The Principal Diaries: My Lens on Powerful Learning

If there is one thing I am pretty adamant about, it is that the Principal's primary role is to be the 'leader of learning'. To that end one of my real focus areas in my first term as Principal is to observe as much learning as I can in action. As many of you will know, at Albany Senior High School (ASHS) we have three strands to our curriculum - Tutorials, Specialist Subjects and Impact Projects.

You can read explanations of each part of the curriculum here:
Tutorials: http://ashs.school.nz/curriculum/tutorials
Specialist Subjects: http://ashs.school.nz/curriculum/specialist-subjects
Impact Projects: http://ashs.school.nz/curriculum/impact-projects

I came into the school knowing that I loved the curriculum design and the way that the time allocations clearly signalled the value of each element. What I did not know was how well each element (in their current form) was meeting the needs of each and every learner. And as in every school there is often a bit of a disconnect between our espoused theory and our theory in use. Whilst you could send out a google form gathering perceptions, nothing beats actually observing students and teachers in action.

As I was getting all David Attenborough on it and documenting everything I was seeing and hearing I thought it was only fair that I shared with our teachers the lens through which I observe learning. It actually took me a little while to define this for myself! So often we go into a classroom and we observe (and judge) based on our own set of biases and successes which have been formed by our own experiences. I'm actually okay with that, but it does pay to think abut how we have formed our theories and thinking. Mine, I realised had been formed by experiences in working and leading in so many different schools and environments. At Rangitoto College I was taught to be a learning designer with the expectation from day one that we each designed for our class and context (a department practice rather than a school wide one), at Takapuna Grammar I helped lead work around differentiation that focused on inclusive practice, at Auckland Girls Grammar I developed my understanding around the importance of culturally responsive approaches and it was at AGGS I also developed a love for teaching as inquiry and e-learning (through my MOE e-fellowship), at Team Solutions I developed my practice around leading leaders and at Epsom Girls Grammar School synthesise my skills around teaching as inquiry, e-learning, differentiation, leading leaders and ultimately leading change. And then of course I got to hone all of those skills further within an ILE context at HPSS.

All of that experience has meant that I tend to frame my lens on powerful learning based on three high level questions:

• Is learning visible?
• Is learning deep?
• Is learning inclusive?

Each of those high level questions were supported by more questions:

Is learning visible?

• Are learning objectives visible?
• Can students articulate what they are learning?
• Is Google Classroom being used every lesson?
• If a student is away can they follow learning?
• Is there success criteria (beyond achievement standards)?
• Do they have a frame for navigating next steps?

Examples of practice included:

Explicit use of Google Classroom (already the agreed LMS at ASHS)

Frameworks that make cognitive next steps visible such as SOLO Taxonomy

Is learning deep?

• Do students know why they are learning what they are learning?
• Can they articulate how learning might be transferred beyond school?
• Is their learning connected?
• Are they using the trivium model of learning to support deeper learning?
• Is there evidence of higher-order thinking skills?

Examples of practice included:

Evidence that the ASHS Deep Learning Model (Trivium) was being used

The (OECD) Seven Principles of Learning being evident

Is learning inclusive?

• Are there different modes for students to access learning?
• Are there different modes and strategies for students to process learning?
• Are there different modes and time frames for students to evidence learning and/or be assessed?
• Is there evidence of choice re: timing, assessments and topics?

Examples of practice included: 

Evidence of Universal Design for Learning

Or at least evidence of differentiation:

This was presented to the teaching staff as a presentation and as this summary document:

Link to document

The teaching staff then had the opportunity to reflect on their own practice within the context of their own teaching. In groups they did a "quick and dirty" reflection spending 10 minutes using the following worksheets. The top row for capturing what they already do, the bottom row considering what they could be doing or doing more consistently.

Link to worksheets

So, what next?

