A hybrid school is an institution that offers traditional, on-campus classes as well as online classes for students to select from as part of their studies. For example, students may take an English Language Arts class with an on-campus teacher in the morning and then have a biology class online in the afternoon.
Hybrid schools can vary in the amount of “face-to-face” and online instruction that it offers. The plan for the new Monroe Christian High School is developed on the assumption that approximately 50% of the day will include instruction in the classroom. Students will enroll in online classes for the rest of the day.
I was recently introduced to Challenge Success, which is an organization that works with schools to help create balance and academic fulfillment for students. One of their cornerstones is based on the notion that students need SPACE to learn. SPACE is an acronym for five practices that can help change a student’s experience of school:
S – Students’ use of time
P – Project-based learning
A – Alternative and authentic assessments
C – Climate of care
E – Educate parents, students and faculty
It is worth viewing the recommended SPACE policies and ideas that can positively influence a student’s experience of high school.
Interestingly, we have been advocating for these same principles (minus the fancy acronym!) and planning for many of the recommendations for our new high school. It is rewarding to see how our efforts are aligning with recommendations from the research base for school success.
Of particular interest is focus “C” on developing a caring community for students in which they feel safe and appropriately challenged to learn. This is so central to our plans for Monroe Christian High School, as it is in a Christian community-based learning environment that discipleship and student development can occur. Our high school students need community and a caring advising system in which teachers will get to know their students in order to help them succeed academically We don’t believe that a fully online, virtual high school will lead to the type of academic and personal growth that we desire for our high school graduates. We remain committed to the deliberate blending of on-campus learning experiences and positive relationships with the best that online learning options may offer for high school studies.
Barseghian, T. – Why kids need schools to change
The notion of a “flipped” classroom has been gaining a lot of attention in the past year or so.
First of all, what is a “flipped” classroom? By most accounts, a flipped classroom is one where the instruction takes place online outside of class hours, thereby freeing classtime for discussion, application and/or homework on the online lesson’s ideas and topics that students have previously viewed.
I have been following the development and interest that it is gaining and wanted to collect a number of links to some valuable resources on the flipped model:
This infographic provides a nice overview of the flipped model.
A collection of 10 reasons to consider flipping a classroom countered with 5 reasons not to flip a classroom.
A balanced commentary on the flipped classroom model for learning.
The flipped class manifest outlines the core tenets of a flipped classroom.
A discussion on how the flipped classroom is radically transforming learning.
The Flipped Class Network is a professional learning community to support teachers as they consider flipping a lesson or even their entire class.
With much anticipation, I received notice today of my acceptance as a full participant to The Vancouver Symposium on Christian Education for the 21st Century! I have been quite excited about this conference, as I see it as a valuable opportunity for networking, resource gathering and sharing our vision for Monroe Christian School.
From their website: “This symposium will be the second of three annual events that will bring together innovative Christian Leaders for the purpose of dialogue and leadership for the K-12 Christian school movement. The three year goal of these meetings will be to give vision and direction to the global Christian School movement. This will culminate in a pedagogical manifesto for Christian Education in the 21st Century to be completed in the summer of 2013.”
I find that the manifesto drafting process will add a significant focus and value to our time together, as we deliberately attempt to influence education for this century.
Looking forward to Vancouver!
A winter storm arrived last weekend, and it promises to keep schools closed for the better part of this week. I was reminded of my post last April on how a hybrid approach to teaching in the classroom could keep the students learning, even during the days that schools “have” to be closed. Offering an opportunity for a synchronous discussion on a topic, or even a video chat, and then following through on some collaborative work online could keep students engaged, even after they have played in the snow.
As a follow-up to my post last summer, I came across this article on mandated online learning requirements. As online learning becomes more prevalent, a number of states and school districts are taking initiatives to require online learning experiences for their K-12 students:
- Michigan was the first state to require students to complete at least 20 hours of online learning between grades 6 and 12 (2002).
- Idaho recently passed a requirement for all high school students to complete two credits of online learning for graduation (Sept. 2011).
- Florida now requires online learning credits as part of their revised graduation requirements (2011).
- Alabama and New Mexico require an online “experience” as part of graduation.
Students are encouraged to complete the requirement on their own time (in the evenings or during summer) or as part of their high school schedule. To ensure equity of access for all students, schools are making their computer labs available during lunch or after-class hours or instituting a laptop check-out program (similar to a library book) so that all students have access to the technology.
As I suggested back in July, it is evident that “more kids will learn in cyberia” and that, once again, we are proceeding down the right path as we consider online learning for a Christian high school environment. This serves as a reminder, too, that we will need to address equity and access issues as part of our plan.
Davis, M. R. (2011, Oct. 19) States, districts move to require virtual classes. Education Week: Digital Directions. Accessed Oct. 20, 2011 through Education Week.
The Getting Smart blog that I follow released a list of 10 essential questions to consider when choosing the right platform for teaching in either an online or blended format. These are important questions to remember. The point that struck out for me was consideration #6, namely that “kids see their computers as places where the park and store their data. But they drive around on their Smartphones and tablets all day.” From this perspective, mobile access should an important consideration to remember.
The blog referenced A Guide to K-12 Open Source Learning Management Systems options from THE Journal. This guide provides a nice review of options behind Moodle, Sakai, Canvas, ATutor, OLAT, and Google CloudCourse as open access options for schools, an important consideration for a smaller Christian high school on a limited budget.