blended learning

"provides teachers with strategies to actively engage students in setting goals, monitoring development, reflecting on growth, using feedback, assessing work quality, and communicating their progress with parents. It includes practical strategies for teachers who are overwhelmed by their workloads, vignettes written by teachers across disciplines, ready-to-use templates to help students track their progress, stories from the author's experience as a teacher and blended learning coach"--Provided by publisher.

Offers strategies for improving student achievement in fourth through twelfth grade through the mix of traditional classroom instruction and online learning.

Offers strategies for improving student achievement in fourth through twelfth grade through the mix of traditional classroom instruction and online learning.

"Many blended learning initiatives start from the top down and are designed for specific populations or make drastic changes to a school's learning structure. But any K-12 classroom teacher can find ways to leverage blended learning within the four walls of their classroom, regardless of the constructs of their learning environment. All they need is a willingness to rethink their role in the classroom--moving from content deliverer to architect of learning. In [this book], you'll learn how to create a 'homemade recipe' for effective blended learning within your classroom. Rather than focusing on finding and implementing a specific established model, [the author] shows teachers how to embrace the flexibility of blended learning to take an active role as a designer of learning in the classroom and, in the process, helping students find their voices as advocates for their education"--Provided by publisher.

"This book will establish the need for rethinking professional development in schools/districts shifting from traditional instruction to blended learning. It limits the scope of the conversation about professional development to three elements: targeted training, 1:1 coaching, and participation in a personal learning community with non-evaluative peer feedback. This book helps school leaders think about and articulate a long-term professional development plan and emphasizes the importance of creating a "coaching culture" where experimentation and failure are celebrated, which is particularly important when it comes to using technology. The bulk of the book will be dedicated to the blended learning coaching cycle Catlin suggests coaches use when working with teachers. Conversation & Goal Setting Initial observation & Debrief Co-lesson Planning Real-time Coaching Co-teaching Document, Reflect & Revisit Goals Additionally, there will be a section on coaching a larger group on blended learning models using the models themselves and a section on virtual coaching using video combined with online conversations. Finally, the book will introduce a plan for gradually releasing the ownership of professional learning over to the teachers in the form of personal learning communities (PLCs) and non-evaluative peer coaching" --.

"Demonstrates the advantages a blended [learning] model has over traditional instruction when technology is used to engage students both inside the classroom and online"--Back cover.

Schools must prepare 21st century students to compete in a global society a world where cultures, economies, and people are constantly connected. It is the job of the 21st century educator to equip students to meet this challenge head-on. In the Contemporary Perspectives on Literacy series, editor Heidi Hayes Jacobs and a team of authors from around the globe explore the three new literacies global literacy, media literacy, and digital literacy. The five goals of the series are to: 1. Clarify the three new literacies so that educators have a basis for designing curriculum and instruction 2. Explore the relationship between traditional literacy and the new literacies 3. Support educators in cultivating the new literacies among students 4. Teach educators how to lead the integration of new literacies 5. Inform policymakers and other decision makers about the impact of the transition from traditional to modern learning environments Leading the New Literacies explores ways for administrators and teacher leaders to support the shift to teaching practices and student learning that integrate traditional curriculum with digital, media, and global (DMG) project-based learning. -- Provided by publisher.