I will be using this frame to gather evidence divided into 'Observations' and 'Opportunities' (for improvement and innovation). I have also encouraged anyone that wants to send through any of their own observations and opportunities as well. All of this will provide the basis for me to be able to work with the SLT to establish our priorities for 2019 and then plan for how we will work with the whole staff to develop and co-design strategic and then action plans for 2019 and beyond.

The ultimate aim being to lead meaningful and manageable change so as to ensure ASHS will always be a NEW school. 

Will keep you posted how this all goes!

The following readings and resources were also shared:

Visible Learning

Setting Objectives and Providing Feedback (ASCD)

Amplifying Best Practice with BYOD and Google Classroom (Blog)

SOLO Taxonomy (HookED)

Deep Learning

The Nature of Learning (OECD)

Innovative Pedagogies for Powerful Learning (CERI/OECD)

The Future of Education and Skills - Education 2030

Inclusive Learning

CAST - About Universal Design for Learning

Universal Design for Learning | Inclusive Education (TKI)

What differentiated instruction is and isn’t (ASCD)

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NCEA - Considering the 'Big Opportunities'

These recent months have seen a number of groups start putting their stake in the ground around the NCEA Review. It has been interesting seeing people reveal their cards, and often exposing some odd assumptions about what is actually being reviewed and who is shaping the review within the Labour/Green/NZ First camp. For the sake of "joining the conversation" I thought I might share some my personal thoughts about the NCEA Review and it's proposed "Big Opportunities".

Note - the parts in italics are taken from this document: Download the Big Opportunities discussion document which can be found here. 

For what it's worth I actually think NCEA is pretty cool as it is. I like it's flexibility and that it already let's "you do you". If anything I think it is our mindsets that needs to be reviewed first before we get to the actual framework. Here is my pondering about that perspective: NCEA - we need to review our mindset first

But that said, I also see some great opportunities being presented via the NCEA Review.

Big Opportunity # 1: Creating space at NCEA Level 1 for powerful learning

What? Rebuild Level 1 as a 40 credit qualification – 20 for literacy and numeracy and 20 for a project.

Why? Reduces overall NCEA assessment workload, while giving learners a more engaging, relevant qualification, reflecting vital skills, knowledge, capabilities, and attitudes.

I couldn't agree more that NCEA assessment workload needs to be reduced and that Level One is the place to do it. However I personally don't think this goes far enough. Level One NCEA strikes me as a low value credential at best and I actually believe if we look at the evidence presented by ERO about the damage over assessment does, we would be better served by removing the expectation for students to complete NCEA Level One altogether. That said I do recognise for a small number of students Level One NCEA will be the qualification they leave school with, so for that reason I would retain it within the framework as an optional certificate (which it is already) for those that really need it. For the rest I would argue that a two year journey towards a rigorous and high quality Level Two NCEA Certificate (or three year journey towards LEVEL Three NCEA Certificate) would be far more powerful and hopefully a lot less stressful.

You can read the ERO report here: Wellbeing for Young People's Success at Secondary School (February 2015) : 19/02/2015 

You can also see how Hobsonville Point Secondary School have taken this approach already: Update on NCEA at HPSS (and introducing the HPSS Qualification Programme)

I can assure you, after experiencing the removal of Level One NCEA (as a seperate entity) first hand, that the sky has not fallen, nor have the grades. In fact our initial cohort who experienced this approach has gained similar pass rates at Level Two to the national cohort and decile band, and have gained higher levels of Merit and Excellence endorsement than those at similar schools, and have done so without stressing out.

Within this opportunity there is also mention of a seperate project qualification. I LOVE project based learning and in experiencing the facilitation of projects myself, I can say, hand on heart, that it represents some of the very best learning a student can experience. That said, the idea of a 20 credit project qualification also strikes me as problematic. Firstly, because I don't actually believe a high stakes assessment is needed for projects to be powerful learning. Secondly, I would also like projects to remain a place where it was safe to fail. Some of the biggest learning can come from trying, failing and trying again. And thirdly, a big old blob of an assessment feels oddly inflexible. One of the greatest attributes of NCEA is that it is innately flexible, which is awesome, for everyone. 

