When we first implemented blended learning, we chose a model that would utilize computer-based software like i-Ready that would work with individual students on discrete skills. In addition to the computer-based work, we also wanted to maximize teacher-directed learning and inquiry-based learning.
The biggest challenge overall was for each teacher to figure out how to implement the stations effectively and efficiently. We began with just the Math department. The Math department overcame implementation challenges by meeting twice per week for 4-5 weeks to discuss and modify our procedures. We also had teachers who were struggling to implement the model visit other teachers' classrooms who had implemented the model successfully. Once the Math department had effectively implemented the model and the teachers could see it working, other departments got excited and were eager to learn how to implement it in their classrooms.
Start small, and dedicate a lot of time to discussing the implementation challenges teachers run into. Many teachers are not comfortable or proficient at implementing stations, and they need to be supported throughout the process. This means you will have to make implementing the model the top priority for a while until it is implemented with fidelity.
Stuart Hobson Middle School is a high-poverty urban middle school in the Capitol Hill neighborhood of Washington, DC. Students come to Stuart Hobson with very diverse backgrounds and levels of proficiency, and the school uses a blended-learning model to differentiate instruction and meet the needs of all students.
Contact: Steve Miller
Contact Title: Assistant Principal, Stuart Hobson Middle School
Stuart Hobson Middle School
Washington, District of Columbia
20002 United States
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