This document discusses blended learning models, strategies, and tools for lower school education. It defines blended learning as combining online digital media and tools with traditional classroom methods, requiring some element of online student control over time, place, pace or path of learning. The document reviews several common blended learning models including station rotation, lab rotation, flipped classroom, and individual rotation models. It emphasizes selecting the right blend of tools to meet learning objectives rather than just using technology for its own sake.

1. Blended Learning in the Lower School
Models, Strategies and Tools
By Wendy Torres

2. WENDY TORRES
LOWER SCHOOL
TECHNOLOGY
INTEGRATION
SPECIALIST
ROLAND PARK
COUNTRY SCHOOL
• All content and resources can be
found at the following url:
• http://bit.ly/1tf1VhD
• For the toolkit click on the url below:
• http://blendedtoolkit.weebly.com/
Website:
http://sp.rpcs.org/faculty/torresw
Blog: Tech Snacks:
http://sp.rpcs.org/faculty/TorresW/
techsnacks/

3. Welcome!
During this interactive presentation we will:
Identify what blended learning is and
what it isn’t
Discuss the most common blended
learning models
Get some hands on experience with
some online tools that can be used to
create a blended learning
environment

4. • Sometimes we feel like this……
Calvin and Hobbes is copyrighted by Bill Watterson

5. Calvin and Hobbes is copyrighted by Bill Watterson

6. Blended learning is a good way to help bridge the gap.
But what is blended learning?

7. Let’s explore more…….
https://www.youtube.com/watch?v=KD8AUfGsCKg

8. True
False

9. Online content student
is reviewing in class
while the teacher works
with a small group
Playing online
educational games
when students
complete their work
Students in small
groups discussing
points from a video
they watched online
Students providing
commentary on online
content

10. Using clickers or polling
software in class to
engage students
Playing online
educational games
when students
complete their work
Taking students to the
computer lab to work
on research
Students listening to
audio
instructions/comments
at home for review

11. Technology integration is NOT
the same as Blended Learning.
• Simply using
technology in
the classroom
Involves a teacher to
student interaction
Blended learning
• Shifts focus
from teacher to
student
interaction
• To student to
student
interaction
• Collaboration
More student
centered

12. Hallmarks of blended learning:
Seamless connection
between online and
offline work
Increased Student-
Collaboration and
control over:
time
pace
place or path of
learning
Online classroom
presence
Repurposed time

13. What the student is
doing online shouldn’t
affect what is taught in
the classroom
Online work should be
supplemental or
enrichment based
Work students do
online should have a
direct connection with
what they are doing in
the classroom
None of these answers

14. Content is online and
can be accessed and
reviewed 24/7
Content consists of
static website where
students can download
classroom handouts
Content is online
consisting of just a list
of websites students
can use
None of these answers

15. • Repurposed time- blended learning
uses technology tools to restructure
what is normally done in the brick and
mortar classroom.
Infographic taken from: http://prezi.com/gayhitopup1b/bll4/ from Holton-Arms

16. Infographic taken from: http://prezi.com/gayhitopup1b/bll4/

18. Blended Learning Models:
Infographic part from http://www.knewton.com/blended-learning/

19. A bit more about the rotation model:
4 variations
Rotation
model
Station
rotation
Lab
rotation
Flipped
classroom
Individual
rotation

20. Station Rotation
• Students rotate on a fixed
schedule or at the teacher’s
discretion among classroom-based
learning modalities.
• The rotation includes at least
one station for online
learning.
• Other stations might include
activities such as small-group
or full-class instruction, group
projects, individual tutoring,
and pencil-and-paper
assignments.

21. Lab rotation
• Rotation-model implementation in
which within a given course or
subject (e.g., math), students rotate
on a fixed schedule or at the
teacher’s discretion among locations
on the physical campus.
• At least one is a learning lab for
predominantly online learning, and
the other(s) are classroom(s) for
other learning modalities.
• The Lab Rotation model differs from
the Station Rotation model because
students rotate among locations on
the campus instead of staying in one
classroom for the blended course or
subject.

22. Flipped model
• A Rotation-model implementation in which within a given
course or subject (e.g.. math), students rotate on a fixed
schedule between face-to-face teacher-guided practice (or
projects) on campus during the standard school day and
online delivery of content and instruction of the same
subject from a remote location (often home) after school.
• The primary delivery of content and instruction is online,
which differentiates a Flipped Classroom from students
who are merely doing homework practice online at night.
• The Flipped Classroom model accords with the idea that
blended learning includes some element of student control
over time, place, path, and/or pace because the model
allows students to choose the location where they receive
content and instruction online.

23. Individual rotation
• A Rotation-model implementation
in which within a given course or
subject (e.g., math), students rotate
on an individually customized, fixed
schedule among learning
modalities, at least one of which is
online learning. An algorithm or
teacher sets individual student
schedules.
• The Individual Rotation model
differs from the other Rotation
models because students do not
necessarily rotate individual
student schedules.
• The Individual Rotation model
differs from the other Rotation
models because students do not
necessarily rotate to each available
station or modality.

24. Keep these important details in mind:
What the course objectives are
Remember blended learning is not about
using one type of technology tool.
If you focus on the tool rather than what
your end goal is. you miss the point of
blended learning.
Don’t use technology just for the sake of
using it.

25. Calvin and Hobbes is copyrighted by Bill Watterson

28. Resources information
• Please note: the infographics used in this
presentation, are from other sources. Links to
where these sources can be found are included in
the presentation. If I have made an error in
crediting the source, please let me know via e-mail:
torresw@rpcs.org so that I may correct the
error.
***Please know that the infographics from Holton-
Arms were resources from the Blended Learning
Lab that was held at the school in 2013. The
infographics from Holton-Arms used in this
presentation were from a larger infographic.
•

29. • If you have any questions about the
infographics from Holton Arms, please contact
their Academic Tech Department
at help@holton-arms.edu .
The Blended Learning Redefinition Worksheet
was created by the members of the Holton-
Arms Academic Technology Department
licensed under Creative Commons Attribution-
Non Commercial Share-Alike 4.0 International
License.