OLTD 511 - Special Topics: Blended
How to Adopt Blended Learning in your Classroom
Goals met:
By creating a station rotation model for my classroom enabled me for fully understand how the model works. The paper aided in the understanding of other similar models (individual rotation, lab rotation, and, to some degree, the flipped model).
Students, using the station rotation model, have the opportunity to choose how they learned, what they learned, and at what pace they learned it. The model is not just limited to class time; students can access the program online anytime. http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
I also discovered that the online software needs to asses students, show progress, was important. Picking the right programs is vital.
The evidence went beyond simply creating a blended learning classroom on paper; I put it into practice. On Tuesday and Thursday mornings, my grade 3 classroom uses the station rotation model of blended learning. Students have embraced the model. I was able to work with small groups of students to better meet their needs and build deeper relationships. By using this model, the learning conditions for all were greatly improved. The online programs kept the students engaged in learning. The programs were free, so they do have their limitation. A purchase program would more likely teach and assess students’ abilities better. The third station was used for seat work with pen and paper. I also liked how students use the online programs at home. Implementing the model made me wonder, what are the effects of screen time with young children?
By learning how to use the station rotation model enabled me to gain insights into the online world of teaching. There is a large gap between traditional teaching and online learning. The blended learning model helps to bridge this void. By putting this model into practice, others will see what I am doing, learn from me, and begin to blend their learning.
Goals met:
- Become familiar with common terms, definitions and elements related to online environments
- Demonstrate basic competency with design and implementation within a variety of online learning environments and tools
- Develop and design intentional learning activities suitable for the appropriate environment and the learner
By creating a station rotation model for my classroom enabled me for fully understand how the model works. The paper aided in the understanding of other similar models (individual rotation, lab rotation, and, to some degree, the flipped model).
Students, using the station rotation model, have the opportunity to choose how they learned, what they learned, and at what pace they learned it. The model is not just limited to class time; students can access the program online anytime. http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
I also discovered that the online software needs to asses students, show progress, was important. Picking the right programs is vital.
The evidence went beyond simply creating a blended learning classroom on paper; I put it into practice. On Tuesday and Thursday mornings, my grade 3 classroom uses the station rotation model of blended learning. Students have embraced the model. I was able to work with small groups of students to better meet their needs and build deeper relationships. By using this model, the learning conditions for all were greatly improved. The online programs kept the students engaged in learning. The programs were free, so they do have their limitation. A purchase program would more likely teach and assess students’ abilities better. The third station was used for seat work with pen and paper. I also liked how students use the online programs at home. Implementing the model made me wonder, what are the effects of screen time with young children?
By learning how to use the station rotation model enabled me to gain insights into the online world of teaching. There is a large gap between traditional teaching and online learning. The blended learning model helps to bridge this void. By putting this model into practice, others will see what I am doing, learn from me, and begin to blend their learning.
Blended Program Assessment Tool
Goals met:
The second evidence piece that I chose was the “Blended Program Assessment Tool”. A set of 15 different videos were watched and 10 were evaluated. The selected group came from a variety of models of blended learning (Station Rotation, Flex, Individual Rotation Model, Enriched Virtual, A La Carte, Lab Rotation, and Flipped Classroom).
The evaluation was based on the following criteria:
Each criteria was given a number value: Baseline 1, Effective 2 or 3, Exemplary 4 or 5
A final total was given to each video and ranked from 1st to 10th.
Watching the videos provided a glimpse of how each model worked, and how individual schools used them. Each school explained why they choose their model. I could see that what worked for one school might not work for another. I began to formulate what I might do in my school and classroom. I gathered information from the video and ranked them using the criteria in the table and using my own bias as an elementary teacher.
Seeing so many schools using various models was inspiring. Regardless of the circumstance, schools were able to overcome their problems. One could imagine trying to meet the needs of individual students online. If one model doesn’t work then I could try another one. By doing this assessment, I now have a variety of models in my toolbox.
Seeing how students used each model was inspiring too. Students are eager to learn if we provide the opportunities in a meaningful way, they will. Each video showed students engaged in their learning. Beyond the learning, however, they were learning other skills too. They were given chances to learn how to work in collaborative groups, direct their learning, support each other, work at their own level, and get help when needed. Each video showed happy students who behaved and supported each other like family.
By critically assessing and evaluating each video, I was able to see firsthand the best practices for blended learning. Although I have not used most of these models personally, I can see that they all have their strengths and weaknesses. Since all models work very well, the biggest weakness would be choosing the wrong model to solve your problem. No model will work for everyone, but giving students a choice is a great start.
Goals met:
- Critically assess and evaluate resources for best practice in online learning
- Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments
- Develop a theoretical understanding of Blended Learning and the models associated with it.
- Examine specific case studies of Blended Learning and assess their ability to engage a variety of learners.
The second evidence piece that I chose was the “Blended Program Assessment Tool”. A set of 15 different videos were watched and 10 were evaluated. The selected group came from a variety of models of blended learning (Station Rotation, Flex, Individual Rotation Model, Enriched Virtual, A La Carte, Lab Rotation, and Flipped Classroom).
The evaluation was based on the following criteria:
- Learner Support and Resources
- Online Organization and Design
- Instructional Design and Delivery
- Assessment and Evaluation of Student Learning
- Innovative Teaching with Technology
- Faculty use of Student Feedback
Each criteria was given a number value: Baseline 1, Effective 2 or 3, Exemplary 4 or 5
A final total was given to each video and ranked from 1st to 10th.
Watching the videos provided a glimpse of how each model worked, and how individual schools used them. Each school explained why they choose their model. I could see that what worked for one school might not work for another. I began to formulate what I might do in my school and classroom. I gathered information from the video and ranked them using the criteria in the table and using my own bias as an elementary teacher.
Seeing so many schools using various models was inspiring. Regardless of the circumstance, schools were able to overcome their problems. One could imagine trying to meet the needs of individual students online. If one model doesn’t work then I could try another one. By doing this assessment, I now have a variety of models in my toolbox.
Seeing how students used each model was inspiring too. Students are eager to learn if we provide the opportunities in a meaningful way, they will. Each video showed students engaged in their learning. Beyond the learning, however, they were learning other skills too. They were given chances to learn how to work in collaborative groups, direct their learning, support each other, work at their own level, and get help when needed. Each video showed happy students who behaved and supported each other like family.
By critically assessing and evaluating each video, I was able to see firsthand the best practices for blended learning. Although I have not used most of these models personally, I can see that they all have their strengths and weaknesses. Since all models work very well, the biggest weakness would be choosing the wrong model to solve your problem. No model will work for everyone, but giving students a choice is a great start.