this software uses computer algorithms to deliver a customized path through learning activities for students based on their needs and past performance.
An assessment of whether a specific assessment is accurately measuring what it is intended to measure and is appropriate for the students it is given to.
Technology-based interactions that happen at different times (e.g., a discussion that can be completed at the student's own pace). Examples include email, discussion boards, etc.
the strategic combination of online and in-person learning. A common K-12 definition adds that the blend needs to provide students with some control over time, place, path, and/or pace.
a hierarchy of assessment that evaluates the level of students' understanding with the lowest level being "remembering," and then progressing upward through "understanding," "applying," "analyzing," and "evaluating," with "creating" being the highest level.
a graphic organizer, typically in the form of a table or grid, with one activity in each cell. Students choose among the activities to learn a particular concept.
graphic organizers, typically in the form of a table or grid, with one activity in each cell. Students choose among the activities to learn a particular concept.
when students are using laptops and the teacher needs to provide instruction, students close the laptop to a 30-degree angle so their attention is focused on the teacher.
online components are simply added to a fully in-person class, students then feel like they must complete a course (the in-person activities) and a half (the online activities).
the core values, beliefs, and attitudes that influence the way you teach.
Student Ownership and Agency: allowing students to take on more responsibility for making decisions about the time, place, pace, and/or path of their learning.
Mastery Learning Orientation: allowing students to move forward based on their mastery of a specific concept, rather than moving from one subject to another according to a timeline.
Value of Data-Driven Decisions: relying on data to guide instructional decision-making.
Growth Orientation: having a willingness to try new things and fail because failure is seen as part of the improvement process.
Emphasis on Life Skills: seeing value in using online technologies to enable the development of cross-curricular life skills like creativity, collaboration, critical thinking, and communication.
Value of Online Learning: valuing online learning as a core, essential part of the classroom blend due to its various benefits, such as the 7Ps.
a teaching role that focuses on leading students to and through learning experiences as opposed to presenting them with learning experiences through presentations and lectures.
the amount of communication cues that are present, e.g., low fidelity is mostly text-based with no communication cues and high fidelity has many communication cues such as tone of voice, facial expressions, and body language.
he four core competency areas used in this book to organize blended teaching knowledge and skills: (1) Online Integration, (2) Data Practices, (3) Personalizing Instruction, and (4) Online Interaction.
a structure of learning that uses mastery data to provide students with learning opportunities tailored to their own individual levels of understanding and/or ability.
a teaching role in which the teacher provides assistance to students at the exact moment that they need help as opposed to explaining everything upfront.
students share what they have learned from their content interactions, demonstrate new knowledge, and receive feedback by communicating with the teacher as an "expert."
one of the 3Ms with an indirect impact on student learning, used to identify the tools teachers use to provide instruction to their students, such as textbooks, whiteboards, tablets, and laptops.
the most important of the 3Ms because it has a direct impact on student learning, used to describe the teaching strategies and pedagogies that teachers use to provide learning opportunities.
one of the 3Ms with an indirect impact on student learning, used to describe the environment in which instruction takes place such as in-person, online, or blended.
system of mindsets and practices that allows teachers to increase a student's chance of engaging with learning materials, mastering learning materials, and applying learning materials to the real world based upon the student's own interests, wants, and goals. This system has an emphasis on customization (tailoring/customizing the learning experience to the individual student's needs and interests) and student control (giving students some element of control over their learning goals, time, place, pace, and path).
a framework for evaluating students' use of technology.
Passive (P): Technology is presented to students in a one-size-fits all approach that is meant for student consumption with no requirement for response.
Interactive (I): Technology is responsive to student performance and behavior.
Creative (C): Students use technology to produce original materials.
used to determine the students' relationship to technology (passive, interactive, or creative) and whether their use of technology replaces, amplifies, or transforms traditional activities and classroom practices.
a hard-copy of a chart showing a student's growth in a particular class or concept; unlike the data dashboard, this chart is not updated instantaneously.
a framework for evaluating the relationship between online or technology-based and traditional offline activities as well as classroom environments:
Replaces an activity (R): technology is used to make an activity more efficient or accessible, but the activity itself does not change in any meaningful way.
Amplifies an activity (A): technology allows the teacher or students to do the same activity with some improvements that would be difficult or impossible without technology, such as receiving immediate feedback.
Transforms an activity (T): technology is used to reimagine the learning activity and to do something completely different that would be difficult or impossible without technology, such as communicating with people outside of the classroom.
Replaces the classroom (R): technology allows a class meeting to take place online without having to come to the same location, such as the brick and mortar school.
Amplifies the classroom (A): technology provides more class time for activities that the teacher wouldn't normally have time for, such as doing a lab, mock debate, or writer's workshop.
Transforms the classroom (T): technology has become the primary method for delivering instruction, resulting in a great change of roles for teachers.
when it is more important to see students’ screens than their faces, have the students turn their backs to the teacher, but when it is time for face-to-face instruction, have the students turn around to face the teacher.
a teaching role in which teachers focus on one specific content area or set of skills as opposed to being able to move between more general content areas or skills.
the act of having students rotate on a schedule or at the teacher's discretion from one station to the next to complete various learning activities (see Station Rotation Model).
measurable and verifiable knowledge, skills, abilities, and/or attitudes that students should obtain by the end of a unit, program, or project. These generally make up larger standards or general instructional objectives.
possible benefits from quality blended teaching including: Participation, Pacing, Personalization, Place, Personal Interaction, Preparation, Practice with Feedback.