The Math Innovation Zones/Blended Learning Grant Program is a four-year process to design, launch, scale, and sustain a high-quality blended learning model in math (and non-math pilots) throughout a K-8 feeder pattern. Blended learning is defined by the Clayton Christensen Institute as:
A formal education program in which a student learns:
- at least in part through online learning, with some element of student control over time, place, path, and/or pace;
- at least in part in a supervised brick-and-mortar location away from home;
- and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
Blended Learning combines face to face instruction with online learning by leveraging technology to assist teachers in diagnosing student prior knowledge, differentiation of academic paths for each student, and adjusting lesson execution based on real-time information about student mastery.
Blended Learning can be categorized into one (or a hybrid) of four models: a rotational model, flex model, a la carte model and an enriched virtual model. These models are clarified in the image below (source: Clayton Christenson Institute). Further information on blended learning taxonomy can be found at www.christenseninstitute.org.
The three goals of the Uvalde CISD Blended Learning initiative are as follows:
- increase student agency (students taking ownership of their own learning)
- increase student achievement on STAAR
- close the learning gaps for students across UCISD
These three goals were established through strategic design with input from community members, students, parents, teachers, and administrators. We are excited about the possibilities to come and we are confident that with the blended learning practices implemented with fidelity, we will see great strides in student success in the years to come