Welcome to the RSS Blended Learning site. Here you will find information on the new educational model being introduced for grade 10 through 12 students beginning September 2012.
Students, we know you have a lot of questions so check out the student page to see what is in store for you next year. Parents can access additional materials on in the parent section, while educators can take a look at practical ideas and research in the educators area.
Feel free to ask questions and leave comments and we will get back to you as soon as we can.
RSS will provide personalized and inquiry based learning in a blended environment, incorporating the best of online tools and face to face contact, offering students a variety of courses while meeting the needs of all learners. The learning experience at Rossland Secondary will enable students to have choice, voice and learn at their own pace. Learning outcomes are constant but everything else is variable. Teachers collaborate on planning, facilitating and assessing student work while working with students individually, in small and large group sessions, as well as providing seminars and guest speakers. Working outside a traditional timetable allows teachers and students to work together in resource areas and in the community. Students learn the skills to create long and short term goals; organize their schedules to meet their learning needs; reach out beyond the school walls into the community; collaborate with peers, teachers, parents and community members; take on leadership roles; and share their learning with others, locally and globally. This educational model aligns with the goals of the BC Education Plan and is based on current research in the field of education.
Blended learning, combining the best elements of online and face-toface education, is likely to emerge as the predominant teaching model of the future.
- A shift from lecture- to student-centered instruction in which students become active and interactive learners (this shift should apply to the entire course, including face-to-face contact sessions);
- Increases in interaction between student-instructor, student-student, student-content, and student-outside resources;
- Integrated formative and summative assessment mechanisms for students and instructor.