Blended learning doesn’t have to mean a combination of hands on and technology based learning. The two don’t have to be mutually exclusive. To me blended learning balances all the things! I believe blended learning means educators are spending time providing students with hands on, emotional, self guided, outdoor, projects, technology, physical movement, and creative learning throughout the day. I give my students a lot of choice and agency during the regular school day. At the beginning of the year, I spend a lot of time talking to kids about how to make choices.
True blended learning provides and equitable learning experience for kids because you are taking care of the whole child. Educators should be getting to know their students on a personal level and providing opportunities for students based on their interests. During remote learning, I discovered on a phone call with one of my students that she has been watching “old Disney movies” a lot and one of her favorites to watch over and over is Alice in Wonderland. Because of that, I made sure that my time lesson included a white rabbit with a clock. She recognized the connection right away and even asked me if it was there for her! This tells me that my kids KNOW to look for ways the lessons I plan for them specifically connect to themselves or their friends.
It’s no surprise that kids learn best from hands on experiences. We all use manipulatives on a daily basis. It is important for kids to build concrete understanding through manipulating hands on materials like magnetic letters or letter tiles, counters, legos, playdough, etc. These materials are always available to my students in my classroom to use throughout their day.
In my classroom we begin each day with a morning meeting. We sit in a circle and greet each other, check in to see how we are feeling, take time to share important artifacts or stories, go over the plan for our day (especially when things vary from the ordinary), and move! I also set aside time for a a weekly community building circle in which we focus on something that came up that week or a specific topic so we can get to know each other better. We use talking pieces to take turns and have a centerpiece in our circle with important community building artifacts to remind us of past conversations or shared experiences. You can see our centerpiece below.
Providing students choice and agency over their learning is important to me (and them). Students already have agency but they need opportunities to practice it in a safe environment. I provide those opportunities though flexible seating, genius hour, and allowing students to choose how they respond to learning (worksheet, technology, creation). Response to learning choices aren’t always possible, but when they are I provide them.
I get my kids outside whenever possible! Obviously, outdoor recess is a daily occurance (weather permitting). In addition to that I take kids outside to read or to practice word work or math using sidewalk chalk. We go outside to observe our shadow, organisms, earth materials, and to collect samples. We are fortunate to have a school garden so every spring, my students take over one of the beds and plant seeds to care for.
Projects and Project Based Learning (PBL) are a great way to get student buy in to learning. PBL is multidisciplinary and allows kids to connect their learning across subjects. They practice skills and gain knowledge through real world, rigorous tasks. Kids take ownership over their work and and learning is sticky. You can check out some of the projects I’ve done with kids here.
Typically when people think about blended learning they are referring to the use of technology in the classroom. I’ve shared about my technology integration here.
I incorporate movement regularly during our day through movement breaks using both guided movements and fun dances on Go Noodle. Some my favorite and quickest movements that I get kids doing are crossing the midline movements. I direct kids through touching their opposite knee and elbow. This is great because there is a lot of brain research behind having kids cross the midline. I also add yoga poses into lesson activities. This is a photo of a “scoot” activity. In a scoot activity, I put problems or tasks around the room and kids start at one and “scoot” around the room until they’ve completed all of them. They carry a recording sheet around with them on a clipboard. This is a math scoot activity where students were solving story problems that are all about fruit trees. I taught them tree pose and had several stops around the room where students needed to hold tree pose while they counted by tens to a certain number.
Allowing kids time to create is also important to their learning and development. In my classroom, I have a makerspace to allow kids to build and create during projects, centers, and soft starts (the beginning of our day).
School should be a balance of all the ways kids learn best. If there is too much of one thing, the day can be monotonous and you run the risk of not reaching all learners. Changing things up keeps the classroom fun and interesting and helps to reach every child and grow the whole child.
What else do you think is important to blend into the school day?