Читать книгу The Perfect Blend - Michele Eaton - Страница 44

It is also important for the teacher to use data to drive learning and to keep a pulse on student engagement. Keep in mind that regardless of the blended learning model you design, it will be critical for you to connect the learning that happens both offline and online. Research from Garrison and Kanuka (2004), Garrison and Vaughan (2008), and Gerbic (2006) tells us it is important for the learning in the digital space and the physical space to be deeply integrated. If both the online learning and face-to-face instruction are isolated from each other, you are not likely to see many academic gains. So, for example, if you have students working through some software that is individualized and adaptive while you meet with small groups, it is still not likely that you will see major academic gains in your students if you are not using the data from that online learning—either information provided by the adaptive software or from your observations—to drive the instruction happening elsewhere in the classroom. However, when both the online and offline learning are connected and the data from each is used to individualize instruction for students, that is when blended learning is transformational.

The data you are able to gather will vary based on your online learning solution. For most of the classrooms in my school district, that means taking a look at student performance on digital tasks that the teachers have designed themselves. If you are using a learning management system, check out the kinds of reports you can run on various assessments. They may provide useful insights or simple statistics; the reports you can pull from software will vary in sophistication as well. The most important thing is to have an understanding of how students are doing in their self-directed learning and to craft your instruction and small groups accordingly.