Preparing for and Evaluating the New Normal Using the 4E Framework and Blended Teaching Competencies
Concurrent Session 6
Brief Abstract
K-12 teachers require support leveraging their experiences during emergency remote teaching to form the new normal of quality blended teaching and learning. In this session, we will share and discuss the 4Es framework and resources for designing blended learning activities that enable, engage, elevate, and extend students’ learning.
Presenters
Additional Authors
Extended Abstract
Introduction
When schools closed throughout the United States and worldwide in response to the COVID-19 pandemic, K-12 teachers and schools were ill prepared to take on the challenges that came with emergency remote teaching (Hodges et al., 2020). As a result, teachers had to develop many new technological and pedagogical skills. As they move back to in-person teaching environments, many teachers will want to bring with them the best of what they saw and/or experienced online. However, a productive transition will require a clear understanding of quality blended teaching (or the strategic combination of in-person and online teaching) and an awareness of opportunities to develop the competencies required to achieve that vision.
Envisioning and Evaluating Quality Blended Instruction
As with any form of teaching, blended teaching can be either effective or ineffective, and teachers need to be prepared to evaluate the effectiveness of their blended teaching strategies. After reviewing existing frameworks such as Merrill’s e3 (2009) and Kolb’s (n.d.) TripleE frameworks, Authors (2022b) created the 4Es framework to help teachers explore strategies for effective blended learning lesson design and facilitation (see Figure 2). The 4Es framework from Authors (2022b) provides four evaluation criteria and asks whether specific blended learning strategies achieve the following positive results:
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ENABLE new types of learning activities.
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ENGAGE students in meaningful interactions with others and the course content.
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ELEVATE learning activities by including real-world skills that benefit students beyond the classroom.
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EXTEND the time, place, and ways students can master learning objectives.
Figure 2
The 4Es Framework
Enable
Kimmons et al. (2020) used the RAT framework to explain that blended learning strategies can use technology in ways that replace, amplify, or transform learning activities (see Figure 3). Replacements can be a fine use of technology. However, simply replacing an activity will not necessarily improve learning outcomes. In a best case scenario, students will achieve the same learning outcomes--only more quickly and/or cheaply. To enable new types of learning to actually improve learning outcomes, teachers need to use blended learning strategies that can amplify or transform learning activities beyond what could be accomplished without technology. In the presentation, I will share and participants will discuss specific examples of activities that use technology to replace, amplify, and transform learning activities.
Figure 3
The RAT Framework
Engagement
“Engagement” is a term used frequently to mean a variety of things. Authors (2020) review of research identified three dimensions of engagement:
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Behavioral: the physical behaviors required to complete the learning activity.
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Affective: the positive emotional energy associated with the learning activity.
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Cognitive: the mental energy a student exerts toward the completion of the learning activity.
Of the three dimensions of engagement, behavioral engagement is the easiest to observe and categorize. Kimmons et al. (2020) used the PIC framework to identify three types of behavioral engagement: passive, interactive, and creative (see Figure 4). It is important to note that each type of behavioral engagement is significant at different stages of the learning process. In the presentation we will discuss examples and strategies for strategically using and combining passive, interactive, and creative learning activities in a blended environment.
Figure 4
The PIC Framework
Kimmons et al. (2020) combined the PIC and RAT frameworks to form the PIC-RAT matrix that allows teachers to chart how technology is being used in their blended learning strategies (see Figure 5). Movement up and across the matrix will likely improve a learning activity, but it’s important to note that the PIC-RAT matrix doesn’t actually measure the quality of the learning activity. It’s possible for teachers to transform a learning activity by having students create something that wouldn’t be possible without technology and still not actually improve students’ learning or experience.
