Thursday, June 8, 2017

A Few Midweek Items

Good afternoon, everyone. I wanted to send out a few quick notes. First of all, you guys have been commenting to the blog at record pace! I love to see how many of you are already connecting to this book and with other participants. Keep up the awesome work! When we have so many comments to a blog post, the newest ones hide from view. To see all of the comments to the post, scroll all the way to the bottom of the page and click on "Load more...." You may have to do this a few times to see all of the posts.

If you are looking for something to do tonight, consider joining in the #INeLearn Twitter chat. We will be discussing this book and blended learning using the hashtag #INeLearn from 9-10 p.m. EST. If you have not joined a Twitter chat before, this is the perfect time to get your feet wet. It's a small group of very supportive educators who would love to welcome some newcomers. Learn more about the chat and even sign up to get a Remind message 15 minutes before we start at


  1. My name is Cheryl Ruselink and I teach English at Carroll High School, Northwest Allen County Schools.
    I was unable to post last week, so this is my first exchange in the blog. I saw many colleagues from the district posting and discussing Blended Learning in their classrooms. I have especially enjoyed reading Andrew Detrick’s dialogue. I have had the opportunity to attend many of his training sessions at NACS and was impressed by his instructional style and knowledge in reference to technology application in the classroom. I had no idea that he had implemented a flipped classroom into his Biology class prior to his technological integration curriculum role in our district. After reading Chapter 1, I kept thinking about the diploma recovery capabilities and the homeschool applications that this type of learning would enhance for the students of America; however, I was continually questioning the definition, “which a student learns at least in part through online learning with some element of student control over time, place, path, and/or pace” (Horn and Staker 53), and how this definition would fit into my classroom. In the AP classroom I kept running into walls in reference to “path,” “timing,” and “assessment” as I thought about blended learning in my brick and mortar class. I got hung up on the idea of needing a modified software package to “run” a true blended learning environment in my classroom. All of the video examples discussed a software package that the students used for the individualized instruction and the daily data collection element. As I started to think about Andy’s flipped classroom, I realized that he seemed to accomplish this component on his own without a district initiative by creating a Youtube channel with a lecturing modality for instruction. I see this as the “modified” software element for individualized instruction . . . and I am assuming that he used another district technology tool for the data portion (Schoolnet or Canvas). How did that work for you? Is anyone else on this blog currently utilizing a Blended Learning platform and has additional commentary about software packages that work effectively for the individualized learning component?
    Andy – I hope you read this post and offer additional conversation about my thoughts.
    Thanks, Cheryl . . . and happy cycling 

  2. My name is Allyson Ward and I teach Social Studies to 9th graders at Carmel HS. As Cheryl mentioned above, I too have noticed that many of my colleagues are participating! Blending traditional teaching methods with computer instruction is my current definition of of blended learning. I teach World History and co-taught Geography History of the World and I am really excited about trying to implement the rotation model (station rotation) in a 90 minute block. It would really help my co-teacher and I to differentiate instruction and the fact that blended learning allows students to have somewhat control through online learning would be an ideal situation. Blended learning complements Fisher and Frey's Gradual Release of Responsibility model.

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  3. Hi Allyson! I agree. Our geography students would respond especially well to some of the blended models of teaching.

  4. Hi there! Crystal Willis here. I teach 4th grade and Swanson Primary Center in South Bend. I am a little late getting started on the blog, tech issues on my end I am sure, but have kept up with the reading. I have to say that I am enjoying the book more and more with each chapter.
    I have Home-School a high school student using online courses. The young lady was a reluctant learner. The relationship we had is the only thing that kept her motivated. She finished all four years of high school and kept an A average. It was still difficult, but we got through it together. Schools she attended had given up on her. She even attended a totally online, brick and mortar school. Blending teaching is does make a difference.