Archive for the ‘Blog’ Category

    4 skills essential for effective blended teaching

    July 16, 2019 | by contributor

    By Charles R. Graham, Jered Borup, Leanna Archambault, Cecil R. Short Our research team, comprised of researchers from Brigham Young University, George Mason University, and Arizona State University, has spent the past several years exploring a timely question: What skills are needed to be an effective teacher in a blended classroom? The exploration began in earnest […]

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    Can blended learning be culturally responsive?

    July 11, 2019 | by Kenzie Chin

    In today’s classrooms, students are no longer considered “empty vessels.” Educators recognize that they are already full, and have a lot to offer. This is the core assumption embedded within “culturally responsive teaching”, which has become a rising priority in schools. In short, the theory of culturally responsive teaching, sometimes called culturally relevant practices (CRP), is […]

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    9 steps to creating and managing successful blended classrooms

    July 2, 2019 | by Jenny White

    “Going blended” is about more than just technology—it’s about rethinking instruction and effectively managing innovation over time. While that can seem daunting, the Christensen Institute’s Blended Learning Universe (BLU) has a research-driven design guide to support educators as they build (and refine) their blended-learning programs. This guide can be adopted by teachers striving to implement […]

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    Is the Enriched Virtual blended-learning model the future of high school?

    June 27, 2019 | by Jenny White

    Many in the education innovation space are thinking about high school redesign to better reflect students’ 21st century learning needs. Initiatives like the XQ Super School project and the Department of Education’s Next Generation High Schools have accelerated a national conversation on reimagining the high school experience to include “real-world” learning components as well as […]

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    How to navigate a wealth of student data: Making assessment cycles and data work for you

    June 18, 2019 | by Nithi Thomas

    When we talk about teachers and the use of classroom data, we’re often talking about data produced via assessment – “the systematic collection and analysis of information to improve student learning (Stassen).” This word can conjure a lot of things for a lot of people, ranging from the high-stakes world of accountability tests to a […]

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    When it comes to personalized learning, understanding the problem is everything

    May 30, 2019 | by Chelsea Waite

    Late last year, iNACOL published a landscape analysis of personalized learning across the country. The report showed emerging growth, but it also demonstrated how key elements of personalized learning are still not widely practiced in schools. These findings speak to a broader question plaguing personalized learning advocates: what is limiting our ability to scale personalization? Undoubtedly there […]

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