{"id":16856,"date":"2018-10-16T17:36:28","date_gmt":"2018-10-16T21:36:28","guid":{"rendered":"https:\/\/tiie.w3.uvm.edu\/blog\/?p=16856"},"modified":"2021-06-22T14:26:35","modified_gmt":"2021-06-22T18:26:35","slug":"roles-of-teacher-in-blended-learning","status":"publish","type":"post","link":"https:\/\/tiie.w3.uvm.edu\/blog\/roles-of-teacher-in-blended-learning\/","title":{"rendered":"The shifting role of the teacher in a blended learning classroom"},"content":{"rendered":"

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Adding playlists into the mix<\/h2>\n

We often hear about the need to move from the sage on the stage to the guide on the side in student-centered classrooms, so much so that if feels cliche. But how does one go about making that shift in a proficiency-based and personalized learning environment?<\/span><\/p>\n

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Noah Hurlburt, a science teacher at Rutland Town School, describes what it looks like in his self-paced blended science class as “whack-a-mole controlled chaos”. Nick Allen, a music teacher at Lamoille Union Middle School, describes the shift to blended learning in his guitar class as a move from the hardest class he used to teach to the easiest and most effective in helping all students meet proficiencies.<\/span><\/p>\n

These two Vermont educators see themselves as facilitators of learning. Why? They both deliver curriculum and coordinate instruction through blended learning plus the use of playlists. <\/span><\/p>\n

According to <\/span>iNACOL\u2019s<\/span><\/a> definition of blended learning, \u201c<\/span>The most important component of the definition is the \u201celement of student control\u201d emphasizing the shifting instructional models to enable increased student-centered learning, giving students increased control over the time, place, path, and\/or pace of their learning pathways.\u201d<\/span><\/p>\n

Students in these classrooms take control over the path and pace of their learning. Their teachers design learning paths which include: <\/span><\/p>\n