my subject.

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I like this idea, but my subject is more hands on. I would like to see this in other subjects.

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We really like the tools this provides to meet the very unique needs of our students. Also provides good data for progress reporting. 

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We really like the tools this provides to meet the very unique needs of our students. Also provides good data for progress reporting. 

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I would be interested in seeing some examples that are not math and science.  

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I would be interested in seeing some examples that are not math and science.  

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This sounds like another initiative to me that we would never be able to support at this time with the resources we currently have.  Plus, this would never work in my subject.

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This sounds like another initiative to me that we would never be able to support at this time with the resources we currently have.  Plus, this would never work in my subject.

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This all sounds great, but I have no faith in BPS to give us the time to properly put this into place in our classrooms.  

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This all sounds great, but I have no faith in BPS to give us the time to properly put this into place in our classrooms.  