Some definitions of blended learning are quite simple and do not include the complex relational learning which gives blended learning an esteemed position in current educational practice. For example, dictionary.com defines blended learning as “education in which students receive some instruction in a face-to-face classroom, and some instruction in self-paced or student-directed study over the internet.” It is yet an emerging science, with as many versions as there are educators. As I begin my journey into classroom teaching, I want to learn as much as I can about the most effective models for blended learning in my subject area, English Language Arts. 

A more robust definition of blended learning comes from the open source e-book K-12 blended teaching: A guide to personalized learning and online integration by Graham, Borup, Short, and Archambault: Blended learning is a “strategic combination” of technical, online learning combined by design, with intentional components for relating, deepening, and exploring material in face-to-face interactions which also includes some degree of student choice around “time, path, pace, or place” (Graham & al., 2019).  

My takeaways from the first two chapters of this book are mainly excitement for the possibilities and concern around so much possibility! In order to anchor myself in, I noticed that the book itself is a helpful example of what blended learning… is not. The book at first glance might seem like a blended learning experience, because it is online and has helpful features such as an embedded audio version, clean graphics showing which portion of the content you are reading about, frequent diagrams and embedded video content. However engaging this may be, it is simply a digital resource for learning. It is not a blended learning experience. Even if one compeltes the mastery check portion at the end of each chapter, interacting with the book in this manner is still not blended learning.

The book could become one portion of a blended learning experience, however, if a teacher strategically paired reading-viewing-listening with a collaborative learning experience such as a padlet or jamboard discussion prompt, thinking routines with peers in partnership, small groups, or large group discussion, and hands-on activities that related, extend and deepen content from the book. 

Another takeaway for my own learning is the four different models for blended learning: 

1. Flipped Classroom, in which students learn at home and process + produce in person at school (Figure 2.1.1 in the book, cited below).

2. Station Rotation, in which students rotate between tech-centered workstations, collaborative workstations, and targets small group workstations ( (Figure 2.1.2 in the book, cited below).

3. Lab / Whole Group Rotation in which  students rotate as a whole group based on the teacher’s schedule. (Figure 2.1.3 in the book, cited below).

4. Flex Model, in which a majority of learning takes place online, so that students have maximum flexibility with regards to pacing. Small groups, laboratory, tech space, collaborative spaces, and breakout rooms are all potential components of the Flex Model  (Figure 2.1.4 in the book, cited below).

I interviewed Fairfax County Public Schools teacher Laura Pendleton in February 2023, and she was enthusiastic about Station Rotation work in her classroom. She noted that stations didn’t even have to be tech-centered, but could be as simple as a discussion prompt and paper to take collective notes in one station, a simple hands on activity in another station, and a reading + online component in a third. During station rotation, she works with small groups in a different area of the room. I aspire to this model, as it seems manageable for a beginner. Over time, I hope to grow and expand my blended learning techniques. 

One final takeaway is that online activities must be meaningful. They are not to be just glorified worksheets with colorful graphics - rather, online tools should take interactions, reading, writing, thinking, learning, and communicating to a new level. I find the PICRAT matrix (Figure 2.11) to be helpful: I want my use of technology to Transform learning in the classroom, giving students Interactive tools to Create new material. 

SOURCE: 

Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 blended teaching: A guide to personalized learning and online integration. Provo, UT: EdTechBooks.org. Retrieved from http://edtechbooks.org/k12blended