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The Clayton Christensen Institute for Disruptive
Innovation designed four models of blended learning.
Remember in module one that we defined blended learning
as a combination of both face-to-face and online learning.
The International Association of K-12 Online Learning's
graphic, titled The Defining Dimensions of Blended Learning
Models, laid out blended learning as a
continuum of various models that combined online and
face-to-face instructional practices.
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The Clayton Christensen Institute breaks blended learning down into four key
models: rotation, flex, a la carte, and enriched virtual.
Let's start with rotation. The rotation model includes any program
where students rotate between learning modalities such as small-group activities,
full-group lectures, group projects,
individual tutoring, or pencil-and-paper tasks.
The model is broken down into four more specific sub-models.
The Station Rotation reminds me of my own elementary classroom experiences.
Students rotate among classroom-based activities and modalities.
Students move from station to station, sometimes we call these centers.
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Small student groups may move between stations that include
small group instruction with a teacher, or individual pencil-and-paper work,
to a reading corner, or a listening station, and always
to at least one station that allows for online learning.
This model works great in the classroom with a
small group of two to five student desktop computers.
Many elementary teachers may already be
implementing this form of blended instruction, and
not realize that they're already engaging students in online learning.
The second sub-model of rotation is the Lab Rotation.
This model resembles the Station Rotation, but expands
on the campus facilities beyond a single classroom.
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The Lab Rotation model has students moving from classrooms with traditional
learning modalities, to a computer lab
specifically designed to support online learning.
We likely
see something similar to this happening in many middle and high
schools, as students rotate into computer labs to learn about software applications.
However, expanding these opportunities to include online
learning makes it a blended learning experience.
The third sub-model is one that has a catchy name, the Flipped Classroom.
[SOUND] This model is credited to Mr. Bergman and Mr. Sams at Woodland
Park High School, who were recording class
lectures for absent students, and posting them online.
These teachers found that all students could
benefit from accessing class lectures at their own
pace from home, and spend precious limited class
time getting questions answered and working on projects.
The Clatyon Chritiansen Institute expands on this definition
to state that students rotate between teacher-guided practice
on campus, during the school day, and online delivery of content
and instruction at a remote location, like their home, after school.
The last sub-model of rotation includes Individual Rotation.
In this sub-model, students rotate on a custom or individualized schedule
among learning modalities, at least one of which is online learning.
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Students get a more customized
learning experience as individual students are guided by
their teacher to learn online, and using other modalities.
I've seen clever teachers practice this model as a differentiation
strategy in classroom with students who need remediation or extension activities.
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The second model is classified by the institute as the flex model.
This model depends heavily on an online learning program
that students access on a individual path or pace.
An on-site teacher provides face-to-face learning
support on a flexible or as-needed basis.
These teachers may also facilitate group projects or provide individual tutoring.
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The third model
is called the a la carte Model. In this model students take one
or more courses entirely online with an online teacher, while that student's other
courses are taken at the traditional brick-and-mortar school.
This model works well for students who need to
recover credits, or want to take a class that's
not available at their local school due to low
enrollment, or the lack of a qualified teacher in that
subject area.
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The fourth and last model is the enriched virtual model.
This is similar to the Flipped Classroom model in that students access
the content and instructional delivery offsite,
but students seldom attend the brick-and-mortar school.
It's also similar to the a la carte model in that whole classes are taken online.
However, the enriched virtual model is a whole school
experience for the student.
Every class it taken online with only occasional
visits to a school building for face-to-face instructional support.
You can read about examples of each of these models of blending
learning by browsing the Blended Learning Universe, linked in our course materials.
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Perhaps you've already been providing
your students with blended learning experiences.
Have you seen any of these models practiced
in your school or district?
Different models work best for different contexts and learning goals.
Do you have some new ideas about how
you can incorporate blended learning in your classroom?
[MUSIC]
Anissa Lokey-Vega, Ph.D.Assistant Professor of Instructional Technology
Jim Cope, Ph.D.Executive Director