Instead I suggest the following. Projects could in a sense be seen as a new subject or learning area for those who are so inclined. Make it seem somehow compulsory for all and I think you would kill it. Within that learning area there could be a range of Achievement Standards designed around Design Thinking and Lean Startup frameworks and you could instead assess the ability to empathise, define, ideate, prototype, test etc. 

This might include standards such as: 

Define the needs and opportunities of a customer, client or project partner

Define a Problem within a defined context

Develop a range of ideas to address a defined problem and context

Develop a prototype for a solution addressing a specific problem and context

Undertake a critique of a solution for a specific problem and context

And so on and so forth. Thereby encouraging schools to see the potential for project based learning as stand alone or an integrated approach to learning, but doing it in such a way where it can be assessed either in part or in full depending on where the student or school is at. 

Plus I would offer this at Level Two and Three only. Thus encouraging schools to see that you can take time to go deep and wide with learning before focusing on high stakes assessment. 

You can see more about my journey into project facilitation and my initial thinking about what I like to reframe as an Innovation Curriculum: Prototyping an Innovation Curriculum - HELP! 

Big Opportunity #2: Strengthening literacy and numeracy

What? Benchmark literacy and numeracy at the level needed for success in further learning and employment.

Why? Gives confidence that every learner with an NCEA has the literacy and numeracy they need to  flourish.

As an English teacher with twenty years experience I would agree this is a great idea. Whilst I liked the idea of broadening how students gained numeracy and literacy through a wide range of standards I can also see the breadth has become somewhat problematic. I can see that there is a need for us to be careful about how we define and measure functional numeracy and literacy in such a way that it is actually a foundational set of numeracy and literacy skills that will support learners through further learning and living.

I do wonder if this might be simplified by creating a set of literacy and numeracy microcredentials that can be assessed through a range of learning contexts. The assessment and discrete threshold concepts and skills could be clearly defined and standardised whilst leaving it completely open as to how the learning may occur. Clear criteria could be set and students might submit portfolios of evidence through an national online platform when they and their teacher thought they were "at the level". This would be externally assessed and moderated to ensure it met "the standard", whatever that might be. I actually think this sort of internally taught but externally assessed approach (as long as it was inclusive and adhered to the principals of universal design for learning) could be a massive win for learners and teachers alike. You could address the "pearl clutcher's" concerns about unreliable internal assessments and also address the crisis of teacher workload as they try and get their head around increasingly complex demands. Plus it would level the playing ground around assessment opportunities and conditions.

More on this idea can be seen here: Future Focused Assessment - imagine if schools did no high stakes assessment...

Big Opportunity #3: Ensuring NCEA Levels 2 and 3 support good connections beyond schooling

What? Introduce pathways opportunities to NCEA Levels 2 and 3, giving every young person access to learning relevant to their pathway (e.g., from a community action project, work placement, research essay, or an advanced tertiary course).

Why? Helps prepare learners for the transition to work or further education, regardless of their pathway.

Yep. Like this idea. Again, wouldn't attach it to Level One and wouldn't design anything too big and clunky that would have the unintended outcome of students being streamed into this pathway only. Instead I would consider developing another subject or learning area, or maybe a strand within the wider 'Projects' learning area and call it Pathway Projects. Hobsonville Point Secondary School already have such an option which was developed by our Pathway Leader Jayne Dunbar and building on the wider Project Curriculum developed by Sarah Wakeford and Liz McHugh and team.

You can read more about that here:  https://sites.google.com/hobsonvillepoint.school.nz/hpss/curriculum/ncea-and-careers

Basically, I do believe there should be an opportunity for students to be recognised for the work they do in researching and developing their pathway beyond school, just as long as it doesn't accidentally becomes a stream that unintentionally narrows the learner's horizon.

Big Opportunity #4: Making it easier for teachers, schools, and kura to refocus on learning

What? Shift culture from achieving as many credits as possible to encouraging quality teaching and learning.

