This is Not the End! Reflection by Julie KellyPart 4 reemphasizes that in learning, relationships are the foundation. The best use of technology brings students and teachers closer together. Indicators of progress is evident in the feel of the community- the excitement teachers generate as they embrace learning and sharing their learning with each other and the students learning from each other. Chapter 13 provides the roadmap to personalization as one proceeds through Phase 2 and Phase 3. The greatest gift we can give our students is the gift of helping them learn how to learn.
The blended learning journey requires not only an investment of fiscal resources it also requires an investment of time and having communicated a shared vision with stakeholders. Transitions occur in Phase 2. Shifts are observed in classrooms as teachers experiment with the models and strategies of Blended Learning. In this part of the journey, Roadmap Metrics to pay attention to include timing and pacing, budget, student feedback, teacher feedback, and learning outcomes.
Phase 3, Expansion, involves a mindset of connecting students with the world and personalized learning, continuing to assess, iterate, and build sustainable practice for the long-term. Building sustainability hinges on the vision that was set and planned in Phase 1 while understanding that best practices will continue to emerge and evolve.
Teachers have been given a great responsibility in preparing the next generation. Considering how our economy has changed, it is imperative that students are given time and space to learn and develop their creativity. Guiding students to find information that is credible, make sense of the information, and then use and apply the information in creative ways becomes the priority. The vision is a school that provides unique learning pathways for individual students that gives them creative opportunities and choices to purposefully collaborate with peers and experts both locally and globally.
As the book closes, it is not the end. The next step depends upon the path the reader decides to embark upon. The questions for discussion are:
What’s next in your Blended Learning journey?
Reflect upon where you were when you started the book study.
What changes have occurred in your philosophy and practice since starting the book study?
What excites you most about the future?
“Why, sometimes I've believed as many as six impossible things before breakfast” (The White Queen in Alice Through the Looking Glass).
Chapter 12 invites us to open our perspectives and our classrooms to the possible learning environments that we can structure with a creative and iterative mindset. Just as we have needed years to figure out our best teaching styles, these models of learning will take time and repetition to find their “happy places” in our classrooms.
In the Individual Playlist Model each student has his/her own list of learning goals, and each student transitions from station to station completing different tasks
(not necessarily visiting each station). A school in Brooklyn accomplishes this by using 4 classrooms to make space for all of the varying skills focus. In addition, the authors suggest providing the students with learning surveys ahead of time that give the students a sense of their learning strengths and comfort zones; this information can be used when structuring their learning plan. Offering a variety of learning modes at the different stations is key to gleaning student buy-in and to optimize engagement. The highlights of this learning model include an intense personalization of learning and pace. On the other hand, one challenge is the potential to lose the community aspect of the classroom since all of the students are working at separate skills and rhythms. As a result, including collaborative objectives and work stations should be part of the planning process.
The A La Carte Model allows students, during a prescribed time in the daily schedule, to participate in an online course provided by a third party. This model could fill several needs, including allowing students to study areas of interests that are not part of the school’s curriculum. However, the set-up and execution of this model entails specifics; it requires special training since the components are “different than teaching a class” (179). Furthermore, the third parties would need to be proven educationally sound, and the ongoing success of the programs would depend on the support of an onsite facilitator whose chief responsibility is to ensure that students are matched well with course offerings and understand their academic responsibilities.
Questions for Discussion
Chapter Eleven Word Wall by Jacquelyn Lonon
*Flipped Classroom Model- a subcategory of the Rotation Model. Learning is no longer limited to a class period or physical classroom. The shift that allows students the ability to pace their learning online at home to improve comprehension and their application of skills in a creative way.
*Design of Flip Classroom Lesson- there are three strategies teachers can use to create the context for students to engage with online.
* Pique interest- creating a student ‘buy-in’; videos can be used, questioning, talk and turn about the situation or problem
*Drive inquiry- asking questions around a topic
*Student-centered application- collaborative activities among students to encourage communication, inquiry, research and problem-solving
*Flipping with text- actively linking students to online texts and articles to answer text dependent questions
i.e. Diigo- online annotation tool
StudySync- cross-curricular literacy solution designed to advance reading, writing, critical thinking, speaking and listening skills
Library of Congress- research arm of Congress; it houses a collection of primary and secondary sources
Storyline Online- interactive read-alouds read from well-known actors for children all over the world
*Flipping Images- meaningful learning through students having time to observe, analyze and discuss pieces of art with peers
Flipping with video- content captured videos for students; teachers can create their own or use ‘ready-to-use’ virtual lessons
i.e. TED-Ed- free educational website for teachers and learners offered by TED (Technology, Entertainment, Design)
*Flip and Engage- students applying and connecting the information given to them online outside of the classroom so to build a network of support of peers to ask questions, share ideas, and learn from.
i.e. EdPuzzle- enables students with the ability to ask questions about video content
PBS Learning Media- Common Core aligned tools that help build the strength of public media and improve teacher effectiveness and student achievement.
