Introduction
A blended learning initiative is when we take a traditional classroom setting, and combine it with digital technology, or tools to enhance learning for learners to have face to face interaction, as well as, project based learning activities. Teachers have so much to consider on a day to day basis, especially meeting the needs of all of their students. “No matter how hard you plan, your students walk into your classroom every day with different backgrounds, skills, and states of mind, and you have to roll with that” (Farah, 2019). Learning is not a one size fits all approach, but rather a customizable, personal experience for what the learner needs to grow in a significant learning environment that allows them to have choice, ownership, and voice through authentic learning opportunities, otherwise known as COVA (Harapnuik, 2018). This leads to an engaging, dynamic, and active learning environment that is effective for both students and teachers. It is necessary to take all of these elements into consideration when supporting blended learning with Schoology, project-based learning, and guided instruction. We need to create diverse opportunities in a flexible blended environment, with self paced learning, and mastery based assessments.
Flexible Blended Environment
Blended learning with a flex model approach enhances the retention of knowledge gained and includes various digital aspects, as well as hands-on activities. In essence, “blended learning combines the benefits of traditional classroom teaching with emerging technology and online educational resources to make learning more real-time, contextual, and engaging” (Gupta, 2022). For instance, with blended learning that uses a learning management system, like Schoology, students can access instructional videos, content, and other resources. The teacher is then free to pull guided small groups and provide one on one attention to meet the specific needs of their students. Meanwhile, students can also work together on project based activities that allow ways to develop problem solving and critical thinking skills. This gives them unique venues to explore, learn, and grow. “All of this creates space for more tailored instruction, peer collaboration, and student ownership of learning” (Farah, 2019). Ultimately, teachers want to provide tools to aid their students’ learning, teamwork, and individual needs. Classrooms that follow these principles offer various ways for students to show their understanding, and include digital tools, and guided instruction to be student centered focused.
Self Paced Learning
Self paced learning is when students take control of their learning at their own pace and time, yet are provided deadlines, or a timeframe on when things need to be completed. “Hard deadlines are set at the end of each unit, which provides structure and stimulates motivation” (Farah, 2019). Teachers come up with a “Must Do” and “May Do“ list of suggested activities that help students meet their personal goals and learning objectives. Since “Must Do’s” need to be prioritized and accomplished first, all students are expected to master these learning objectives. Once they have successfully completed this then they can move on to “May Do’s” which are tasks offered as an optional choice to extend their understanding of a concept that is more involved and challenging, perhaps through an enrichment project that does not require teacher instruction, in which guidance is available upon the needs of the learner. “The flex model provides learners with significant autonomy and control over their learning path. It combines online learning with in-person support as needed” (Gupta, 2022). Basically learners that use Schoology or complete projects have the ability to move at their own pace by self navigating when and how to do things. Teachers are there to facilitate learning and provide individualized instruction as challenges arise, otherwise students get to freely show their understanding in a safe and supportive learning environment. Students share their understanding and make reflections with their peers in the way that they choose is best for them. “They identify their strengths and weaknesses as self-directed learners, with the goal of developing more productive academic habits moving forward” (Farah, 2019). This flexible path empowers students to make learning personal and progress at their own speed.
Mastery Based Assessments
Mastery based learning is when students achieve a level of understanding with learning goals at hand, and they can then move onto the next concepts, or unit when they are successful. They first must meet the expectations for the foundational skills of where they are at, and use this to drive the pace of their learning experience. “Teachers define criteria for mastery and help students reach it through revision, reassessment, and reflection” (Farah, 2019). Mastery focused is when a teacher provides real time feedback and assessments through guided instrucion, to make it easier to track student progress and learning gaps. Teachers can help students adjust their learning according to the data, or results. With Schoology, teachers can create clear goals, provide checkpoints, and supply multiple resources to learn the topic before moving on to the next concepts. Project based learning allows for a hands-on approach, which connects learning to real life situations. “Learners can revisit digital content whenever needed, while hands-on experiences solidify their understanding, leading to better long-term knowledge retention” (Gupta, 2022). This combination of learning supplies a learner with the ability to gain a deeper understanding of knowledge and skills, while allowing them to learn and grow in different ways at their own pace. This method supports learners and does not make them feel rushed. “Through interactive elements such as discussion boards, group projects, or live sessions, blended learning encourages collaboration and peer-to-peer learning, enhancing problem-solving and knowledge-sharing among employees” (Gupta, 2022). We want to provide a learning experience that surpasses the classroom, and into the future of our students.
Conclusion
In summary, meaningful learning happens when opportunities provide personal experiences that are engaging and connecting to real life. “This is also why we stress that in the COVA model choice, ownership, and voice are realized through authentic learning and without this dynamic and interactive authenticity, there would be no genuine choice, ownership, and voice (Harapnuik, 2018). Following this flexible blended approach, with self paced learning, and mastery focused education allows ways to use Schoology, project activities, and guided instruction to give students opportunities to learn challenging content at their own pace and develop knowledge and skills that can help them for a lifetime. Students not only consult with the teacher in a small group, but they collaborate with peers and partners. Teachers benefit because “when your primary function during class is no longer to deliver content, you will have more time to do what you do best—connect with individual students, provide feedback, re-teach, or enrich learning” (Chokshi, 2022). Students are held accountable for knowing the material, and receive immediate feedback from the teacher. This gives them chances to ask clarifying questions to work through misconceptions from their own understanding to build better connections to what they are learning. Through this improved flexible blended environment, learning is interactive using various digital tools, and students don’t just learn through listening to lectures, but they learn through personal, hands-on experiences. One thing is certain, “a traditional, one-size-fits-most classroom does not rise to the needs of today’s students” (Chokshi, 2022). We want learners to engage independently and collaboratively to enhance learning opportunities that promote effectiveness and longevity. This model, “allows educators to facilitate a classroom that efficiently and effectively focuses on student learning and on personalizing instruction to meet the unique needs of every student while retaining each teacher’s pedagogical authenticity” (Farah, 2019). This topic is completely aligned with my innovation plan since I have proposed the importance of transitioning into a flex blended learning environment that enhances learning for all learners by incorporating Schoology, project based learning, and guided instruction with the teacher.
References
Chokshi, A. (2022, July). 5 Tips for Implementing Student-Paced, Mastery-Based, Blended Classroom. Next Gen Learning. https://www.nextgenlearning.org/articles/5-tips-for-implementing-a-student-paced-mastery-based-blended-classroom
Farah, K. (2019, May). Blended Learning Built on Teacher Expertise. Edutopia. https://www.edutopia.org/article/blended-learning-built-teacher-expertise/
Gupta, D. (2022, November). What Is Blended Learning? (+Types, Benefits, Examples). Whatfix. https://whatfix.com/blog/blended-learning-types-benefits-examples/Harapnuik, D. (2018, July). COVA. https://www.harapnuik.org/?page_id=6991
Jackie Bittner M.Ed. 