“Fuel Education is rigorous in terms of the expectations of kids and the amount of repetition it provides students, especially in math. That was necessary,” says Knoche. “Having the ability to pull [the curriculum] apart and be able to add and subtract from it based on the standards here in Colorado and the goals and focus we have in our school was also necessary.”
Students in grades six through twelve leverage Fuel Education for their core curriculum at Springs Studio. Springs Studio teachers act as content specific experts who guide students through the Fuel Education curriculum and help to enhance their learning experience, but do not deliver any form of instruction in the building. Students instead rely on Fuel Education’s highly qualified and state certified teachers to deliver instruction online. As a result of its advanced curriculum and highly qualified teachers, Fuel Education provides Springs Studio with the flexibility of allowing some students to be fully virtual and do not require them to participate in blended learning activities.
Fuel Education has also provided Studio Springs with support and tips on how to succeed using the curriculum, which has helped minimize challenges and setbacks.
“We are more and more trying to build professional development and/or quick hit tips and tricks into our systems and our content so if folks need help, they can access it in real time instead of having to sit down for a face to face training or log in for a 30 minute online training,” says Gregg Levin, general manager of Fuel Education.
“The training is really strong and whenever we need any support we really get it fairly quickly,” adds Knoche.
The biggest challenge Springs Studio faced had little to do with the curriculum, and much more to do with learning how to manage devices in a blended learning environment.
Springs Studio ran into technical issues when students brought their school-provided devices back into the building after utilizing them at home. In an effort to minimize these problems, Springs Studio tried out BYOD, however ran into issues with web-browsers, Flash and Java not being updated on several computers.
In order to solve these issues, the school chose to keep laptops for use in the building, but students must access the online curriculum on their own computers at home. Information is also stored in Google Drive, so students can access content both at home and in Springs Studio’s building if needed.
For other schools looking to implement a blended learning model, it is important they take a look the goals they are looking to accomplish with blended learning.
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