BLENDED LEARNING: STRATEGIES FOR TEACHING SKILLS, ROOM ORGANIZATION, AND ASSESSMENT

Abstract

Faced with the challenges imposed by modernity, in which human beings need to deal with multiple tasks and adapt to dynamic contexts, hybrid teaching emerges as an educational model that integrates face-to-face and distance learning, enabling more flexible and accessible learning. This approach promotes the development of teaching skills, requiring teachers not only to master technology, but also to mediate knowledge in an innovative and personalized way. In addition, the organization of the classroom in hybrid teaching requires strategies that combine physical and digital spaces in an integrated way, favoring the autonomy and protagonism of students. With regard to assessment, it is essential to adopt diversified and continuous practices that consider the performance of students in different learning contexts. Thus, we ask: how can hybrid teaching be structured effectively to enhance the development of teaching skills, classroom organization, and learning assessment, ensuring a more flexible and accessible education? Theoretically, we look at the works of Bergmann & Sams (2018), Bacich, Tanzi Neto & Trevisani (2015), Zabala (2015), Christensen, Horn & Staker (2013), Litto & Formiga (2009), Freinet (1975) among others. Methodologically, we used the qualitative approach from Minayo (2007), Stake (2015), Flick (2016), Prodanov & Freitas (2013), descriptive and bibliographic from Gil (2008) and with the comprehensive bias through Weberian analysis (1969). The research revealed that blended learning contributes to the personalization of learning, allowing teachers to tailor their pedagogical strategies to the individual needs of students. In addition, it was found that the integration between physical and digital spaces enhances student autonomy and protagonism. It was also observed that the mastery of Digital Information and Communication Technologies (DICT) by teachers is fundamental for the effective implementation of this model, requiring continuing education. With regard to evaluation, the findings indicate that it should be continuous and diversified, including both face-to-face performance and online activities. Finally, it was found that structured pedagogical planning, combined with active methodologies and innovative evaluation practices, is essential for the success of hybrid teaching.