• What is Blended Learning?

    Visit this link for an overview of the blended learning model.

    Blended learning is the combination of in-person instruction and online instruction that enables personalized learning.  At its core, blended learning is the effective use of education technology so teachers can customize the learning experience for students.

    In blended learning environments, teachers facilitate instruction that is paced to each student’s individual learning needs, often using a combination of one-on-one time with a teacher, group interaction with peers, traditional teacher-led lessons, tutoring, digital tools, and online content, among other practices. Software programs help teachers to identify gaps in student achievement so that students receive help in areas where they need it most.

    ImageTraditional teaching models treat students the same despite unique strengths and challenges. In a personalized digital learning model, we can team teacher’s talent and technology tools to provide personalized learning geared toward each student’s learning needs.  Because of technology, we have a remarkable opportunity to personalize learning by working with students in small groups rather than teaching to the middle. 

    For the student….

    • more engaged using online instruction individualized for their needs
    • like getting real-time feedback and knowing where they stand at any time
    • able to control how fast or slow they progress
    • feel classes are more personal because of the experience they get with a teacher in a small group

    For the teacher…..

    • flexibility to instruct in small groups rather than teaching to the middle
    • more rewarding because students are more engaged
    • allows time to work directly and closely with individual students and small groups by using technology to support instruction
    • easier to manage the classroom when students are engaged

    What are they saying after one semester of implementation:

    “The Personalized Digital Learning Initiative has allowed a greater level of equity in technological access for students in my classroom. I had always been hesitant to fully embrace both blended learning and the flipped classroom styles simply for the fact that I believed it would penalize those students that did not have the means to afford adequate technology. This has also opened up the ability for more opportunities.”

    - US History Teacher, Early College High School

    “Thanks for ALEKS/ AP Chemistry. All my AP Chemistry students passed the midterm with a 3 or better. Never had that happen before.”

    - AP Chemistry Teacher, Carolina Forest High School

    “Through data collected in our Classroom Walk-thru Tool we have seen the amount of time in collaboration and engagement almost double. There has been a reduction of lecture by the teacher and an increase in students working with real-world problems.

    - Ocean Bay Middle School

    “Discipline referrals are cut by 1/3. This is contributed by many factors but in part can be credited to increased engagement in the classroom.”

    - Ocean Bay Middle School


    “The biggest benefit I have seen from the 1:1 initiative is the increase in student collaboration. Students were often limited by course time constraints but with digital assignments and Google Apps For Education integration students can work together from anywhere which has increased the quality of their work.”

    - Teacher, Scholars Academy


    “GSFM/HS is finding the implementation of PDL most beneficial. Classroom Walk-Thru Data indicates a great increase in student engagement through the use of devices, digital content, and the implementation of rotations. Our MAP scores have increased school-wide with many students are meeting their growth target goals. Additionally, in two of three classes, students were very successful on their EOCT. In the two classes where students were successful, the teachers implemented the PDL initiative with rotations with fidelity.”

    - Green Sea Floyds High School

    “Mr. Todd, at the end of first semester, had an 88% passage rate on the US History End Of Course Test (first semester of 2014-15). Last year, the passage rate at the end of the 1st semester was 69%. He attributes the ease of availability of technology in utilizing USATest Prep, iCivics, Common Standard Assessments and Benchmark Data to assess weaknesses and strengths to guide lessons to the success of his students and to the increase in the EOC results.”

     - Academy for Technology and Academics

    I really love the power of ALEKS and how it allows students to advance if they have the ability and motivation.  A student in my Algebra 2 classroom completed the course in ALEKS and has been moved to Geometry.  Over the course of one weekend he worked in ALEKS for 4 hours on Saturday and over 4 hours on Sunday.  His progress is amazing.  It is so refreshing to see a student this excited about math and challenging himself to see how far he can go.

                                                                                                                                - Allison Reichert, NMBH Teacher

    Results of one school’s student survey after one semester
    70% of students surveyed agree the technology has positively affected their education.
    68% of students surveyed agree the device has enhanced their ability to communicate with teachers in regards to tutoring.
    87% of the students surveyed agree they use the device to complete course assignments.
    74% of the students surveyed agree the digital content being used their classes positively impact their learning. (Example: ALEKS, No Red Ink, Achieve 3000, USA Test Prep, Discovery, etc.)