Why? Prioritises courses with deep learning, which help learners develop powerful knowledge, skills and capabilities, and attitudes.

Yep. Totally. Let's stop thinking about (and wasting money) digitising out-moded exams and instead think how can develop digital platforms, such as Amy the AI Maths Tutor, to support our teachers and learners and move to an approach where high stakes assessment is taken out of schools and replaced by a set of (inter)nationally recognised microcredentials that are designed to support universal design for learning (and assessment), that can be completed anytime and anywhere. Let's free up teachers to focus on developing robust teaching and learning relationships and providing more in-depth one on one support.

You can see more about my thinking around this topic here: The Digital Blue Yonder - what's on the digital horizon for education and how might we harness it?  

Big Opportunity #5: Ensuring the Record of Achievement tells us about learners’ capabilities

What? Enhance the Record of Achievement with better summary information and space for learners to detail achievements outside of NCEA.

Why? Makes the Record of Achievement better at explaining what learners are capable of.

Again, this gets a big old yes from me. At present the Record of Achievement is relatively meaningless, listing specific standards, which out of context mean little to anyone beyond the classroom.

My only real worry is that those pushing back against this are actually pushing back on the idea that everyone can succeed. I can't help feeling that in some think-pieces and statements already out there, there is a desire (by some) for a version of "academic rigour" that infers that a system is failing if everyone can enjoy personal success. That if a system doesn't somehow rank and divide it can't be seen as genuinely rigorous or reliable. Then again, maybe this is just my reading through my lens, one which is driven by a desire for equity and inclusiveness. I look forward to having my fears dispelled.

Big Opportunity #5: Dismantling barriers to NCEA

What? Make NCEA more equitable, starting with making it easier for learners to access Special Assessment Conditions and removing fees to enrol in NCEA.

Why? Gives every learner access to NCEA, regardless of their learning support needs or socio-economic status.

Hell yes! NCEA should never be unattainable due to financial or learning barriers. In fact I would go further and do this AND ensure every learner had access to a suite of online learning tools such as Grammarly and Text Help's Read and Write. I would ensure the principles of Universal Design for Learning were woven into every Achievement Standard and part of the design of any online learning or microcredentialling platform! We must do everything we can to ensure learning, assessment conditions and opportunities for achieving personal success are as equitable an inclusive as possible.

You can read more about the power of TextHelp here: https://www.texthelp.com/en-us/what-we-do/case-studies/hobsonville-point-secondary-school/

And more about UDL and learning design here:
https://teachingandelearning.blogspot.com/2017/02/amplifying-best-practice-with-byod-and.html

And here: http://inclusive.tki.org.nz/guides/universal-design-for-learning/

In summary, we need to seize this opportunity to respond to the NCEA Review and its Big Opportunities. Please think carefully about your responses. Make sure you are fighting for a framework that can be personalised. Whether you're a grammar school, a traditionalist, progressive or a bleeding heart liberal, NCEA should be able to work for you, or rather it should, most importantly, work for your learners. This isn't about some lefty liberal takeover of education, it is however about ensuring our national assessment is fit for purpose, fit for the future and a fit for wherever you might sit on the educational landscape.

There is room for all of us! And room for all of us to succeed.

And a note to some. Stop trying to turn this into some daft binary debate about knowledge vs. skills. THIS IS NOT A CURRICULUM REVIEW. Also, we all know that skills in a vacuum is nonsense. Knowledge was, is, and will always be powerful. The skills required to do something with that knowledge is even more important.

And...

Yes, we have issues with staffing to worry about.
Yes, we can get our knickers in a twist about the amount of reviews taking place.
Yes, we can feel peeved about who we have assumed who is being listened to (or not).

However, there is no denying...

...WE HAVE ALL BEEN INVITED TO JOIN CONVERSATION!

Being inclusive does not mean that you have not been or will not be listened to. Quite the opposite. So read, think, debate, speak, write and give your feedback and ideas whilst you can.

