Identifying teaching and learning challenges and possible solutions related to the implementation of blended learning in QF schools
Resilience. Adaptation. Flexibility. As schools around the world began the 2020 school year in the midst of the COVID-19 crisis, they began with a variety of structures and learning approaches driven by a common vision to provide the best possible learning for their students within the constraints of the crisis. These plans required resilience, adaptation, and flexibility from all stakeholders. Our own QF schools were no different.
Building on what they learned in the spring of 2020, each of the QF schools developed and implemented blended learning structures and approaches fit for their individual context and in accordance with the Ministry of Education guidelines. These structures and approaches gave rise to some successes as well as some challenges as learning got underway in September.
In an attempt to document the varied approaches being taken as well as to celebrate successes and offer possible evidence-based solutions to identified challenges, EDI’s team conducted visits to QF schools to explore, in context, their experience. The result is a collection of short case studies that illuminate the varied QF experiences in the spirit of sharing with and learning from one another.
|Innovation from Complexity: Addressing Student Engagement and Adapting to Change
|Student voice and choice within restricted space and movement
|Ghada Al Haddad
|The First Week of Blended Learning- Two Perspectives
|Collaboration and Documentation on Virtual Learning Platforms in an Early Years Progressive and Innovative School
|Nayla Al Thani
|Early Learners In-School Inquiry on Blended Learning
|Blended Learning Challenges, Successes, and Possible Solutions for Kindergarten-Grade 3
|How Professional Learning Impacts Student Progress in a Blended Learning Model
|Jason W. Arduser
|Using Blended Learning Models to Differentiate Instruction for Special Needs Students