Search Results for "online+and+blended+learning"
Each school year, MVLRI is directed by Section 98 of the State School Aid Act to strengthen teaching and learning for K-12 education by supporting and accelerating innovation and providing leadership in online and blended learning. 2020-21 Directives (March 2021 Update) This report is being submitted in fulfillment of the following legislative directive: The Michigan… Read more
This Consumer Awareness resource is provided for schools and parents and reports on effective online education providers and education delivery models, performance data, cost structures, and research trends.
MVLRI’s Fellows help shape the platform for online learning research and development that exists today. The accomplishments of these individuals have paved the way for our ongoing directives and define the path we will take to better understand learning.
Many educators are aware that there are logistical reasons to design coursework around blended learning, but may not have given much thought to other benefits it can provide for students. Throughout this explorative course, you will discover your own ‘Why’ behind the deliberate decisions and actions involved in designing blended lessons for students. You will… Read more
Are you looking to provide your students with a more personalized learning experience? Schools are discovering that blended learning can provide a flexible and personalized approach while also reinvigorating learning for both students and teachers. In this informative course, you will hear from other district leaders who have implemented blended learning in their schools. As… Read more
Appropriately supporting students in online and blended learning environments requires a great deal of instructional planning and preparation. The intent of this document is to supply educational teams content that will provide support for the planning, implementation, and evaluation of programs and services for students with disabilities enrolled in online and blended learning environments.
This research completes a two-year research process to create and empirically validate an instrument to measure K-12 Blended Teaching Readiness. This report details the process as well as the successful efforts to validate and make available an instrument for use by individuals, schools, districts, and universities. Additionally, the report documents the process of creating a second, shorter instrument focusing on four of the most essential pedagogical competencies for blended teaching.
Using technology in the classroom strategically can create the ability to bring the best of face-to- face and digital learning together to meet the challenges of reaching individual needs of students. In this hands-on course, you will focus on intentional technology integration into your own classroom instruction through a holistic blended learning model. You will… Read more
Practical strategies for online & blended teaching. Unsure where to start with online or blended teaching? Have some ideas, but need more resources? Michigan Virtual has designed a variety of free PD courses on remote & blended teaching to help you get started. We know that one of the best ways to support our students… Read more
Despite growth in online and blended learning there remains limited opportunities for formal teacher professional development in these areas. While there are resources they are largely patchwork and teachers often seek out informal resources.
Digital content can offer many advantages to students in a blended class environment, including increased engagement for students and learning that takes place beyond the classroom. This applied course will explore multiple topics in discovering, remixing, and creating digital content for a blended classroom. You will have an opportunity to look at various ideas and… Read more
In a blended classroom, it is key to use your unique resources and environment to find the most appropriate assessments for your students. In this constructive course, you will have an opportunity to look at various tools that offer students options to demonstrate their learning. You will be able to explore the benefits of face-to-face… Read more
The adoption of blended learning in K-12 schools is on the rise. With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional development for future blended teachers, the unique competencies of blended teaching need to be identified. This study reports on Phase 1 of a project intended to create a scientifically validated, openly-available blended teaching readiness instrument that can be freely used by districts, schools, and individual teachers to assess core knowledge and skills needed for successful blended teaching.
Are you looking for ways to keep your students engaged during the extended school closures due to the COVID-19 outbreak? Below you’ll find a variety of free resources designed to help schools evaluate and prepare for providing students with learning continuity. Subscribe for Updates Free mental health resources for students During times of crisis, our… Read more
K-12 teachers have overall positive perceptions of blended learning, often times more positive than students who report struggling with aspects of self-regulation. Research in this area, and particularly among students with disabilities in blended learning contexts is lacking.
This report shares the experiences of blended learning teachers in Michigan and is a result of interviews conducted to understand the experiences and professional learning choices. According to the teachers, blended learning helped build connections and collaborations with other educators, increased student agency and changed their practice in terms of instructional design and the role of the teacher. This collection of teacher profiles provides a unique perspective of how many of the early teacher innovators considered how to integrate blended learning into their personal learning contexts.
Access for All: A Guide for Serving Students with Disabilities in Online and Blended Learning Environments
Access for All is designed to provide an overview of different disability groups in order to better understand the needs of each group, some common accommodations for students in each group, and considerations for each group related to online and blended learning environments. Also provided are the terminology and acronyms commonly associated with disabilities and special education, a synopsis of disability law, and a thorough description of individualized education plans and 504 plans. In better understanding the needs of students with disabilities, it is hoped that virtual school educators will be better prepared to help all their students reach optimum success.
This study, the second in a series examining the shifts in the roles and responsibilities of K-12 educators as a result of evolving instructional models, focuses on teachers implementing elements of blended learning in their classrooms. The aim of this study is to understand better the ways in which teachers practicing blended learning think about their work with students and colleagues, the mindsets they adopt when implementing change within their settings, and the benefits they anticipate by applying blended practices in their classrooms.