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In addition, each hybrid-learning classroom teacher has the support of one paraprofessional.īriefly describe the set-up of physical space for this blended-learning program.
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The coach provides support in terms of class activities, data-driven instruction, and classroom management. The instructional coach is on-site regularly to help teachers implement the Hybrid Learning program successfully. The school has the support of an instructional coach provided through its local Intermediate Unit. What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities? They create a Student Agenda for students to access that provides a roadmap for their week ahead. They develop lessons for the direct instruction component, create collaborative activities, and assign digital content. The teachers are responsible for creating all aspects of the blended-learning program.
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What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program? Hybrid learning is taught during students’ regular class periods and therefore is a seamless part of their school day. How does this blended-learning program fit into the rest of the students’ school day? They utilize the data received from online content providers as well as other assessments to create student groups and develop instruction. Teachers are responsible for coordinating the stations and the lessons. How are the online and offline components of the program connected to provide an integrated learning experience for students? How do data from different learning modalities inform each other? Occasionally, collaborative activities utilize technology, but most activities are done offline. Collaborative activates can be brief or span multiple days. Students receive direct instruction from the teacher at one of the rotations and work in a small collaborative student group on a project at another station. Students spend approximately 1/3 of their class time on educational software.īriefly describe the offline components of this blended-learning program. How much time do students spend on campus in this blended-learning program? How much of this time do students spend learning online or with educational software?Ĭlasses are 40 minutes in length, and the school has allotted two back-to-back periods for an 80-minute block for these math classes. One station is set up for direct instruction from the teacher, another station is set up for independent and/or collaborative learning, and a third station is set up for online learning. The district aims to successfully benchmark student achievement and growth as measured by PSSA scores and the digital content assessments while tracking and benchmarking student mastery of the common core standards.Ĭlassrooms are set up for a three-station in-class rotation and students rotate between the stations at the teacher’s discretion. The program focuses on two courses, Math 7 and Introduction to Algebra, in seventh and eighth grades. The Manheim Township School District is piloting a grade- and subject-specific hybrid-learning program in the middle school. Note: The information in this profile represents 2013-14 unless otherwise indicated.