Ask any teacher why they teach and the answer almost invariable will be: “It’s that magical moment when students faces light up because they have grasped an idea, understand a concept or realize a connection.”  It is those moments that make the long hours of grading, challenging students and low pay worthwhile.

In the last two years, I have had more of these moments with students than in all of my previous years of teaching.  The difference? Blended Learning.

I am currently teaching Fahrenheit 451 by Ray Bradbury. There is a pivotal conversation in the novel that takes place between two characters. It details how society transitioned from life as we know it, where people value books, to the future depicted by Bradbury in the novel, where books are burned.

This conversation, which spans three pages, always created confusion for my students in the past. They became frustrated by the multitude of factors identified as contributing to this shift. This year, I decided to use my online discussion tool – Collaborize Classroom – to complement my work in class and guide students to a better understanding of this section. We read the section of the novel in class, then I posted the following multiple-choice question online for students to discuss:

The Transition from Reading to Burning…

Choose one of the factors below that you believe significantly influenced the transition from valuing books as a society to burning them. Then analyze the impact this factor had on the change in society’s view of books. Begin by clearly stating the factor you are focusing on, then develop your discussion of the effect of this factor on society. How did the factor you chose impact the role of literature in people’s lives and, consequently, devalue books/literature? Please support your statements with details from the text.

Multiple Choice: Top of Form

• Advances in Technology
• Population Growth
• Speed of Life Increasing
• Abridged Versions of Writing
• Elimination of “Time Wasting Thought”
• Shortened School Day
• Pursuit of Pleasure
• Increased Physical Activity/Organized Sports
• Impatience
• Minority Pressure/Fear of Offending

Students had a dynamic online discussion about the factors and how they contributed to this societal transition. I was thoroughly impressed by their understanding of the individual factors and their thoughtful replies to one another. They asked strong questions, built on each others’ ideas, offered different interpretations and perspectives.

In class the next day, I organized them in small groups and asked them to create a visual flow chart “showing” the progression of events with quotes below each picture. Students engaged in excited conversations while working on their visual flow chart. The finished products were incredible! They demonstrated their understanding of the change in society with their pictures and quotes.

I have assigned this flow chart activity each year I have taught this novel. It has always floundered due to a lack of understanding. In the past, students got so bogged down trying to make sense of the various factors that they do not even finish their flow charts. Not this year!  The online questions and conversations helped them process the information and understand the novel before completing this in-class activity. I did not have to explain the novel or provide guidance while they worked on their flow charts.

Instead, they were confident in their understanding of the societal shift because of their online discussions. As I walked around the room watching them work diligently, I was struck by the “ah-ha” moments taking place all around me.

I saw students guiding each other to these moments of sudden realization. They asked each other clarifying questions and became resources for one another. It was a joy to see them learn from sharing and discovering knowledge together.

The success of this lesson – which started in class, continued online, then culminated in an in-class group activity – demonstrates the flexibility and potential of a blended learning model that weaves traditional instruction and technology into a seamless educational fabric.

I did not feel the familiar burden of trying to cram all of this information, discussion, and group work into one class period. Instead, I mixed mediums to ensure my students had the best learning experience possible.

So it isn’t at all surprising that more students this year tell me that they really enjoy this novel. It was very different in years past, when students frequently expressed frustration with the futuristic portrayal of society by Bradbury. It’s ironic – given the subject of the novel – that the use of technology made reading this book more engaging and exciting for students.