Archive for the ‘Blended Learning Design’ Category

    Blended-learning advice for educators from educators

    January 16, 2019 | by Jenny White

    “What’s the one piece of advice you’d give educators leading emerging blended-learning programs?” is among the set of questions we ask educators on school profiles in the BLU directory—and it often yields the most interesting responses. With 2019 underway, if you’re an educator reading this blog, chances are you’re kicking off a new blended practice […]

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    Reimagining Math Instruction with Blended Learning

    November 28, 2018 | by Linda Seeberg

    “We need better tools that provide more reliable and detailed data about our students’ performance in math so that we can personalize instruction for each learner!” This was the resounding feedback we received from our grade K-5 teachers during our math instructional materials adoption process in 2015-16, which was spurred by our district’s implementation of […]

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    Leave little to chance with a discovery-driven approach to blended learning

    October 30, 2018 | by Jenny White

    Almost every educator I’ve asked about leading a blended-learning initiative has expressed that building a blended program is a process, not an event. That’s a big reason why the Blended Learning Universe (BLU) includes as a resource a 9-step design guide to support educators at every step in their blended journey. The design guide is […]

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    3 ways district cross-collaboration can support teachers

    October 5, 2018 | by Maeve Murray

    Generally in education, we’ve found that initiatives and solutions can be siloed within one specific district. In a place the size of Rhode Island, it may surprise you that there are 66 individual local education agencies (LEAs), including traditional public districts and charter networks. It’s not uncommon for neighbors to confront the same challenges, with […]

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    Three common misconceptions that thwart school improvement

    October 3, 2018 | by Thomas Arnett

    Misconceptions are dangerous things. They shackle our visions of what’s possible and doom us to consequences we do not expect. For example, a student who believes her genes predetermine her academic abilities may avoid crucial learning experiences that are initially challenging. A student who believes his postgraduation success will flow from his intellectual prowess may […]

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    The key to successful change initiatives? Early adopter teachers

    August 22, 2018 | by Cathy Sanford

    It is 5pm on a Tuesday in April, and Liz has just dropped her daughter off at cheer practice. Instead of heading home to think about dinner, chatting with other moms, or checking her social media accounts, Liz spends the next 95 minutes in a nearby Starbucks completing three playlists for her engineering design class. […]

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