​The Flex Model Progression is a tool that identifies the necessary steps to take when implementing a Blended Flex Model.

Blended Flex Model

• Students move on fluid schedules among learning activities according to their needs with a high degree of control over their learning. 
  Online learning is the backbone of student learning in a Flex model. Teachers provide support and instruction on a flexible, as-needed basis while students work through course curriculum and content in a self-directed manner.

​
Learn more about the Flex Model by visiting the Blended Learning Universe at www.blendedlearning.org. 

A progression is a pathway a learner might take to reach the end goal or learning target. This tool is carefully sequenced across three phases of implementation:

Download Foundation Phase

Inspiration Bank

 Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective station rotation. 

Download Differentiated Phase

Inspiration Bank

Identifies the sequence of teacher and student actions that enables differentiation in an effective station rotation.

download personalized phase

Inspiration Bank

Builds on the Foundation and Differentiated phases to identify the sequence of teacher and student actions that meet the need and interest of every learner. ​

Below you'll find articles, research, practitioner training, and campus or classroom examples from Dallas ISD leaders to suggest the next move you (or for those you coach) might take.

Foundation Phase
​Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective flex model. 

Planning Before Lesson

 

1. Teacher has set time in the daily schedule for self-directed learning. Differentiated Learning Objectives, Opportunities for Input, + Access to Materials ​

Next Move: Block off time in the lesson cycle for students to be self-directed. ​

​Video: Sparking Curiosity With Self-Directed Learning | Edutopia Mastery Based Learning: What Does the Research Say? | Modern Classrooms Project  Getting Rid of the Lecture Bottleneck | Edutopia  How to Help Middle School Students Learn to Work Independently | Edutopia  Reflections on Shifting to a Flexible Classroom | Edutopia

 

2. Teacher has planned a system for self-directed learning that allows students to move at their own pace through the week, unit, or year. Routines and Procedures, Personalized Learning Pathways, Mastery Based Progression, + Access to Materials

Next Move:  Create a system to ensure students can move at their own pace during most of the lesson cycle.

​Developing Learner Agency | Katie Martin How to Put Self-Directed Learning to Work in Your Classroom | Edutopia How to Create a Self-Paced Classroom | Cult of Pedagogy  Why Simple Systems Work Best | Modern Classrooms Project What do I do While my Students Watch my Videos? | Modern Classrooms Project

 

Organization of Learning

3. Direct instruction is delivered through a self-paced lesson. Routines and Procedures, Opportunities for Input, + Access to Materials

Next Move: Leverage self-paced learning time to provide direct instruction or introduce new material via video.

Three Innovative Ways to Use Instructional Videos | Modern Classrooms Project The Famous “One Take” Rule, Explained | Modern Classrooms Project  Create Bite-Sized Instructional Videos | Personalized Learning Department, Dallas ISD Do Instructional Videos Work Better When the Teacher is On Screen? It Depends. | EdSurge Note-Taking Tips for Incoming College Students | U.S. News

 

4. A weekly learning plan is given that includes multiple opportunities for new learning primarily through video or other modalities. Routines and Procedures, Opportunities for Input, + Access to Materials

Next Move: Establish a weekly learning plan process (or template) to scaffold new learning over the course of a week.

​Student Facing Progress Trackers | Modern Classrooms Project  7 Tips for Teaching With Videos | Edutopia  Building Student Work Plans | Personalized Learning Department, Dallas ISD The Lecture-Less Classroom | Next Gen Learning [NGLC]

 

5. On-demand directions are leveraged to complete self-paced learning with limited support from peers and teachers. Routines and Procedures, Opportunities for Input, + Access to Materials

Next Move: Include directions that are specific, concrete, sequential, and observable for every self-paced task.

​Provide On-Demand Directions | Personalized Learning Department, Dallas ISD Record Video Directions and Maximize Your Minutes | Catlin Tucker

 

Teacher Role

6. Teacher explicitly teaches students how to set an academic goal based on their weekly learning plan. Self- Direction

Next Moves: Establish criteria for students to successfully set a goal.

Research-Based Best Practices [Best Practice 1: Have students set goals] | Modern Classrooms Project A Framework for Student Goal-Setting | Edutopia Goal-Setting with Your Students This Year | We Are Teachers Goal-Setting for Students | Positive Psychology Goal-Setting Practices that Support a Learning Culture | Phi Delta Kappan

 

7. Teacher divides time between small group lessons and providing feedback on progress towards academic goal(s) with individual or small groups of students. Student Feedback  PBL: Critique & Revision

Next Move: Create a schedule so that all small group lessons happen and every student receives feedback that is specific, concrete, and actionable at least once per week.