Complete a survey or submit your lengthier thoughts here:  http://www.conversation.education.govt.nz/conversations/ncea-have-your-say/

If you are interested in the wider debate you might also like to read:
https://stevemouldey.wordpress.com/2018/02/15/great-pedagogy-trumps-ideology/
https://karenmelhuishspencer.com/2018/04/28/of-policy-and-practice/
http://principalpossum.blogspot.com/2018/04/a-step-forward-knowledge-and-skills.html
https://theflippedscientist.blogspot.com/2018/06/the-scarecrows-of-education.html

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Hack Your Classroom: Week 6 - Meeting the Needs of Diverse Learners

This is a topic that has long been close to my heart. It really began with a two day conference with Carol Ann-Tomlinson, the woman I consider to be the guru of differentiation. It was her analogy of likening teaching through one mode or strategy as being akin to playing Ten Pin Bowling with just one ball - some days you were lucky a pulled off a strike, but more often you than not,  you only knocked down one or two or more likely achieved a gutter ball. It was this analogy that caused a light bulb moment where I realised by having a singular approach I was quite possibly robbing many of my students of the opportunity of being engaged and learning the best they could.

Tomlinson's approach to differentiation has three layers. She argues that we should be differentiating for student readiness (not the same as ability), student interest and/or student learning style. Learning can then be differentiated by Content (or context), process, product or learning environment.


There is a nice overview of the topic here: Differentiation of Instruction

For me personally, the easiest way to introduce differentiation is through student choice. The PPT below is one that I developed with David (Head of Science Faculty at EGGS) which we used as an introduction for differentiation through choice.

Differentiation Introduction from Claire Amos

Differentiation and Blended Learning

There is also the fact that pedagogically speaking e-learning or blended learning is actually a no-brainer. We have a responsibility to ensure they way in which we facilitate learning and gather evidence of said learning is inclusive. All students have a right to learn and enjoy success, therefore we must be meeting the needs of a diverse group - not just the select few that learn the way you do or did in your day. Consider differentiation as defined by Carol Ann Tomlinson which seeks to provide a range of learning opportunities differentiated for student readiness' learning style and interest. This is possible in a paper based classroom, but choices will still be limited and controlled by the teacher and the resources made physically available to the learner. You might provide a small range of different activities and maybe texts that a either written or more graphic based. Consider this now in a blended learning environment where if a student can access the Internet they can access unlimited resources - written, visual and oral. A teacher may well need to support a student in locating appropriate material or may even curate a collection for them. The speed and ease in which differentiated learning can be facilitated in a blended environment is incredibly enabling. 

Universal Design for Learning

For me, Universal Design for learning is simply an extension of differentiation. It is about providing choice arounds methods and modes for learning to ensure all learning is inclusive. Universal Design for Learning is based on the idea that to be inclusive teaching and learning needs to provide multiple means of representation (i.e. visual, written oral representation of information), multiple means of expression (i.e. through spoken, written visual presentation of understanding) and multiple means of engagement (i.e. variety of time, place, online offline, pace etc). For the most part this can be achieved by giving students much greater choice and variety in the ways that they receive information and evidence their learning or understanding. 

Universal Design for Learning and Blended Learning

Similarly if you consider the diagram below with a blended learning lens it is again a no-brainer. As stated on the Cast website 

" Universal Design for Learning was initially is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs." 

Who wouldn't want this for their learners? Providing multiple means of representation (of information), means of expression (evidencing learning) and means of engagement is nigh on impossible in a purely paper-based  classroom, and again it limits it to a single teacher perception of what they think they know about the students ability, learning style, interests or even their mood or tiredness on any given day.

http://www.cast.org/library/UDLguidelines/version1.html

So I guess the #hackyrclass challenge is simple - how are you meeting the diverse needs of your learners? How are you giving them choice and ownership of using the means and modes that best meet their needs and interests?

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So, why we are focusing on Blended Learning at HPSS?

