Shifting Your Mindset: The Role of the Teacher & Student in

The Blended Learning Environment

Author: Allegra M. McGrew, Ed.D

Blended learning has increasingly gained popularity in the K-12 educational environment,
however implementation of a blended learning environment is indeed an instructional shift. As
with all changes, it must be implemented purposefully and in a systematic way. Part of the
process must include educating both students and teachers regarding the shift in their roles.

Traditionally the teacher is viewed as the sole provider of

knowledge, while many districts have pushed teachers to create
more student-centered environments, the teacher primarily remains
the purveyor of knowledge and information. Lets step into the
blended learning environment and review how a shift in the
mindsets of both teachers and students should be acknowledged as
you implement a blended learning instructional environment at the
K-12 level.

The New Role of the Teacher

Blended learning shifts the teachers role from knowledge provider to coach and mentor. This
shift does not mean that teachers play a passive or less important role in students education.
With blended learning teachers can have an even more profound influence and effect on
students learning. This is an exceptionally exciting process because teachers, while sometimes
reluctant to relinquish control, find that in many ways they are better able to equip their students
with the 21st Century Learning Skills needed to prepare them for future endeavors. The
overarching reality however is that teachers are willing to do what is necessary to best meet
student needs. As you work with teachers to implement a blended learning environment, the key
component highlighted should be doing what is best for students.

In the blended environment, the teacher is now charged with working purposefully to create an
individualized educational experience for each student. This requires the teacher to operate as the
expert, but in a new framework. The blended learning teacher now assumes the following roles:
Educator with Proficiency in Utilizing and Understanding the Technology Tools Students Will

A.M. McGrew, Ed.D. (2016)

Use; Monitor of Data with High Student Expectations; Educator That is Able to Craft Purposeful
Online and Offline Objective Aligned Curricular Activities; Teacher of Metacognitive and Self-
Regulation Skills; Proponent of Relevant and Engaging Instruction; Facilitator of Deep Learning,
Discussion, and Collaboration; and, Coach/Mentor/Tutor.

Understand the Technology That Students Will Be Using: It is

important that teachers understand the technology tools and
resources that their students will be using in the blended learning
environment so that they can best align tools with curricular
goals. If teachers do not have at least a base-line understanding
of campus/district provided technological resources, it is difficult
for them to not only align tools to curricular goals, but also to
model digital tool use. Teachers can best enhance their subject-
matter knowledge by attaining a solid foundational understanding of the digital tools available
for their students. This will empower them to design and develop digital age learning
experiences and assessments.

Monitor Data and Set High Expectations: Engaging in data-driven decision making is not a new
concept in K-12 education. However, in the blended learning environment, data is used to ensure
that students are provided with the educational supports needed to
facilitate success. By monitoring data in the blended learning
curricular environment, the teacher is able to identify at-risk
students in a timelier manner, monitor student progress on a regular
basis, and craft evidence based instructional activities to better
support learner needs. In addition to this all learners are supported
as they make curricular gains through the setting of high
expectations. This promotes an educational environment where
academic growth is expected and even small gains are
acknowledged.

A.M. McGrew, Ed.D. (2016)

 Carefully Plan Offline and Online Activities to Ensure Curricular
Alignment: While the blended learning environment creates an
instructional shift, the most important component in the educational
landscape continues to be the curriculum. It is critical that all
activities, both online and offline are aligned with the specified
curriculum for each grade level and content area. The blended
learning environment also requires careful planning to ensure that all
curricular content is purposeful, relevant, and engaging.

Teach Students Metacognitive and Self-Regulation Skills: In

the blended learning environment, students are afforded a
higher level of control in their instructional setting. Students
cannot and should not be expected to automatically possess
these skills, for while some will, others may not. Because of
this, teachers in the blended learning environment must begin
by teaching students the skills needed to thrive in their new
instructional environment. They must be taught when and
how to use particular strategies for learning and problem solving. They must essentially be
taught how to co-own their learning environment and how to become self-directed learners that
are able to self-monitor, self-reinforce, set goals, and engage in purposeful learning.

Make Learning Relevant and Engaging: In the blended

learning environment teachers are called upon to make
curriculum aligned learning relevant and engaging for
students. This includes the utilization of real-world activities,
providing activities that involve identifying and solving
authentic problems, and connecting students to real-world experts.

