A coordinated, intentional program of blended learning is changing teaching and learning in the Nation’s capital.
For the past two years, the Washington, D.C. Public School District (DCPS) has earned a sort of celebrity status with lawmakers, superintendents, and think tank heads filing in to see what, and especially how, students are learning. They have a good reason to visit. In a district that has been plagued with low test scores and student performance, several D.C. schools have seen student proficiency levels jump in math and reading in recent years.
Part of their success has hinged on the way teachers are using blended learning in the classroom.
“Blended learning definitely has been an important factor in the changes we’ve seen in our students, our teachers, and in our schools,” says David Rose, deputy chief in the district’s Dept. of Educational Technology and Library Programs.
In its simplest form, blended learning programs combine face-to-face instruction with personalized online learning using adaptive courseware that gives students some control over their pace and content of instruction.
Next page: How it works in practice