Setting Objectives and Providing Feedback | ASCD Display and Track Student Goals | Teach Starter Public-Facing Progress Trackers | Modern Classrooms Project [Listen] Monitoring Student Progress in a Modern Classroom | Modern Classrooms Project

 

8. Teacher meets with individual or small groups of students to reflect on progress towards academic goal(s) and determine next steps. Self- Direction, Peer Accountability, + Growth Mindset PBL: Reflection

Next Move: Explicitly teach students the purpose of reflection and how to reflect on their academic goal.

​Treating Reflection As A Habit, Not An Event | Edutopia Student Goal Reflections | Personalized Learning Department, Dallas ISD Making The Most Of Student Reflections | Getting Smart Ongoing Self-Assessments: Students Reflect on and Document Their Progress | Catlin Tucker Powerful Student-Led Conferences [Slides + Session Recording] | Angie Lee, PL Prep, Dallas ISD Power of Reflection | PBL Works

 

Student Role

9. Students have an articulated goal for the available time, related to the academic outcomes. Self- Direction + Growth Mindset

Next Move: Teacher models what it looks like to set a goal for the available time.

​A Framework for Student Goal Setting | Edutopia  Help Students Set Goals | The National Research Center on the Gifted and Talented at UConn How to Set Realistic Short Term Goals for a Successful Life | Lifehack

 

10. Students are aware of their current progress toward goals by way of self-assessment and frequent peer and teacher feedback.Self- Direction, Peer Accountability, + Growth Mindset  PBL: Critique & Revision

Next Move: Students use goal(s) to prioritize and track completion of tasks on the weekly learning plan.

​Using Feedback to Building a Sense of Connection, Purpose, and Ownership | Katie Martin Peer Feedback: Making it Meaningful | Catlin Tucker Help Students Document Their Growth | The National Research Center on the Gifted and Talented at UConn Why Trust is Vital to Peer Feedback | John Spencer

 

11. Students can articulate ways in which previous successes and failures have informed their learning process. Growth Mindset PBL: Reflection

Next Move: Provide students reflection stems that prompt them to think about their successes and failures.

​Decades of Scientific Research that Started a Growth Mindset Revolution | Mindset Works  How Can Teachers Nurture Meaningful Student Agency? | KQED 6 Strategies to Empower Student Agency Through Learner Profiles | Katie Martin  Students Should Share Their Process, Not Just Their Product | John Spencer 7 Ways to Build Creative Confidence in Students | John Spencer  Power of Reflection | PBL Works

 

Differentiated Phase​
Identifies the sequence of teacher and student actions that enables differentiation in an effective flex model. 

Organization of Learning

1. A playlist gives students the ability to progress or move at their own pace to master their learning goals. Mastery Based Progression + Access to Materials

Next Move: Create a playlist that is sequential and has a: pre/post assessment, uses multiple modalities to teach or opportunities for practice, and  embedded checks for understanding.

Playlist Basics | Personalized Learning Department, Dallas Independent School District

 

2. Progression through the playlist is monitored by students. Mastery Based Progression, Opportunities for Input, + Growth Mindset

Next Move: Create a visual system for students to track progress through their playlist.

​Playlist Data Trackers | The Learning Accelerator Using Playlists To Differentiate Instruction | The Cult of Pedagogy Public-Facing Progress Trackers | Modern Classrooms Project [Listen] Monitoring Student Progress in a Modern Classroom | Modern Classrooms Project Public Pacing Trackers in the Classroom | Modern Classrooms Project

 

3. Workshops are attended based on data from pre-assessments or embedded check(s) for understanding on their playlist. Data Driven Instruction + Opportunities for Input

Next Move: Create a system or schedule for teacher-led workshops aligned to the learning goal(s) of the week.

How Do You Teach to the Standards When Doing Project-Based Learning? | John Spencer  Using the Workshop Model to Foster Independence | Edutopia  Teacher Tips Video: Differentiating Mastery Checks | Modern Classrooms Project

 

Teacher Role

4. Teacher divides time between workshops and 1:1 goal conferences to co-create academic goal(s) with student. Rapport with Students + Self- Direction

Next Move: Create a weekly schedule so that all workshops and 1:1 goal conferences with students happen.

​Prioritize Building Relationship With Your Students | What Science Says | Getting Smart  Goal Setting In Student Conferences | Leap Innovations One-on-One Conferences as a Tool for Building a Rapport with Students | Edutopia  Student Goal Setting: An Evidence-Based Practice | American Institutes for Research [AIR] Why Setting Goals is Important for Students | Army & Navy Academy

 

5. Teacher reviews individual goals with students and co-creates an action plan with the student to meet the learning goal. Rapport with Students, Self- Direction, + Growth Mindset

Next Move: Establish a system for reviewing and creating an action plan for individual student goals.

