Logic Model for Blended Learning

Logic Model for Blended Learning
Name
Institution

Logic Model for Blended Learning-236220358140Key Levers
00Key Levers

514350011430Student Achievement Measures
00Student Achievement Measures
46253401127760Improvement in academic performance by the learners because of the integration of blended learning techniques.
The instructors can successfully use technological devices to deliver syllabus content.
The students can use technological gadgets, like smart boards and tablets, to solve mathematical problems.
The instructors strive to use technological devices during most lessons and in different areas including laboratory work.
Learners can successfully engage in class activities by using devices like smart boards to illustrate a concept to their fellow learners.
Instructors employ different blended learning techniques depending on the learning activity.
Students can submit their assignments through technological devices, for instance, an essay they composed using an iPad.
Teachers continually use additional teaching materials to supplement their lectures, for example, short videos from YouTube.
00Improvement in academic performance by the learners because of the integration of blended learning techniques.
The instructors can successfully use technological devices to deliver syllabus content.
The students can use technological gadgets, like smart boards and tablets, to solve mathematical problems.
The instructors strive to use technological devices during most lessons and in different areas including laboratory work.

Learners can successfully engage in class activities by using devices like smart boards to illustrate a concept to their fellow learners.
Instructors employ different blended learning techniques depending on the learning activity.
Students can submit their assignments through technological devices, for instance, an essay they composed using an iPad.
Teachers continually use additional teaching materials to supplement their lectures, for example, short videos from YouTube.
20497801143000Instruct the learners to incorporate technological devices in solving various problems, therefore, improving their learning process.
Continually involve the instructors in group practice sessions on various models of blended learning to improve their integration techniques.
Use blended learning techniques to explain the syllabus content to enhance the understanding of the learners.
Deliver syllabus content following the set objectives.
Apply specific strategies like station rotation to fully engage the students in the learning process.
Encourage group discussions among the learners.
Promote a hands-on environment so the instructors can effectively incorporate blended learning into the curriculum.
00Instruct the learners to incorporate technological devices in solving various problems, therefore, improving their learning process.
Continually involve the instructors in group practice sessions on various models of blended learning to improve their integration techniques.
Use blended learning techniques to explain the syllabus content to enhance the understanding of the learners.
Deliver syllabus content following the set objectives.
Apply specific strategies like station rotation to fully engage the students in the learning process.
Encourage group discussions among the learners.
Promote a hands-on environment so the instructors can effectively incorporate blended learning into the curriculum.
-7772401135380Provide opportunities for the instructors to acquire technology-related skills and track their progress.
Establish the degree of skills that are crucial to academic performance the learners already have.
Provide an environment favorable for learning for the teachers and the students.
Ensure that the learners and their instructors have equal access to any of the technological tools they may require to facilitate learning.
Actively involve all parties concerned in the learning process; the teachers, the students, and their parents.
Encourage regular student participation during the learning process.
By the end of the second week, 75 percent of the eighth-grade students should be able to solve calculus problems.
By the end of the semester, 85 percent of the students will score an A on their final paper.
Instructors should regularly attend seminars and workshops about blended learning to enable them to learn about different ways of incorporating technology into their teaching process.
00Provide opportunities for the instructors to acquire technology-related skills and track their progress.
Establish the degree of skills that are crucial to academic performance the learners already have.
Provide an environment favorable for learning for the teachers and the students.
Ensure that the learners and their instructors have equal access to any of the technological tools they may require to facilitate learning.
Actively involve all parties concerned in the learning process; the teachers, the students, and their parents.
Encourage regular student participation during the learning process.
By the end of the second week, 75 percent of the eighth-grade students should be able to solve calculus problems.
By the end of the semester, 85 percent of the students will score an A on their final paper.
Instructors should regularly attend seminars and workshops about blended learning to enable them to learn about different ways of incorporating technology into their teaching process.
26289005080Impact
00Impact
4107180117475015240001066800
According to Gulamhussein, a teacher requires 20 separate instances for them to master a new craft and the number might differ depending on the complexity of the skill (2013). For instructors to effectively employ different blended learning strategies, constant and active professional development is required. The particular activities involved in the process can include workshops and seminars, school visits to other institutions employing blended learning, coaching by professionals, or conducting personal research. The period of professional development should be significant and continuously ongoing for the instructors to grasp the various strategies and understand how to implement them. Additionally, they should practice in setups that are similar to the classrooms they teach in so they can address the particular challenges in changing their practices. Also, for k-8 instructors, the training they are exposed to should be specific to their specific disciplines so they can benefit maximumly.
Patterson (2016) argues that learning setups that interchange between online and face-to-face interactions between the instructors and the students are more effective than traditional techniques. First, there is increased flexibility and convenience in how the teachers present the syllabus content to the students. Also, the instructors can deliver content to a broader audience which includes students who may be admitted in the hospital or attending a seminar during school hours. The learners may reuse the content saved in videos even in the absence of the instructor for further understanding. These benefits also apply to the training process for the instructors meaning blended learning strategies are also cost effective for the specific institution.

References
Gulamhussein, A. (2013). Teaching the Teachers: Effective Professional Development in An Era of High Stakes Accountability. Center for Public Education, 1, 1-47.
Patterson, J. (2016, September 6). The 7 Most Important Benefits of Blended Learning. Retrieved from http://www.knowledgewave.com/blog/benefits-of-blended-learning.