*Creating content- record a screencast, movie, or use online presentation tools; i.e. PowerPoint, Keynote, Google Slides, or Prezi
*Combined Flipped Classroom and Rotation Model- is done in the classroom and is particularly for elementary teachers. It can help students that lack access to technology and fail to complete their work prior to class. There are five stations that students rotate among with one station being the ‘In-class’ flip and one station being the collaborative application station.
Flipped Classroom Method Book Study Questions by Victoria Hoffman
1. What are the biggest benefits and/or challenges to using the Flipped Classroom Model?
Are there any challenges or obstacles that you are concerned about that were not addressed in this chapter? If so, what are they and how can you overcome those challenges?
The benefits of the Flipped Classroom method mentioned in the chapter were the ability to allow students to self-pace/direct their learning. To be able to refer back and have repeated access to the videos/activities is also beneficial. This helps remedy missing something crucial the teacher may have said or if they happened to be absent during the lecture. Another benefit mentioned in the chapter is having peers as support when working on applying the new concept. It is also beneficial when working on these application activities in the classroom the students have access to the “subject area expert” or teacher to offer guidance and to ensure comprehension of the skills taught. Another benefit not mentioned in the chapter is the method offers a more exciting and engaging approach to the traditional lecture model of teaching by using technology and potentially other “subject area experts.” I know we as teachers are all highly skilled but occasionally we all enjoy a new face to learn from or interesting graphics/video to view. As much of a “production” we may attempt to put on in our classroom there may be a tool to use that would be easier for us and more engaging for our students!
Some challenges mentioned in the chapter are the creation of the flipped instruction, knowledge and skill in creating videos and access to devices for students to use outside of the classroom. The expectation of all students having devices and the expertise at home to be able to complete some of the activities mentioned in the chapter, particularly with Tucker’s flipped vocabulary lesson could potentially present a great challenge. Many students in my school in particular would not have the parental support to complete such a task at home or the device access. I struggle on a daily basis to get homework completed and some schools in my area have done away with assigning homework completely. So using the station rotation model to complete such activities in the classroom environment seems to be much more feasible. Another challenge also seems to be the skill level of the teaching staff to be able to plan flipped instruction lessons and the time needed to do so. All teachers are currently stretched very thin and professional development and additional time to be able to plan for these components would also seem to be challenging.
What other benefits and challenges to you see personally for you in your classrooms and in your schools? How can school leaders help support teachers with the challenges? Would the support of teacher trailblazers be a welcomed concept in your buildings and would it be a challenge to provide teachers time to learn from these trailblazers?
2. How much time do you spend each day and/or week presenting information? When you present information, do you use lecture, video and/or readings? Given the strategies you currently use to transfer information to students what type of media do you think is the best fit for use in a Flipped Classroom Model?
The chapter gives us many suggestions and lists of resources to investigate prior to us attempting to make our own instructional videos and uploading them to YouTube. See Figure 11.5, 11.6 and 11.7. What resources do you feel would be beneficial for you personally in your classroom? Would these resources work for all grade levels Prek-high school?
Do you feel this model lends itself more to older students more so than early childhood grades? Why or why not?
3. If you spent less time lecturing in class, what can you do with the extra time in class? What types of activities can you design to foster student-centered learning and collaboration to maximize the collective intelligences in your classroom?
Would you consider the addition of more collaborative projects, peer led discussion groups, peer tutoring opportunities, etc? What do you envision this extra time looking like personally in your school/classrooms?
Differentiated and Personalized Learning: Tech Strategies to Empower StudentsInstructors: Kitty Shadman and Shannon Norris
No textbook: This course is a perfect companion to Winter Book Study: Blended Learning in Action A Practical Guide to Sustainable Change
Empower student learning using the digital devices available in your school. During this hands-on class, experience first hand how tech tools and teaching strategies can differentiated and personalized instruction. Using Blended Learning as a model, attendees will work at their own tech skill level and through the lens of their own subject specialty or administrative role.
In-Person Dates: April 3, 2019 AND May 1, 2019
Time: 8:30 AM – 3:00 PM
Location: St. Mary of the Assumption - 4610 Largo Road, Upper Marlboro, MD 20772
Reflection by Sylvia Francis
Benefits of Whole Group Rotation (WGR)
In closing, I’ll leave you to reflect on Book Study Question #2: Given your grade level, subject area, and access to technology, do you think you will more frequently use the Station Rotation or Whole Group Rotation? What might make one rotation model easier to use than another?
Instructions & Tools