60-Second Strategy: Do now Sheets | Edutopia  Goal Setting and Action Planning [Slide 13] | The University of Arizona Leadership Programs

 

6. Teacher uses real-time data to affirm and provide feedback on students’ goal and action plan.Data Driven Instruction, Student Feedback, + Self- Direction PBL: Critique & Revision

Next Move: In the moment, coach students by suggesting activities that will support the students in reaching their goal or affirming progress towards their goal.

Promote Recognition of Progress During a Lesson | The National Research Center on the Gifted and Talented at UConn Giving Student Feedback: 20 Tips to Do it Right | informED Google Classroom: Short Term Goal Setting | Alice Keeler  Developing Students’ Ability to Give and Take Effective Feedback | KQED How to Give Specific, Quality Learning Feedback to Students | TeachThought

 

Student Role

7. Students have an articulated plan on how to achieve their academic goals during the available time, based on available data (e.g., diagnostic, self-reflection). Self- Direction, Opportunities for Input, + Growth Mindset PBL: Reflection + Student Voice & Choice

Next Move: Embed check points for students to reflect on their progress towards their goal to determine next steps.

Using Outlines to Support Student Note-Taking | Edutopia  The Power of Setting Short-term Goals | This at Deakin University  Goals, Objectives, and Reflective Habits | The University of Edinburgh Time Management Lesson Plan | Making Caring Common Project at Harvard Graduate School of Education  Power of Reflection | PBL Works

 

8. Students set measurable and attainable goals and creates own action plan with little to no teacher assistance. Self- Direction + Growth Mindset PBL: Student Voice & Choice

Next Move: Set up short conferences with students to ensure goals and action plan meet set criteria.

​Research Behind Summit Learning: Student Motivation and Ownership of Learning | Summit Learning  4 Habits of People Who Are Always Learning New Skills | Harvard Business Review  Avoid the Appearance of Unsolicited Help | The National Research Center on the Gifted and Talented at UConn  Design Projects with Students, Not for Them | PBL Works

 

9. Students lead 1:1 conferences with their teacher. Self- Direction + Growth Mindset

Next Move: Develop students’ facilitation skills by allowing them to co-lead 1:1 conferences. If this is an emerging skill, create a script for students to follow.

Leaders Of Their Own Learning | EL Education Video: Student-Led Conferences | Edutopia Student-Led Conferences | The Learning Accelerator 6 Strategies to Empower Student Agency Through Learner Profiles | Katie Martin  Help Students Practice Lack-of-Effort Explanations for Poor Performance | The National Research Center for Gifted and Talented at UConn Listening Deeply Strategy | Making Caring Common Project at the Harvard Graduate School of Education

 

Personalized Phase​
Builds on the Foundation and Differentiated phases to identify the sequence of teacher and student actions that meet the need and interest of every learner. 

Organization of Learning 

1. A progression allows students the ability to move at their own pace, based on mastery with no barriers. Mastery Based Progression, Diversity in Design, + Access to Materials PBL: Sustained Inquiry

Next Move: Plan and create a progression for the semester so that students can move at their own pace through the content.

Project Based Learning: Start Here | Jennifer Gonzalez  Getting Started with Content Curation in the Classroom | John Spencer  Every Student Deserves Access to Project-Based Learning | John Spencer Flexible Pathways | The MAP Academy

 

2. Multiple opportunities are given for students to demonstrate mastery and choose when to submit or assess. Choice in Assessment + Opportunities for Input PBL: Sustained Inquiry

Next Move: Design an assessment system that allows students to opt in when ready to show their mastery or move on.

Bringing Student Choice To Assessments | Edutopia Offering Students Choice In Assessments | Personalized Learning Department, Dallas ISD Assessment, Choice, And The Learning Brain | Edutopia We Want Students to Be Creative, But How Do We Assess This? | John Spencer Let’s Create Assessments Worthy of Powerful Learning | Education Reimagined

 

3. Learning is applied through a collaborative (or ongoing) project that results in an authentic product. Authentic Assessment, Peer Accountability, Diversity in Design, + Collaborative Grouping PBL: Challenging Problem or Question, Authenticity, Critique & Revision, Public Product, Sustained Inquiry

Next Move: Design opportunities for students to collaborate on summative work and share with an authentic audience for feedback and celebration.

