Second-graders in Paula Barr's Quail Run Elementary class — from left, Richard Li, Matthew Liu, and Cayman Cook — work together on a math assignment, Wednesday, Feb. 11, 2015.

Starting next school year, the majority of the classrooms in the Lawrence school district will use a nontraditional teaching method called “blended learning,” and the model is set to expand to all classrooms in coming years.

“It’s not a matter of if, it’s when,” Angelique Nedved, assistant superintendent of teaching and learning, told the Lawrence school board at its meeting Monday.

The teaching method “blends” traditional instruction with individual and small-group work, and relies largely on online resources as a way to personalize lessons.

But some school board members expressed concern over the fact that as part of the expansion, use of the model by teachers will change from being voluntary to mandatory.

“We’re getting through the early adopters now, and probably starting to see a little more resistance at some point,” said school board Vice President Marcel Harmon. “What is the game plan as we get toward the last 25 percent (of teachers to adopt the model)?”

Nedved said the plan was to have “meaningful conversations” with those teachers who are reluctant to adopt the method, and figure out what they need to become more comfortable with it.

“The conversations have to continue,” she said. “(Addressing) how to make it meaningful for those who have continued to step back, and what are those underlying fears or concerns and how have we not addressed them yet.”

Since the initiative began about four years ago, teachers that use the model have done so voluntarily after being selected via an application process, Nedved said. The district usually gets about 100 applications per year, and expects to add another 65-75 blended classrooms next school year, she said.

Blended learning in the district began with an initial field test of eight classrooms in the 2012-13 school year. Currently, the total number of district-supported blended classrooms has increased to more than 300, most of which are at the elementary level. Once the additional blended classrooms are added for next year, more than half of all classrooms will be using the model, Nedved said.

Three teachers who have implemented blended learning classrooms shared their experiences with the board, which included various anecdotes about how the method has helped individual students to become more engaged in their learning process as well as see dramatic increases in their academic performance. But some board members were interested in more data.

“Are we continuing to survey students?” asked school board President Vanessa Sanburn. “I know when blended was a new initiative we surveyed students about that initiative and had that data.”

The district continues to survey students, teachers and parents about the blended method, according to Joe Smysor, integration support specialist of information technology. Those results were not included in the presentation, so Sanburn instead asked one of the blended teachers whether it seems students would like the model to expand.

“The short answer is yes and no,” said Chris Johnson, a social studies teacher who uses a blended classroom at Lawrence High School. “There are kids that really, really enjoy it, and then there’s kids that really enjoy the ‘traditional classroom.'”

Johnson was sure to note that a blended classroom still allows for traditional teaching methods, as well as the opportunity to use technology in a variety of ways.

“I think it’s definitely something that the kids are wanting,” he continued. “I can’t speak for all kids, or all students or all teachers, but I have a sense from the kids that I’ve had that they want the ability to have something to use as a tool in the classroom.”

The application process for teachers to adopt the approach for next school year has recently been released. An informational video about the progress of blended learning and the application process is available for staff access on the district’s website.