Blended learning is one subsequent instructional culmination of this transition. Although there is no single, decided upon concept in the literature of blended learning. It does not only mean changing lesson plans and putting web content to build this alternative learning. Technology is a necessary tool in this model, but consideration is given as to how it can contribute to the topic’s delivery and understanding. The topic being explored is necessary to understand.
As School Head and Elementary teachers undertook an opportunity to adapt blended learning classes within their discipline, teachers began meeting once or twice a month. While not necessary and nor recognized as formal professional development, this ad hoc meeting allowed blended teaching from various elementary teachers and disciplines to tackle and share difficulties and triumphs encountered as they engaged learners in this new modality.
This recount and describes the experiences of elementary teachers from various disciplines who meet once a month to discuss best practices, solve problems or challenges and support each other as one of their classes implements a blended learning modality. The aim is to provide a summary of the experience of the teachers. The professional learning community’s technical learning group are involved, and the interdisciplinary scope of the meetings are observed in depth.