The 'blended' in 'blended learning' means combining in-class with online teaching. It can be synchronous (live) or asynchronous. It's touted as one way to be lockdown ready. I propose it's the only way to be 21st century ready.

It's not something to do 'while we get through this'. It's a permanent redefinition of learning. What it offers is long overdue: a necessary kick start to finally break from the educational practices that fuelled the first Industrial Revolution, to fully prepare students for the demands of the fourth. We need to get this right.

There are three ways to come at blended learning:

1. Plan learning for in-class then transform it to work online.
2. Plan learning for online then transform it to work in-class.
3. Integrate all learning spaces then plan the learning.

Embarking on 1 and 2 risks a frustrating 'good enough' short-termism. 3 lays deep foundations where learning is central, not the tools or methods of its delivery.

1. Planning an in-class lesson to work online prompts the search for web tools that will replicate face to face activities. This will only ever partially succeed. In-class will never be the same as online. We'll never achieve the full authenticity of a classroom where we're all breathing the same air.

2. Likewise, planning an online lesson to work in-class is equally doomed. The range and flexibility of web tools cannot be replicated in the 'real' world. Online collaboration, editing, access to information, creativity - these and more are in a completely different league to their in-class counterparts.

3. The third approach separates learning from the debate about online vs in-class. It challenges us to take a different, long term view:

Think big about how and where learning happens.
Take time to bring your philosophy of learning to life.

1 and 2 fuss about which mug to use. 3 considers the quality of the coffee.

Places where learning can take place are combined into a whole. School, library, bus, bedroom, street, in-class, online. Learning doesn't stop with a school bell or start with a log on.

Online happens to be a place where we can collaborate and create. In-class happens to be a place where high quality discussion takes place. Research in the library; debriefs on the bus; texting in the street. Learning is bigger than school and bigger than online.

Effective learning is independent of the tools or spaces used to bring it to life. We all have a philosophy of learning. Mine cites eight evidence-based features that underpin learning design:

• Relationships
• Visual Thinking
• High Order Thinking
• Collaboration
• Self-efficacy
• Feedback
• Active Learning
• Peer Teaching

These are not tied to a room or a screen. We can build learning relationships online and face to face; we can think visually at a screen or in a forest; feedback can be verbal, written, emailed, texted or videoed.

Don't get caught in the twin traps of, 'How do I make this work online?' or 'How do I make this work in-class?' Instead ask, 'What is my philosophy of learning? Which principles work best?' Then, looking at all the tools and resources and places and spaces available to you and your pupils ask, 'How do I bring this philosophy to life?'

Thinking Classroom resources from September 2020 will help you to do this.