It was the complaint of yet another school trying to build a blended-learning model that utilizes multiple providers.
Carpe Diem Collegiate Middle and High School, one of my favorite blended-learning models, has no physical education class.
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Blended-learning models that create time for teachers to provide this type of meaningful and actionable feedback are vital.
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In many blended-learning schools today, the roles of teachers are also being unbundled.
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Most of the growth in online learning is occurring in blended-learning environments, in which students learn online in an adult-supervised environment.
Done well, the competition could be just the national motivation the digital-learning movement has needed to see large-scale adoption of high-quality blended-learning programs.
On the other hand, increasing numbers of schools are adopting blended-learning models that have each student working with multiple software providers within one subject.
Various blended-learning models, for example, should create more flexibility and free up more funds so that schools can offer an array of experiences, including physical exercise.
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Much more likely it seems in the blended-learning world will be the emergence of a platform like Khan Academy on which lots of users write content that use the standards of the platform, as opposed to forcing a retro-fitting.
At least one blended-learning school, Summit Public Schools, is partnering to build its own solution to the problem and use content from different sources to support the new competency-based learning model it is developing, which seems like a smart backward integration.
If it wants to work with multiple content providers on the other hand, there is a good bet it might work with a company like Education Elements, which is emerging as a leader in helping schools move to blended-learning models and offering a single sign-on software solution for schools so they can easily work with multiple content vendors.
The downside is that the process to arrive there can waste a lot of time and energy in reinventing the wheel, when, depending on the problem a school is trying to solve, the level of freedom it has to solve it, and the type of team it deploys to attack it, there is some predictability to the blended-learning model it is likely to adopt.
With lawsuits flying around and other shenanigans taking place (one lawsuit seeks to close down two schools that it said were full-time virtual schools, when they are in fact blended-learning schools, for example), I was pleased to have the opportunity about a month ago to travel to the Garden State to testify in a hearing before the Joint Committee on Public Schools about online learning.
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Many providers rely on a blended learning approach, where in-class and online learning exist together, complementing one another.
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And just because many studies show that on average online and blended learning work better than does face-to-face learning, this does not mean that just because a program is online that it will be good.
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Many schools are increasingly using blended learning to free teachers up to spend more time working with students in project-based learning.
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The school is pushing the bounds of blended learning with a Flex model that is competency-based.
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States that have put in policies that allow for uncapped charter schools, which themselves are increasingly utilizing blended learning to reach all children, publicly available and uncapped full-time virtual schools, and other such options are ahead of the curve.
It has now moved beyond just wondering whether full-time virtual learning opportunities have a place in the state to also discussing the role of blended learning, a practice that many districts in the state have actually already adopted in various forms.
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