For many years now I have been championing the need for all schools and all students to engage in e-learning, and whilst I definitely sense there is a ground swell of support for this notion I am still patently aware that it is important to be clear about why this should be a priority. I initially trialed e-learning because I suspected it would engage learners and would provide an opportunity for students to continue learning and engaging in the work I set, anytime, anywhere. These continue to be compelling arguments for blended learning, however it is becoming increasing clear that this is in fact just the tip of the pedagogical iceberg.

Firstly let's talk about the term e-learning. It is easy to write this term off as twee or outdated, and I agree that it should be about the learning full stop. However we are still, and will continue to be for sometime in a period of transition, and whilst there still remains to be many teachers and indeed many schools who are yet to use e-learning on a daily basis, it is useful to highlight the "e". Personally I prefer the concept of  'Blended Learning' - it allays the fear that we are trying to replace pen and paper, traditional modes and methods of teaching, and instead suggests that we simply want to 'blend' the pen and paper with electronic modes and methods. So for now, until everyone is clear about the potential and need and facilitate learning using both modes - blended learning is fine for me. Remember to look beyond your personal educational circles and echo chambers - e-learning or blended learning is not a norm yet. Far from it.

There are a number of reasons as to why we have decided to make blended learning a non-negotiable at Hobsonville Point Secondary School. We are aware of World trends, we have based it on compelling research findings, we want to prepare our students for NCEA (which is becoming increasingly blended). Blended learning is an incredible enabler of differentiation and delivering learning that aligns with the notion of universal design for learning. Then there is our guiding document- the New Zealand Curriculum which highlights the ways in which e-learning can support effective pedagogy in and beyond the classroom. 

World Trends

Core Education explore a wide range of world trends to bring together an annual summary of trends pertaining to ICT use in education. These provide an excellent starting point that go beyond our own experiences or opinions and encourages us to consider what these trends might need for our learners. We need to consider also the period in which we actually live. Our ancestors came through an Agrarian (agricultural) age where the ability to farm and work the land was essential. Our parents and maybe even we have come through an Industrial Age where the need for industrial and technical skills were very important. We are now entering what is referred to as a Knowledge Age  defined on the NZCER Shifting Thinking website as

 "a new, advanced form of capitalism in which knowledge and ideas are the main source of economic growth (more important than land, labour, money, or other ‘tangible resources). New patterns of work and new business practices have developed, and, as a result, new kinds of workers, with new and different skills, are required."

and as they also state

"Knowledge Age worker-citizens need to be able to locate, assess, and represent new information quickly. They need to be able to communicate this to others, and to be able to work productively in collaborations with others. They need to be adaptable, creative and innovative, and to be able to understand things at a ‘systems’ or big picture’ level. Most importantly, they need to be to think and learn for themselves, sometimes with the help of external authorities and/or systems of rules, but, more often, without this help."

 These are our students, and many of these skills are best learned in an online space - this is where they can, very quickly, locate, assess and present information. Tools such as Google Docs is what enables them to collaborate and co-construct anytime or anywhere. Blended Learning is key to enabling learning that meets the demands of a 'knowledge' rather than 'industrial' age.

http://www.core-ed.org/thought-leadership/ten-trends

Research Findings

Research by it's very nature is backward looking, so it is important that we do not sit back and wait for the evidence that e-learning is effective before we even deign to dip our toes. It can be tempting to simply say there is not enough evidence yet. However I would suggest that whilst relatively small there is plenty of compelling evidence and research available. This is particularly true if you look at the evidence gathered as a part of 'Teaching as Inquiry' projects where e-learning has been a focus. Literature reviews such as Noeline Wright's 'e-Learning and implications for New Zealand schools: a literature review' brings together a wide range of findings. In her conclusion Wright highlights a wide range of potential benefits, ranging from motivation and engagement to the development of critical thinking and multiliteracies. It is important to remain critical about the benefits of ANY pedagogical approaches, not just the e-learning ones. We seem quick to defend traditional methods and modes when there is little more evidence that they are in fact effective. For this reason it is important that we reflect on all of our approaches, gather pre and post data and feedback from students to ensure that all practice is indeed evidence or research based. We need to ensure our practice (and the research we base it on) is actually current and responsive. It is not okay for teachers to base practice on an approach that might have been exciting when Pong was a cutting edge video game.

