Barrington 220 is exploring blended learning to enable our district to continue to allow students to demonstrate strong character, independence and resiliency, think critically and creatively, solve problems, and collaborate effectively throughout a global society.
What is Blended Learning?
Blended learning is defined as a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace, at least in part at a supervised brick-and-mortar location away from home (school). The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
Blended learning is defined as a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace, at least in part at a supervised brick-and-mortar location away from home (school). The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
How will Blending Learning opportunities be implemented across the district?
A team of district leaders began blended learning discussions last spring. In late fall, a team of 20 BHS teachers met to professionally develop and discuss the implementation of blended courses at BHS next fall. At this time, interested members of the study group are submitting ideas for courses that can take place in a blended instructional model for the 2016–2017 school year.
Middle school teachers will have an opportunity to hear more about Blended Learning during the professional development time on Wednesday, January 27, 2016.
At the elementary level, members of the District Technology Committee (DTC) will be helping define the best venue for blended learning discussions and development.
Blended opportunities at BHS will allow the opportunity for students to control aspects of the time and place of their learning. For example, a student may be scheduled in a biology course every day, but only be required to report to the classroom 2–3 days a week. On days where students do not meet with the teacher, the teacher will be available to support small groups and individual students. At the elementary and middle school level, students may be required to report to the regular classroom setting on a daily basis, but will be given more choices on the path or pace of their learning.
Look for more information on Blended Learning in future issues of this newsletter.
A team of district leaders began blended learning discussions last spring. In late fall, a team of 20 BHS teachers met to professionally develop and discuss the implementation of blended courses at BHS next fall. At this time, interested members of the study group are submitting ideas for courses that can take place in a blended instructional model for the 2016–2017 school year.
Middle school teachers will have an opportunity to hear more about Blended Learning during the professional development time on Wednesday, January 27, 2016.
At the elementary level, members of the District Technology Committee (DTC) will be helping define the best venue for blended learning discussions and development.
Blended opportunities at BHS will allow the opportunity for students to control aspects of the time and place of their learning. For example, a student may be scheduled in a biology course every day, but only be required to report to the classroom 2–3 days a week. On days where students do not meet with the teacher, the teacher will be available to support small groups and individual students. At the elementary and middle school level, students may be required to report to the regular classroom setting on a daily basis, but will be given more choices on the path or pace of their learning.
Look for more information on Blended Learning in future issues of this newsletter.
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