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A few weeks ago, a colleague emailed me about some trouble she was having with her first attempt at blended instruction. She had created some videos to pre-teach a concept, incorporated some active learning strategies into her face-to-face class to build on the video, and assigned an online quiz so she could assess what the students had learned. After grading the quizzes, however, she found that many of the students struggled with the concept. “Maybe,” she wondered, “blended instruction won’t work with my content area.”
 

When I met with the colleague, it was clear from our conversation that she hoped a blended approach would allow her to incorporate more active learning strategies into her face-to-face class. She wanted to break away from a primarily lecture-driven environment and provide students with more opportunities for collaboration and interaction. When we discussed her blended lesson, however, she focused mostly on what she wanted the students to learn during the different phases of the lesson. “What,” I asked “were YOU learning from your students during the different phases of the lesson?” She seemed puzzled by the question, which provided a great entryway for discussing how formative assessment can contribute to blended success.
 

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