In The Definition Of Blended Learning, we offered that ‘blended learning is a model that combines online and face-to-face learning spaces and experiences.’ Below, we identify and describe 12 different types of blended learning.

1. Station Rotation Blended Learning

Station-Rotation blended learning is a: “…model (that) allows students to rotate through stations on a fixed schedule, where at least one of the stations is an online learning station. This model is most common in elementary schools because teachers are already familiar with rotating in centers and stations.

2. Lab Rotation Blended Learning

‘The Lab Rotation’ model of blended learning, similar to “Station Rotation,’ works by “allow(ing) students to rotate through stations on a fixed schedule…in a dedicated computer lab allow(ing) for flexible scheduling arrangements with teachers…enabl(ing) schools to make use of existing computer labs.”

3. Remote Blended Learning (also referred to as Enriched Virtual)

This approach differs from the Flipped Classroom model in the balance of online to face-to-face instructional time. In an Enriched Virtual blended learning model, students wouldn’t see/work with/learning from a teacher on a daily basis face-to-face but would in a ‘flipped’ setting.

4. Flex Blended Learning

The ‘Flex’ is included in types of Blended Learning and its model is one in which… “a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, fluid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring.”

5. The ‘Flipped Classroom’ Blended Learning

Perhaps the most widely known version of blended learning, a ‘Flipped Classroom’ is one where students are introduced to content at home, and practice working through it at school supported by a teacher and/or peers. In this way, traditional roles for each space are ‘flipped.’

6. Individual Rotation Blended Learning

The Individual Rotation model allows students to rotate through stations, but on individual schedules set by a teacher or software algorithm. Unlike other rotation models, students do not necessarily rotate to every station; they rotate only to the activities scheduled on their playlists.”

7. Project-Based Blended Learning

Blended Project-Based Learning is a model in which the student uses both online learning—either in the form of courses or self-directed access—and face-to-face instruction and collaboration to design, iterate, and publish project-based learning assignments, products, and related artifacts.

8. Self-Directed Blended Learning

In Self-Directed blended learning, students use a combination of online and face-to-face learning to guide their own personalized inquiry, achieve formal learning goals, connect with mentors physically and digitally, etc. As the learning is self-directed, the roles of ‘online learning’ and physical teachers change, and there are no formal online courses to complete.

In Self-Directed blended learning, one challenge for teachers is to be able to judge the and (somehow) success of the learning experience without de-authenticating it.

9. Inside-Out Blended Learning

In Inside-Out blended learning, experiences are planned to ‘finish’ or ‘end up’ beyond the physical classroom, but still require and benefit from the unique advantages of both physical and digital spaces.

In both the Outside-In and Inside-Out models, the nature of the ‘online learning’ is less critical than the focus on platforms, spaces, people, and opportunity beyond the school walls. (The ‘online’ components could be self-directed inquiry and/or formal eLearning courses and curriculum.)

10. Outside-In Blended Learning

In Outside-In blended learning, experiences are planned to ‘start’ in the non-academic physical and digital environments students use on a daily basis, but finish inside a classroom.

This could mean traditional letter grades and assessment forms, or less traditional teaching and learning that simply uses the classroom as a ‘closed-circuit’ publishing ‘platform’—a safe space to share, be creative, collaborate, and give and receive feedback that grows student work.

11. Supplemental Blended Learning 

In this model, students complete either entirely online work to supplement their day-to-day face-to-face learning, or entirely face-to-face learning experiences to supplement the learning gained in online courses and activities.

12. Mastery-Based Blended Learning

Students rotate between online and face-to-face learning (activities, assessments, projects, etc.) based on the completion of mastery-based learning objectives.

Assessment design is crucial in any mastery-based learning experience; the ability to use face-to-face and digital assessment tools is either powerful or ‘complicated’ depending on the mindset of the learning designer.

Reference: https://www.teachthought.com/learning/12-types-of-blended-learning/?fbclid=IwAR2GEg36d4-GuL-8DUiLztU6avNjeWAqAG0-1IB-jglsGC7Q2bMaet1tpAU

Whatever this school year brings, teachers can consistently use these strategies to promote critical life skills.

Classroom social and emotional learning (SEL) practices can help students learn to problem-solve, manage their emotions, and build relationships. Integrating SEL practices into school culture helps to ensure that students gain these critical life skills.

The importance of implementing SEL across the school day is crystal-clear: 56 percent of students reported increased levels of stress during the pandemic over schoolwork, grades, time management, and lack of sleep, while nearly one in three young people reported feeling unhappy or depressed more often.

With many schools across the country facing near-term uncertainty due to the rise of the Delta variant, it’s important to think of SEL practices not just in the traditional classroom, but in digital spaces as well. Whether students are back to learning in person in the classroom, in a remote setting, or in a hybrid environment, SEL can exist across a continuum of best practices.

SEL PRACTICES VARY ACROSS A SPECTRUM

Through my previous experience as a classroom educator and current work as an educational researcher, I’ve found that SEL is practiced across a wide spectrum. On one end are schools that take a transactional, compliance-focused approach to social and emotional learning.

You may find yourself at a school like this, where teachers receive lesson templates and designated class periods for instructing students on self-regulation, self-awareness, and relationship building. If you work at a school on the other end of the spectrum, you’ll likely find schoolwide support resources, an integrated systems approach to SEL, and a culture in place that helps students practice these skills well after lessons are over.

Other teachers we interviewed work at schools that fall somewhere in the middle of the SEL spectrum. These schools might have a coach or another professional who works with individual teachers to bring SEL strategies into their classrooms. While helpful, this approach has limits, since not all teachers have experience integrating SEL into their practices. As a result, students might experience wildly different degrees of SEL throughout their day.

USING ADAPTABLE SEL ACTIVITIES IN YOUR CLASSES