This document summarizes Sheila Majask's experience taking a Blended Learning in the Classroom (BLiC) course and implementing blended learning in her own classroom. The BLiC course introduced Majask to new information and models of blended learning. It challenged her to immediately apply what she learned. As a result, Majask classified her classroom as a lab rotation model and began using Blackboard as her learning management system. She also learned about the importance of managing time, accessibility, assessments, and establishing policies in a blended environment. Overall, implementing blended learning has caused Majask to reevaluate her teaching practices and engage students more with technology.

1. Sheila Majask
Chippewa Valley Schools
My Blended Learning Portfolio by Sheila Majask is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

2.  I teach 9th Grade Global History at Dakota High School. I
use many digital tools in my classroom instruction
including Edmodo, Weebly, and Prezi. I also assigned
technology projects to my students. I wanted to do more!
 In 2014, I enrolled in the BLiC course offered by REMC to
learn more about the topic of blended learning. Although I
had taken another course in online teaching, I needed a
refresher course and to see what was new.
 This course introduced new information to me, but also
challenged me to try to implement what I had learned
right away.
Barren, Angela. Dakota High School. 2014. JPEG File.

3. The course was divided into 8
modules, each covering a different
important topic related to the iNOCAL
Standards.
iNOCAL Standards are created by the
International Association for K-12
Online Learning for Quality Online
Learning
Click on the image to
see the standards
iNOCAL. Standards Teaching V2 Cover. 2011.Majask, Sheila. "BLiC Course Modules." 2014. PNG file.

4. Majask, Sheila. “Screen shot of definition of
blended learning from
http://www.christenseninstitute.org/wp-
content/uploads/2013/04/Classifying-K-12-blended-
learning.pdf ,” 2014, PNG File
 Blended Learning takes the traditional face-to-face classroom in a
brick-and-mortar building, and adds an online portion to the class
where students monitor their own time and place to learn.
There are several different models of Blended Learning.
They range from implementing a flipped classroom
where the teaching is done outside of class and
projects/assignments are done in class, to a self blended
model, where students choose to take some of their
classes entirely online.

5. An online class is not for everyone. Students that
want to find out if they are ready for a blended course
should take this self evaluation.:
http://www.ion.uillinois.edu/resources/tutorials/pedag
ogy/selfEval.asp
Or view these tips for being a good online learner:
http://teaching.uncc.edu/academic-
technologies/moodle-2/students/tips-being-successful-
online-learner
To teach online, educators should posses the
following skills:
1. Experience with a wide range of technology
2. Good time management skills
3. Knowledge of current online teaching laws
and practices
4. Ability to communicate online
synchronously and asynchronously
5. Knowledge of Copyright Laws
Majask, Sheila. “Distance Learning is right for me." 2014. PNG file.

6.  My blended classroom is classified as a Lab Rotation model, where my students
use the online resources when lab time is available. They will also access parts of
the lesson at home.
 I am using Blackboard as my learning management system. Students will use
Blackboard for lessons, assignment submissions, discussions, group work, and
assessments.
Majask, Sheila. “Blackboard Safe Assign Module." 2014. PNG file.

7.  Time management is one of the biggest challenges in a blended environment.
Teachers often have to be available outside of the normal school day to address
issues, answer questions, or to communicate with students.
 To best manage time and live a balanced life, you have to plan for AMPLE time.
Analyze work patterns to ensure the best
management of time and to work more efficiently
Map your tasks to ensure that everything is
completed and nothing is missed
Plan & Prioritize to get everything done and the
most important items get done first
Leave time for yourself to connect with friends and family or
participate in sports and hobbies, so that you don’t get burned out
Execute the plan!

8.  Digital Calendars are a great way to manage your time.
 I use Google Calendars for my family life, I import calendars for important groups
(cub scouts, boy scouts) and from important people with whom I need to
coordinate calendars (my husband).
 I use Microsoft Outlook for my work life.
 I have all my calendars synced to my phone, iPad, and computers with reminders
set up so that I don’t miss anything!
Majask, Sheila. “My Outlook Calndar”. 2014. PNG File

9. Majask, Sheila. “Classifying K-12 Blended
Learning”. 2014. PNG File
Click on the image to read
more about different types
of Blended Learning
 There are many different types of
blended learning
 It is important to learn about the
different types of blended learning
to see what will best fit into your
plan and which will meet the time
constraints of your school day and
to ensure that technology will be
available when needed.
 Blending your classroom should
also be discussed with your
principal, technology department,
and others that will need to
support your blended classroom.

