Peter Drucker
Extracts
On Learning from DC on Blended Learning:
“District of Columbia Public Schools
(DCPS)
has developed three main blended learning initiatives over the past several
years:
1. Since the 2013–14
school year, district and school leaders have redesigned 17 schools (10
elementary schools, four middle schools, and three high schools) to incorporate
blended learning. Students who are introduced to blended learning in elementary
school do not have to change instructional methods as they progress through
schools.
2. Many schools not
selected for redesigns are also using blended learning in a variety of grade
levels and subject areas to meet their school-level academic goals.
3. High schools offer
credit-recovery programs using the Enriched Virtual model of blended learning
in which content is delivered online and students meet with highly qualified
teachers in their content areas at least two or three times per week.
The district has made
significant investments in online curriculum, network and wireless
infrastructure, end-user devices, and professional development.
It has also established
a dedicated team at the central office to research, implement, and evaluate
blended learning. DCPS has recorded extensive and well-studied student gains in
math and reading on district-wide assessments and the National Assessment of
Educational Progress since implementing blended learning.
The redesigned
elementary schools use the Station Rotation model of blended learning for math
and reading, with some variation based on decisions made by school leaders. The
redesigned middle school uses the Individual Rotation model of blended learning
for math and has worked with New Classrooms to design and implement the blended
model.
Across all schools (not
just the blended schools), the district uses a variety of online curriculum
products, including Lexia and myON for reading and ST Math, First in Math, and
i-Ready for math. Science, social studies, and world languages classes also use
online curriculum.
The district retrained
its teacher evaluators, known as Master Educators, on evaluation techniques
applicable to blended learning classrooms.
In elementary schools,
students in reading and math classes rotate on a fixed schedule through three
stations: one station is teacher-led small-group instruction, another is online
learning, and a third is either independent practice or project-based learning.
In the redesigned
middle school, all students have a laptop that allows them to move through
online curriculum at their own pace, with support from a team of teachers. In
addition to the redesigned schools, there are smaller blended-learning
initiatives occurring in the district’s other schools that focus primarily on
math and reading.
It has also focused on
identifying strategies that improve outcomes for the lowest performing
students. The district has recorded student gains in math and reading since
implementing blended learning.”
Source given in Footnote
