This has been a transformative summer.

Participating in the Pact10 tech academy the week after school ended gave me some opportunities to connect with different people and learn new and exciting things. As a member of an ad hoc committee for the Faith in the Future Foundation, I have had a similar experience.

So what’s the big change du jour?

Blending and flipping.

Some background. I began teaching in 1981 when group work was beginning to formalize in classrooms in my system. The best experience I had was following the model of Sr. Nancy Kravel, CSFN, my grade partner and mentor. She introduced me to what is now called a “station rotation” model. I grouped my eighth grade students into three sections based on their progress with a certain level. Then I rotated them through three activities over three days–one day working with me in a small group, one day completing workbook exercises, and one day working at the board. This gave me the opportunity to remediate, review, and challenge, based on formative assessments (back then I called it “how well are they getting it”).

Fast forward 10 years of stay at home mothering.

I returned to a high school classroom in 1996. I was fortunate enough to land in a school that was technologically innovative, and I was encouraged to bring technology into my teaching. I loved–and still do love–technology. However, I view technology as another tool, like chalk, workbooks, and lecture. I was given a “hub” of six computers to pilot, and I returned to the Sister Nancy model, only switching the workbook work for “computer” work.

Simultaneously, I became very interested in the role of technology in the classroom, especially how it affected the student-teacher relationship and how it supported the recursive nature of the writing process.

Years ensue. I do research in grad school, I take technology classes, I attend workshops, and eventually wind up in PLP, where I board the train to Cognitive Dissonance Land, learning more in a year than I ever did.

I am changed. My teaching changes. I keep growing, in fits and starts, but eventually I begin to incorporate more and more technology into my classroom. Glogster. Ning. Sites. Google docs (now drive). Today’s meet. Twitter. Instagram.

And we are off.

I developed websites for my students. I created Nings and wikis where they could collaborate safely behind virtual walls. I became more and more available to my students. They tweeted me questions. I tweeted out interesting articles.

Now I’m ready to really let go.

The first time I heard “guide on the side” was from a colleague when I returned to teaching. I have been able to become more like that in my writing classes over the years, inserting myself when necessary, individualizing as much as possible.

Now, I’m ready to facilitate learning 24/7/365.

I’m working on developing a “flipped” model, where students “get” content at home and work it in my classroom cum lab. I am increasing the amount of material they access online as well, hence the “blending”.

With that, I’m working on creating assignments that they will complete online, during class and after school, in the classroom and outside the walls. I am also working on establishing a new learning management system that will serve as our virtual classroom. I am renewing my commitment to paperless teaching as well, and I am determined to incorporate Genius Hour so that my students can learn to explore the things they like.

I am creating classes that are rooted in 21st century skills, student centered, technologically rich, passion based, and available at all times and in all places.

Stay tuned for updates.  This is going to be a bumpy ride.