Blended Learning: Gwyneth Hodge

 Blended learning offers a powerful way to enhance face-to-face instruction by incorporating digital tools that support diverse learning modalities. Before exploring this approach, I was most familiar with a hybrid model—one that combines in-person teaching with online or asynchronous activities. However, the blended learning model presented in the video is more nuanced and, importantly, more intentional.

In the video, biology teacher Mickey MacDonald from Gainesville, Florida, explains: “Why I wanted to go to a more blended environment was so that I could figure out a way to differentiate instruction within the biology classroom… and work with students in small groups while others remain engaged in content learning.” This perspective is particularly compelling from a special education standpoint, where differentiation and inclusion are essential.

Blended learning creates opportunities for targeted support. For example, small-group instruction paired with tools like iPads and applications such as ShowMe, which allow teachers like Kristin Weller to create instructional recordings, enables students to revisit challenging concepts at their own pace. These tools provide individualized access to content in ways that whole-group instruction often cannot, especially in classrooms with diverse learning needs.

The results can be significant. In the example shared, integrating technology into instruction led to a noticeable increase in biology pass rates. That said, technology alone is not the solution.

Effective blended learning depends on balance. Technology should enhance—not replace—explicit, in-person instruction. Without a strong foundational understanding, students may struggle when asked to engage in independent, technology-driven tasks. Overreliance on external videos or unguided practice can lead to confusion rather than clarity.