Originally posted June 3, 2014 at Christensen Institute.
Last week I had the privilege of visiting the USC Hybrid High School (HHS), a new charter school in Los Angeles and winner of a Bill & Melinda Gates Foundation’s Next Generation Learning Challenges grant. HHS is pursuing a blended and competency-based model—that is, the school is leveraging technology to deliver some academic content online and building opportunities for students to advance upon mastery, rather than according to hours of instruction. HHS has seen numerous iterations over its past two years in existence (EdSurge’s Mary Jo Madda did a great write-up of these changes earlier this year).
For example, last year the school used Apex Learning almost exclusively to drive a flex blended-learning model (wherein online learning is the backbone, and teachers work with students one-on-one and in groups on projects and tutorials). Now, in its second year, the school has shifted away from a single-provider model to instead making teachers the primary designers of the blended-learning models in their individual classrooms by using a wider range of tools. The school is also putting its money where its mouth is in this design: each teacher receives a stipend to purchase his own software products according to his particular course(s) and tastes. (more…)