10.  Integrating the blended course takes much planning and preparation
 Good blended learning shifts the focus from the teacher to the student. This can be achieved with the
implementation of Project Based Learning (PBL). To learn more about project based learning at:
http://bie.org/
 Blended learning promotes increased engagement of students in the learning process.
1. Build a strong sense of community – try icebreakers!
2. Communicate often
3. Create standards for behavior in the online environment
4. Model positive interactions
5. Plan ahead
6. Stay in touch with the latest news and research via social networks
and professional learning communities
Majask, Sheila. “LMS Icebreaker”. 2014. PNG File

11.  Online teachers have to be aware of copyright and
what they post on the Internet. In a brick-and-
mortor classroom, teachers often overlooked copyright
law, but that is not possible in an online environment.
 We can’t expect our students to avoid plagiarism if we
ignore copyright law.
 Be sure to make yourself aware of copyright law.
 Copyright Basics:
http://www.copyright.gov/circs/circ01.pdf
 The Teach Act:
http://copyright.lib.utexas.edu/teachact.html Blogs, Mike. Copyright Logo. Digital image. Flicker.
N.p., 11 Nov. 2008. Web. 9 May 2014.
Learn about royalty free resources available through
the Creative Commons: http://us.creativecommons.org/

12.  Accessibility for students is a concern in the digital environment. Websites and
media are not always friendly for all students.
 Watch the following video to see how the Target website makes it hard for those
with visual disabilities to shop online.
http://youtu.be/wQT9yVeu_js
Majask, Sheila. “Internet Access for the Blind on You Tube”. 2014. PNG File

13.  Universal Design for Learning is a framework that
provides teachers with a structure to ensure all learners
can be successful.
 UDL, encourages educators to embrace the use of
technology to meet the needs of all learners.
 The 3 networks are:
 Recognition networks - the what of learning
 Strategic networks - the how of learning
 Affective networks - the why of learning
 See the UDL Guidelines here:
http://www.udlcenter.org/aboutudl/udlguidelines#go
 See how technology can make a difference:
http://youtu.be/SkhpmEZWuRQ
UDL Wordle. Digital image.
Http://udl4all.pbworks.com/f/1214179044/UDLWordle.jpg. N.p., n.d.
Web. 9 May 2014.

14. Assistive Technology. Digital image. Flicker. Leeward
Community College Library, 4 May 2012. Web. 9 May 2014.
• According to section 508 of the Rehabilitation Act,
all Web site content be equally accessible to people with
disabilities
• This includes any online portion of a blended learning
experience.
• While blending a class it is important that all websites and
media meet the needs of all learners

15. • As part of the BLiC class, I created a
video tour of my website, created a
transcript, and closed captioned the
video.
 See the video here:
http://youtu.be/RmPB-uxwlcA
Majask, Sheila. “Website Tour”. 2014. PNG
File
Learn how to create your own
closed captioned video here:
http://youtu.be/9K4WJs94FfY
Majask, Sheila. “Closed Caption Video How To”. 2014. PNG File

16. Kid Connectivity. Digital image. Flicker. Huston Public
Library, 24 Jan. 2008. Web. 9 May 2014.
Both formative and summative assessments are necessary
in any environment to evaluate that students achieving the
objectives for each unit.
There are many tools available for assessments in the
online environment.

17. For the best results in a blended
learning classroom, it is
important to have established
standards and rules. A syllabus
with blended learning
expectations will establish let
students, parents, and
administration know that you
have policies that are expected to
be followed.
Majask, Sheila. “syllabus”. 2014. PNG File

18.  Implementing blended learning has caused me to
reevaluate how I teach my classes. I need to give up
some of the teaching control, and allow my students
to take control of their own learning.
 I am piloting a “Bring Your Own Device” policy in my
classroom next year to open up more possibilities for
blended learning
 Students are more engaged with digital technology,
which makes it exciting to teach my students and
find ways to make it better.
 I use data, which is easy to gather with my online
environment, to evaluate student success.
 I am implementing new ideas as a result of blended
learning including online assessments, discussion
groups, and project based learning.
Coghlan, Michael. Learning With IPads.
Digital image. Flicker. N.p., 31 July 2012.
Web. 9 May 2014.

19. Bernhardt, Ingo. Homework on the Beach. Digital
image. Flicker. N.p., 201o. Web. 9 May 2014.
 Not having a classroom of my own this year has made
it difficult to see how this will change my teaching
practices. However, the changes I have made on the
way to get to this point have been overwhelmingly
positive. Students love to use technology and are
excited when they get to use it.
 The best feedback has come from colleagues and
administrators who are encouraging my efforts to
blend my course. I have been asked to train others,
and my colleagues seek out my help.

20.  The Blended Learning in the Classroom Project is a free course offered by the
REMC Association of Michigan
 To find out more information about the BLiC project watch this video:
http://mistreamnet.org/videos/2740/introduction-to-the-remc-blended-learning-in-
the-classroom-project
Majask, Sheila. “Screen shot of BLiC Moodle Course,” 2014, PNG File.