Figure 5
The PIC-RAT Matrix
Elevate
Blended learning strategies can elevate students’ learning to also include real-world skills that benefit students beyond the classroom. For example, the Partnership for 21st Century Learning stresses the need for students to develop the 4Cs--communication, collaboration, critical thinking, and creativity skills (www.battelleforkids.org/networks/p21). These skills are more effectively developed in a social learning environment. Clearly, students can’t develop communication or collaboration skills in isolation. Even critical thinking and creativity skills are best developed when working with others. Learning activities are more practical when activities are situated in authentic tasks and projects. In the session participants will be given opportunities to share and discuss strategies for elevating students using blended learning.
Extend
Another way blended learning strategies can improve learning activities is by extending the time, location, and ways that students complete learning activities. In order to extend their learning time and location, students not only need access to learning materials but also require digital scaffolding and direction to successfully complete learning activities using those materials. When learning activities are clearly organized in an LMS, students can complete and submit assignments that the teacher can then review and provide helpful feedback until students achieve mastery. Providing quality feedback efficiently is especially important in a mastery-based grading system. Although detailed feedback is always time-consuming, technology can help lighten the load.
Teachers can also extend the ways by which students complete learning activities. For instance, teachers may provide multiple learning paths for students to choose from, using a choice board. A choice board is a graphic organizer, usually with a grid of 4, 6, or even 9 spaces, listing activities that students can choose. Often teachers design them to appeal to their learners’ interests, talents, and abilities. Creating multiple activities that all lead toward mastery of the learning objectives allows students choice in their learning paths--hopefully using choices that motivate and inspire them to do their best work. Once learning has been extended, teachers can also provide students with opportunities to form their own learning paths and/or learning goals.
Preparing Blended Teachers
Envisioning and evaluating quality blended teaching using the 4Es is not enough; teachers also need to develop the blended teaching strategies required to design and facilitate quality blended learning activities. Building on the work of Pulham and her colleagues (Pulham et al., 2018; Pulham & Graham, 2018), Authors (2018) developed a pedagogically-focused framework of blended teaching competencies that outlined the following areas:
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Online integration: the teacher’s ability to make and implement decisions related to selecting when and how to effectively combine online and in-person learning as part of core instruction.
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Data practices: the teacher’s ability to use digital tools to monitor student activity and performance in order to make informed choices about interventions to help all students progress.
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Personalization: the teacher’s ability to implement a learning environment that allows for students' customization of goals, pacing, and/or learning paths.
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Online interaction: the teacher’s ability to facilitate online interactions with and between students.
In addition to these competencies, Authors’ framework also acknowledged that a teacher’s ability to demonstrate those competencies was dependent on the teacher’s technological skills and dispositions (attitudes and beliefs) toward blended learning and teaching (see Figure 6).
Figure 6
Blended Teaching Competencies
To better help teachers determine their blended teaching readiness and assist teacher educators measure the effectiveness of their professional learning efforts, the Blended Teacher Readiness (BTR) Survey (URL removed for blind peer review) was developed through an iterative process (Authors, 2017; 2018; 2019a). Authors (2021a) later validated the most current version of the instrument using responses from pre-service teachers. The BTR instrument is intended to help current and future educators identify areas of strength and growth when implementing a blended learning approach.
Using the BTR framework, Authors (2019b; 2022a) published open-source books geared toward a practitioner-based audience (see Figure 7). The first book, K-12 Blended Teaching: A Guide to Personalized Learning and Online Integration (Authors, 2019b) includes chapters on each of the competencies.
Additionally, over 60 blended teachers across K-12 grades and content areas participated in 60-90 minute interviews that are currently providing researchers with a greater understanding of the BTR competencies in specific contexts. The interviews confirmed the existence and importance of the blended teaching competencies and were used to write a series of open-source books, K-12 Blended Teaching: A Book Series to Guide to Practice within the Disciplines (Authors, 2022a). Each book in the series focuses on blended teaching in a different discipline.
Figure 7
Open Books on K-12 Blended Teaching
Both books and the instrument will be shared with those who attend the session. We will also discuss how these tools can be integrated into teacher preparation and professional learning efforts.