NCEA

Many would argue that NCEA is actually an argument for protecting the mighty 'paper and pen', indeed external exams are written by hand...for now. In April 2013 NZQA's Dr Karen Poutasi stated in a speech to SPANZ "we are reasonably confident that we can reach a position within 8 years where most students will be sitting examinations using a digital device." That means your Year 1-4 student will most likely be sitting their exams online. Our Year 9 students will most definitely be creating and submitting internal assessments online. To do this well, and to ensure our learners gain the skills they need to gain Excellence or at least achieve the very best results they are capable of, then we need to give them practice. More than that, we need to be explicitly teaching them, or giving the time and space to develop the skills to do this well. Learners will need to be able to locate, synthesize and present information. They will need to be able to do it safely, lawfully and effectively. This takes time. We need to start now. In fact all students need to have started yesterday.

Differentiation and Universal Design for Learning

There is also the fact that pedagogically speaking e-learning or blended learning is actually a no-brainer. We have a responsibility to ensure they way in which we facilitate learning and gather evidence of said learning is inclusive. All students have a right to learn and enjoy success, therefore we must be meeting the needs of a diverse group - not just the select few that learn the way you do or did in your day. Consider differentiation as defined by Carol Ann Tomlinson which seeks to provide a range of learning opportunities differentiated for student readiness' learning style and interest. This is possible in a paper based classroom, but choices will still be limited and controlled by the teacher and the resources made physically available to the learner. You might provide a small range of different activities and maybe texts that a either written or more graphic based. Consider this now in a blended learning environment where if a student can access the Internet they can access unlimited resources - written, visual and oral. A teacher may well need to support a student in locating appropriate material or may even curate a collection for them. The speed and ease in which differentiated learning can be facilitated in a blended environment is incredibly enabling. If a teacher can also let the student take the lead and have the power to negotiate methods and modes for learning and evidencing learning,, then you on to something quite magic. Similarly if you consider the diagram below with a blended learning lens it is again a no-brainer. As stated on the Cast website 

" Universal Design for Learning was initially is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs." 

Who wouldn't want this for their learners? Providing multiple means of representation (of information), means of expression (evidencing learning) and means of engagement is nigh on impossible in a purely paper-based  classroom, and again it limits it to a single teacher perception of what they think they know about the students ability, learning style, interests or even their mood or tiredness on any given day.

http://www.cast.org/library/UDLguidelines/version1.html

E-learning and Effective Pedagogy 

There is of course the small matter of our guiding document - the New Zealand Crurriculum. If nothing else,, look at the document, I think it's about page 35??? E-learning is clearly identified as a powerful means of supporting effective pedagogy in and beyond the classroom. As the NZC states:

"Information and communication technology (ICT) has a major impact on the world in which young people live. Similarly, e-learning (that is, learning supported by or facilitated by ICT) has considerable potential to support the teaching approaches outlined in the above section.

For instance, e-learning may:
assist the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time
facilitate shared learning by enabling students to join or create communities of learners that extend well beyond the classroom
assist in the creation of supportive learning environments by offering resources that take account of individual, cultural, or developmental differences
enhance opportunities to learn by offering students virtual experiences and tools that save them time, allowing them to take their learning further.
Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning."

When all is said and done, it is simply important to realise that blended learning is not a priority just because I said so. Blended learning is not a priority because we spent all that money on wireless and the students spent heaps on devices (although we DO need to respect this investment). Blended learning is a priority because of world trends, because we want our students to ready for THEIR world, not our past. Blended learning is a priority because we want our students to achieve excellent results. 

But mostly, blended learning is a priority because we want our students to experience learning and express their learning in a way that suits THEM - that means face to face, paper and pen, online, anywhere and anytime.

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