“I Could never Do This Alone”- Collaboration, Trust, and Human-Centered Design at Design39 | Getting Smart Collaboration: How do we facilitate collaboration in a self-paced learning environment? | Modern Classrooms Project Making Time for Project-Based Learning | John Spencer Four Ways to Boost Collaboration in Student Projects | John Spencer

 

Teacher Role

4. Teacher meets with individual students during 1:1 mentoring time to affirm or suggest strategies for self-directed habits beyond the classroom. Growth Mindset + Advocacy Beyond Self  ​

Next Move: Schedule time to meet with each individual student over the course of a week to provide mentorship.

​Self-Regulation in Blended Learning Environments | Catlin Tucker [Listen]  Building Self-Regulated Learners | Modern Classrooms Project Helping Students Develop Executive Function Skills | Edutopia Recognizing the Critical Importance of Metacognition | Aurora Institute  How to Help Middle School Students Develop Crucial Skills This Year | Edutopia  Are you Ideal Graduates Their Ideal Employees? | Katie Martin  Compliment Students on the Skills They Develop | The National Research Center on the Gifted and Talented at UConn

 

5. Teacher supports student groups in using project management tool(s) to track group progress. Peer Accountability + Collaborative Grouping

Next Move: Establish a system for students to manage their progress through a project.

Project-Based Learning and the Future of Project Management | Project Management Institute  Why I Scrum: Using a Project Management Tool for PBL | PBL Works  Students Learn Project Management From HQPBL Experiences | Getting Smart  Spark Project Management Skills with a Burndown Chart! | PBL Works Project Management for Education | Getting Smart  Best Free Project Management Software | Educational App Store

 

6.  Teacher manages time to include: workshops, 1:1 goal conferences, and project check-ins in the same block of time. ​Routines and Procedures + Growth Mindset  PBL: Critique & Revision + Reflection

Next Move: Create a process to build a schedule with students at the beginning of the instructional block.

​27 Tips for Managing the “Messy Middle of a Project | PBL Works How to Scaffold in Project-Based Learning | PBL Works 6 Strategies for Differentiated Instruction in Project-Based Learning | Edutopia “I Use to Think/ Now I think” How Teacher Mindset Impacts Equity and PBL (Part 1) | PBL Works “I Use to Think/ Now I think” How Teacher Mindset Impacts Equity and PBL (Part 2) | PBL Works “I Use to Think/ Now I think” How Teacher Mindset Impacts Equity and PBL (Part 3) | PBL Works

 

Student Role 

7. Students work with urgency for the available time and take thoughtful breaks, so that instructional time is maximized. Opportunities for Input

Next Move: Coach students to use strategies suggested during 1:1 mentoring time.

Student Voice and Choice: How I Learned to Let Go of the Reins | PBL Works  Create a Sense of Urgency to Spark Learning | Phi Delta Kappan Building a Sense of Urgency in the Classroom | Edutopia

 

8. Students have essential and complementary roles that allow them to make progress towards a shared goal on a groupworthy task. Peer Accountability + Collaborative Grouping PBL: Critique & Revision, Reflection, + Student Voice & Choice​

Next Move: Support students to write a group contract that establishes group norms and roles.

Making Group Contracts | University of Waterloo Student Contracts | Better Lesson Project Team Contract Example | PBL Works The Four Biggest Pitfalls of Collaborative Grouping (and How To Avoid Them) | John Spencer  Thom Gibson on Designing Student Jobs that Empower the Classroom Community | John Spencer Roles for PBL: 3 Approaches for Organizing Group Tasks | PBL Works Group Contracts in Project-Based Learning | MagnifyLearning  Listening to My Students Changed My Project Plans [for the Better] | PBL Works

 

9. Students showcase their completed product in front of an authentic audience. ​Authentic Assessment + Sense of Purpose PBL: Authenticity, Sustained Inquiry, Student Voice & Choice, Public Product

Next Move: Plan a showcase and invite partners that could serve as an external audience for students.

Gold Standard PBL: Public Product | PBL Works A Schoolwide Exhibition Builds Excitement for Project-Based Learning | Edutopia  Principles of Authentic and Meaningful Assessment | Katie Martin Student Showcase | Digital Promise Showcase Student Work During Project Based Learning | Creative Educator Learning Galleries | School Retool  [Listen] Tisha Poncio & Digital Portfolios- #EduDuctTape 47 | Jake Miller What Happens When Students Launch Their Work to an Audience? | John Spencer  Listening to My Students Changed My Project Plans [for the Better] | PBL Works Students are Often Terrified About Launching Their Work. Here’s How We Can Fix It | John Spencer

Flex Model Extended Progression 2.0
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Flex Model Progression | Foundation Phase 2.0
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Flex Model Progression | Differentiated Phase 2.0
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Flex Model Progression | Personalized Phase 2.0
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