The document discusses a 3-phase approach to implementing a blended learning plan at Pickerington School District. Phase 1 involves teachers using a rotational station model in their classrooms, with stations for collaboration, independent work, digital content, and teacher-led instruction. Phase 2 focuses on creating checklists for data-driven instruction. Phase 3 personalizes learning to meet all students' needs. The IT coordinator explains that implementing blended learning requires tech coaches to stay ahead of teachers, model classroom processes, and shift mindsets towards active collaboration.

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3 Steps to Create a
Blended Learning Plan
and Its Effect on the
Tech Coach Role

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During this time of remote learning,
teachers have discovered how prevalent
blended learning is going to become with
our technology-drive world, driving many
teachers and technology teams to put a
blended learning plan in place.

3. Blended learning often takes on a different
definition in various school districts.
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4. Pickerington School District took a unique
approach of creating 3 phases for
implementing their blended learning plan.
The first phase begins with each teacher
utilizing a rotational format of 4 stations in
their classroom.
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Station 1 - 4 C’s
Students are using the 4 C’s of 21st
Century Learning (communication,
collaboration, creativity, and
critical thinking) to guide blended
learning. Students are producing
work rather than consuming it.

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Station 2 - Teacher-Led
This station is teacher-led where
the students work in small groups.
The small groups work with their
teacher to learn a new concept or
review skills from previous
lessons.

7. Station 3 - Independent
Students work independently and are
practicing skills they have previously learned.
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8. Station 4 - Digital Content
This station is focused on digital content with
students solely using computers or other
technology to complete activities that
reinforce the lesson.
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Phase 2 begins when the teacher is
comfortable with this station rotation.
During this phase the teacher creates a
checklist of activities they want to
complete. The intention of this phase is
to move towards more data-driven
instruction.

11. Phase 3 is focused on personalization and
differentiation. During this phase teachers are
working to differentiate their lesson plan, so
when the time comes to fully implement
blended learning all individual students’
needs are met.
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12. IT Coordinator at Pickerington Schools,
Stephanie Howell, explained the different
ways blended learning effects the tech coach
role.
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13. With the implementation of blended learning,
Stephanie explains that tech coaches always
have to be one step ahead of teachers by
understanding the phase they are currently in
and where they want to go.
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14. Another important skill Stephanie has had to
take on as a tech coach during blended
learning is how to model a process.
Stephanie focuses a lot of her time modeling
classroom management as it is an important
tool when introducing technology into the
classroom.
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15. Stephanie also models for teachers how to fix
their mindset for professional learning during
the implementation of blended learning.
Learning becomes more about active
learning, collaboration, and talking during
blended learning.
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17. Blended learning is a hot trend in the
education world today. It is important to
understand the different approaches that can
be take when implementing a blended
learning plan and how this implementation
effects the tech coach role.
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18. Thanks for reading!
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