What Does Data Have to Do With It?

     If you look at the blended learning visual, you'll notice that data is the handle that supports the rest of the structure of blended learning.  You might be wondering why we decided to give data such a prominent place on the image when really the accepted definitions of blended just talk about having flexibility with place, pace, path or time. 
     Let me give you an example to illustrate how data can really change the game.  Let's say I decided to use the Flipped Classroom model. I assigned my class a video to watch at home before coming to school the next day.  I offered my students flexibility in place and time by allowing them to choose when and where they will complete their work.  The next morning, the students all came in to class.  I handed out a worksheet and asked them to complete it in class.  Now, I want you to think about this scenario.  What are the benefits of doing things this way?  How is it better than the teacher teaching the lesson live where students can ask questions and the teacher can check for understanding along the way?  Your answer might be that its not better.  Or you might say it allows the teacher time to assist students as they complete their worksheet.  Either way, I think we can agree that the benefits are small while the issues that arise such as students not having access to the internet at home may potentially be large.

image from 123RF

     Let's take the same scenario but incorporate the use of data this time.  This time the students were assigned a video to watch at home, but this time the video was in EdPuzzle with embedded questions.  The next morning the teacher pulled the report and saw all the grades of her students, which students didn't even attempt the video and which students started but didn't finish.  Now the teacher can use all of this information to guide what happens in class.  The students who did not complete the video, started out watching the video and answering the questions.  The students who received low scores on the questions started out meeting in a small group with the teacher for a reteach.  The students who were middle of the road started on their assignment while using the video for support if they get stuck.  The highest students went right to their assignment and completed it quickly or they could even be offered a challenge assignment instead with a video for support if they needed help.  Once the teacher finished meeting with the first small group, she was free to walk around and conference with individual students or pull more students to meet in a small group if needed.
     By just making a few tweaks and using our data, this lesson became an extremely personalized way to teach students.