CoverAbout This BookPrefaceAcknowledgementsResearch1. Introduction to K-12 Blended Teaching2. K-12 Blended Teaching Competencies3. Evaluating Blended Teaching with the 4Es and PICRAT4. Elementary Education: Intro to Blended Teaching4-1. ElEd: Why Blend?4-2. ElEd: Online Integration & Management4-3. ElEd: Online Interaction4-4. ElEd: Data Practices4-5. ElEd: Personalization 4. English Language Arts (ELA): Intro to Blended Teaching5. ELA: Why Blend?6. ELA: Online Integration & Management7. ELA: Online Interaction8. ELA: Data Practices9. ELA: Personalization4. Social Science (SS): Intro to Blended Teaching5. SS: Why Blend?6. SS: Online Integration & Management7. SS: Online Interaction8. SS: Data Practices9. SS: Personalization 7. Math: Intro to Blended Teaching7-1. Math: Why Blend?7-2. Math: Online Integration & Management7-3. Math: Online Interaction7-4. Math: Data Practices7-5. Math: Personalization8. Science: Intro to Blended Teaching8-1. Science: Why Blend?8-2. Science: Online Integration & Management8-3. Science: Online Interaction8-4. Science: Data Practices8-5. Science: Personalization

Preface

How to Use This Book

Thank you for accessing K-12 Blended Teaching (Vol. 2): A Guide to Practice Within the Disciplines

The purpose of this preface is to orient you to the focus of this book, the original contributions that this book makes to blended learning, and the resources available to you within this book.

What is This Book?

This book builds upon the first volume in the series, K-12 Blended Teaching: A Guide to Online Integration and Personalized Learning. When we wrote the first volume, it was well-received by many educators and scholars across K-12 education and teacher preparation programs. However, we recognized that the book had some limitations in what it had to offer. After talking to K-12 teachers, we realized that Volume 1 needed more examples of what blended teaching looks like across various K-12 grade levels and content areas; Volume 2 is our attempt to address this limitation.

K-12 Blended Teaching Cover Art

Volume 1 of K-12 Blended Teaching (above) took a competency-based approach to prepare teachers to implement blended learning. As illustrated below, the competencies in Volume 1 were organized into the following areas: Online Integration, Data Practices, Personalization, and Online Interaction, with a final chapter that discussed how all of these areas come together to design blended learning. These competencies are built upon a solid foundation of blended learning dispositions and technology skills.

The 4 Pillars of Blended Teaching: Online Integration, Data Practices, Personalization, and Online Interaction.

You can read more about these ideas by following these links to Volume 1:

Volume 2 organizes practices into content areas and competency areas, with each grade level or subject area chapter having sub-chapters dedicated to the ideas Why Blend, Online Integration and Management, Online Interaction, Data Practices, and Personalization. In some cases, it may be helpful to reference the chapters linked above when reading about examples of blended teaching practices in your context. However, this volume does not primarily take a competency-based approach. 

Instead of using the competency-based approach from Volume 1, Volume 2 explores blended learning within various K-12 contexts through a problems of practice approach. These problems of practice are organized into the areas of Pedagogy, Social/Emotional Learning, the 6 C's of 21st-century learning, the 7 P's of transformational blended learning, and Access. Examples of these problems of practice are illustrated in this volume’s Chapter 1: Introduction to K-12 Blended Teaching. Below is an image from the English Language Arts chapter that demonstrates some possible problems of practice.

5 Pathways to approach Blended Teaching: Pedagogy, Social/Emotional, 6 C's, 7 P's, and Access.

New Content in Volume 2

While Volume 2 understandably builds on the content of Volume 1 and offers new examples of blended teaching across K-12 contexts, it also offers some new insights that are generally applicable to blended teaching.

First, Chapter 2: K-12 Blended Teaching Competencies offers an overview of the competencies from Volume 1, but also provides new understandings of what some of these competencies look like in practice. Worth specific exploration are new understandings of what personalized learning looks like in K-12. Chapter 2 provides a framework for designing personalized learning that examines the relationships between the data used for personalization, who or what is controlling the personalization, what is being personalized, and the extent to which learners are practicing agency and ownership over their own learning. These new understandings of personalized learning come from working alongside the teachers who contributed their practices to this book. 

Second, Chapter 3: Evaluating Teaching with the 4Es and PICRAT presents a new framework for evaluating blended teaching practices. Volume 1 used PICRAT to help explain some of the designing that goes into blended teaching. Volume 2 builds on Volume 1 by providing both PICRAT and a new 4E framework for evaluating blended teaching. This new framework focuses on evaluating the ways in which blended teaching Enables, Engages, Elevates, and/or Extends learning in meaningful ways.

The 4 E's: Enable, Engage, Elevate, and Extend.

New Resources in Volume 2

Much like Volume 1 offers resources such as blended teaching videos, artifacts, and reflection questions, Volume 2 has its own resources worth referencing.

Each chapter of this book is filled with teacher quotes and videos about teachers' experiences with K-12 blended teaching. At the beginning of each chapter, there is a sub-chapter that introduces the teachers who contributed practices to the book. Our hope in creating this book is that it can largely be seen as a book created through collaboration with teachers for teachers. The videos and quotes throughout this book should not be seen as optional content, but rather as the core content used to explore examples of blended teaching across content areas and grades.

The other key resources to be aware of in using this book for training, professional learning, or blended teaching implementation are the Blended Teaching Readiness Survey, the Blended Teaching Roadmap, and the Blended Teaching Workbook.

The 4 Parts of Blended Teaching

Each chapter of Volume I begins with a link to the Blended Teaching Readiness Survey, a brief readiness self-assessment survey. This survey can be helpful as your prepare for blended teaching regardless of whether you are taking a competency-based approach or a problems of practice approach. The survey takes 2-3 minutes per section of the survey. These sections include questions about your dispositions and abilities to use online integration, data practice, personalized learning, and/or online interactions. It provides users with a sense of their current aptitude for blended teaching specific to each competency. You can learn more about the Blended Teaching Readiness instrument and use it yourself here: http://bit.ly/K12-BTR.

'My Blended Teaching Roadmap' Illustration

The Blended Teaching Roadmap is a resource introduced in Volume 1 for guiding teachers in designing, developing, and implementing blended teaching. Like Volume 1 itself, this resource takes a competency-based approach to help educators implement blended teaching. Appendix C of Volume 1 provides links to examples and Google Docs to reference and use in creating a plan for blended teaching. To use the Google Doc, you should make a copy of the Blended Teaching Roadmap that you can edit and own.

This is an example of what the callout boxes for the Blended Teaching Workbook look like. You will find these scattered throughout the book. You can access the Blended Teaching Workbook here.

The Blended Teaching Workbook is a new resource introduced in Volume 2. Like Volume 2 itself, this resource takes a problems of practice approach to designing, developing, and implementing blended teaching. References to the Blended Teaching Workbook are scattered throughout this book with links to the Google Doc used to create the workbook. To use the Google Doc, you should make a copy of the Blended Teaching Workbook that you can edit and own.

We hope that you enjoy the book we have put together, and encourage you to share it with others! Thank you again for exploring our work!

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