Moving to blended, personalized learning often translates into implementing change. How we approach and manage that change directly affects the success of our implementation and ultimately the success of our students. Marzano, Waters, & McNulty (2005) classify change into two orders or levels: First-Order Change and Second-Order Change. I like to think of first-order change as that old saying "keep on keepin' on." Or, as one of my mentors calls it, "same-o-same-o." First-order change, based on the past or current set of paradigms, values, and norms, in no way challenges the status quo.

Conversely, second-order change does challenge those same paradigms and often conflicts with prevailing belief systems. It requires new knowledge and skills instead of just new applications of old methodologies.

Blended learning requires second-order change from district leaders, teachers, parents, and students. But, too often, planning for the implementation focuses on fitting educational technology into the district’s current structure and using already available resources – a first-order change often driven from the top down.

Perhaps a better approach, leading to greater success, is to define the plan according to the characteristics of second-order change. For example, ask the planning teams, as well as the instructional staff, to define the "normal way of doing things" and then what the "departure from the norm" looks like in a blended environment. Include discussions on how to recognize resistance to the new expectations. Next, help them to recognize and embrace the new knowledge, skills, and resources needed for success.

Remember, if we diligently include the use of change order theory in our blended learning implementations, we greatly increase the potential of sustainable success across our district, both for our teachers and most importantly, for our students.

This Week’s Challenge:

As you look at the blended learning environments or practices across your district, how would your staff, teachers, parents, and students rate those practices against the change order levels? Have they been empowered to embrace second order change and to "teach against the grain?"

Marzano, R. J., Waters, T., McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).