Summary
This case study investigates how a high school geography teacher implemented blended and personalized learning (BLPL) in a World Geography course to support student learning within a BLPL framework. The instructional design integrated structured classroom routines, flexible pacing, and digital supports, including a progress-monitoring tool, to create multiple pathways for student engagement with geographic content. Early in the semester, instruction emphasized scaffolding classroom procedures and supporting students’ use of technology. Over time, these supports shifted toward fostering greater student autonomy and sustained engagement. Findings illustrate how BLPL enables teachers to respond to learner variability, balance instructional structure with student independence, and design differentiated learning experiences that deepen geographic understanding.
In this session, attendees will learn concrete instructional strategies and practitioner insights drawn from the case study. The presentation will highlight how BLPL structures can be designed and adapted to support learners in World Geography classrooms. Attendees will explore how BLPL structures can be designed and adapted for secondary geography classrooms and will gain access to a curated website featuring authentic BLPL case examples, along with a printed resource guide. Whether new to BLPL or refining existing practices, attendees will leave with actionable strategies applicable to their own instructional contexts.
Session Focus
All Grade Levels | Geography for Life | Curriculum and Instruction
Conference Room
Reynolds Leadership Center
Meet the Presenters
Sojung Huh is a Postdoctoral Research Associate at Texas Tech University. Her research focuses on teacher education and technology integration in K–12 classrooms. She is particularly interested in how geography education and geospatial technologies can support inquiry-based learning, as well as blended and personalized learning.