Facilitate Deep Learning, Discussion, and

Collaboration: Part of the teachers role in the blended
learning environment is that of facilitator of deep
learning, meaningful discussion, and collaborative
learning events. This equates to the teacher including
curricular aligned learning opportunities that facilitate

A.M. McGrew, Ed.D. (2016)

the use of higher-order thinking, problem solving, meaningful discussions, and opportunities for
students to collaborate internally and externally (both locally and globally).

Coach, Mentor, Tutor: In the blended learning environment, the teacher

is not the sage on the stage, the teacher serves as a coach, mentor, and
tutor. The teacher supports student acquisition of skills, provides a safe
environment for students to master specific learning goals, and provides
small group instruction to facilitate the delivery of content knowledge.

The New Role of the Student

The role of the student is also shifted within the K-12 blended learning environment. Just as this
shift is an exciting opportunity for teachers, it is likewise, an exceptional opportunity for students
as well. Blended learning shifts the students role from passively receiving instruction to the
owner of their learning. Students are tasked with actively communicating in multiple modalities
and productively utilizing their time to make the most of instructional time.

Students are thus called upon and provided with curricular opportunities designed to not only
best meet their individualized learning needs, but also to facilitate the development of skills that
they may not currently have. In the blended learning environment, students are placed in a role
that necessitates their need to: Own Their Learning; Own Their Data by Reflecting Upon It and
Setting Individual Goals; Collaborate with Peers, Their Teacher, and Others Outside of the
School Building; Communicate in a Variety of Ways; Create; and Serve as Researchers.

A.M. McGrew, Ed.D. (2016)

 Own Their Own Learning: Student are called upon to take responsibility for
their learning. Students are provided with choices with respect to
instructional tasks and are supported as they make some decisions
regarding how they learn best. Opportunities are created that allow them to
pursue their own interests and practice skills in multiple ways. The
integration of technology promotes creative expression and supports
students as they create and produce.

Own Their Data by Reflecting and Goal Setting: Because

students are privy to real time data that provides curricular
progress feedback, they are able to better define goals for
their learning. This supports ongoing self-evaluation and
reflection. As a coach/mentor, the teacher is able to
provide constructive and specific feedback that helps
students to reflect on academic challenges/gains and set
goals for academic goals.

Collaborator: In the blended learning environment, students are

collaborators in the learning process. They are engaged as partners
and co-creators, which supports student engagement. Students
collaborate with each other and should be encouraged to
collaboratively engage in problem solving and knowledge sharing.
This peer-to-peer learning supports deeper understanding and
promotes a sense of shared responsibility. Students are also called
upon to collaborate with the teacher and those outside of the
classroom walls.

Communicator: Students are called upon to communicate

using a variety of methods (verbal, written, electronic,
creative expression, etc.). In doing so, students are able to
acquire and strengthen communication skills needed in a
global society. Students are supported as they strengthen
their communication skills, enabling them to express
thoughts clearly and articulately using a multitude of
communication options.

A.M. McGrew, Ed.D. (2016)

Creator: While in the traditional learning environment students tend
to act as consumers of knowledge and information, in the blended
learning environment, students serve as creators. In todays 21st
Century society, skills associated with creating and producing are
required to ensure that students can work effectively with others,
come up with new ideas, and solve problems. In addition to this,
research sites creativity as a critical leadership quality for success in
many areas.

Researcher: The blended learning environment allows students to

serve as researchers with the support of the teacher. Student
acquisition of research skills equips them with the tools necessary to
build knowledge, attain information to better understand content,
decipher between accurate and inaccurate information, and
read/analyze/share valuable information.

Implementation of a blended learning environment is an amazing opportunity to individualize

learning, provide students with educational opportunities not previously afforded to them,
engage teachers in an instructional format that enables them to learn new skills and strengthen
existing skills, and create a collaborative learning environment where all stakeholders play a vital
role in the success of students. As with any new endeavor, it is important to ensure that all
stakeholders are involved in the process of implementing this dynamic instructional shift and that
professional development and patience are an integral part of the process.

A.M. McGrew, Ed.D. (2016)