Blended learning looks different in every classroom because it's student driven learning. Data driven and student centered. Self-paced or accelerated for the very eager learner. Teacher facilitated for individualized learning. It may provide flexible seating for unique learning opportunities.
Students Describe Blended Learning in One Word
https://youtu.be/rjbzE6BU-d8?si=u0Pu_z4ZEi9hqxQ9
Blended Learning Reflection by Stefanie Seaver
I have gained so much from this year! In the Blended
Learning Cohort and online training. It has changed things for the better and
allows for more flexibility. Students are no longer waiting on their peers to
progress and aren’t held back waiting – they can move on to bigger, better
things. Students now have a voice and choice in how they learn, creating more
engagement and fewer behavior problems.
When incorporating blended learning in my classroom, I
strive to create a warm and welcoming environment where learning feels fun and
engaging, sometimes even without them realizing it! Each morning will begin
with a bonding and feelings check-in; a feelings chart will be posted on the
whiteboard, and students will have the opportunity to move their magnetic names
to the feeling they choose for that day.
With a welcoming environment comes the Flex model into play
– Makes me think of flexible seating. The Flex model lets students move on to
fluid schedules among learning activities according to their needs. Online
learning is the backbone of student learning in a Flex model. Teachers provide
support and instruction on a flexible, as-needed basis while students work
through the course curriculum and content. This model can give students a high
degree of control over their learning. I also plan to implement something like
Individual Rotation, which allows students to rotate through stations, but on
individual schedules set by a teacher or software algorithm. Unlike other
rotation models, students do not necessarily rotate to every station; they
rotate only to the activities scheduled on their playlists.
Some changes that I do plan on making because I am moving
from 2nd to 1st grade are more picture visuals (Students
are still learning to read). I plan on implementing stations one step at a
time, not all at once, to avoid overwhelming – if I notice it being too much,
take a step back and reteach procedures and expectations. I also liked the idea
of optimizing station rotations as stated in the article here: Optimizing
Station Rotations in Blended Learning | Edutopia by implementing student
partner collaboration. It helps students solve problems and develop better
communication habits. But I also think for this one, students will need to be
closely monitored because sometimes they think helping each other is giving their
partner all the answers. We don’t want that to happen!
It will look like engaged students working on various tasks
at their ability level. Some students may be working in pairs, while others
work independently. While students are diligently working, the teacher is
either aggressively monitoring the classroom while walking around and seeing
where everyone is at their level when using a choice board and pathway to be
learning, or the teacher may be pulling a small group for re-teaching or
helping a student group with their needs. Personalized learning can be quiet or
a little chatty, depending on what they are working on.
Choice boards are something I used this year and plan on
continuing in 1st grade. I will need to simplify my choice boards
with pictures. I’m thinking of adding them to the wall next to “I’m Done, Now
What” at the beginning of the school year for this upcoming year.
Blended Learning will be beneficial to all the students. I
also remember that blended learning isn’t all technology but also involves
small groups and collaboration. Personalized learning doesn’t necessarily mean
digital learning. Personalized learning in the classroom means shaping lessons
to fit each student’s needs, interests, and learning style. It includes
student-centered learning pathways, where students follow individualized plans
based on their strong points and progress at their own pace. A flexible
classroom atmosphere allows for flexibility and unique teaching opportunities,
such as group work, independent study, and hands-on activities, with adaptable
classroom setups. Lastly, student voice and choice give learners the freedom to
choose how they learn and take ownership of their education while teachers
guide and support them.
I will know I am making progress by students show evidence
of growth through a variety of means. (Online learning data, exit tickets,
end-of-module assessments, and MAP NWEA testing). I think that I will also make
a small change to the data walls. Use student numbers instead of names. I plan
on using addition facts, then moving on to subtraction facts combined with the
Xtra Math program.
I am a strong believer in giving students flexibility in
their learning. Not all students learn the same, and if you can help a student
meet their full potential by meeting their needs, they learn to love learning,
and often challenge themselves to higher standards. Using personalized
learning, we can meet the students’ needs at their level and adjust learning to
create rigor and purpose. Giving students choices gives them a voice.
I eagerly anticipate another enjoyable year with Blended
Learning. I appreciate all your support and guidance.
|
Model
of learning |
Describe what this currently looks like in
my blended classroom. |
Provide an example of how this indicator could be enhanced. |
|
Individual
work (with or without technology devices)
|
(please do not share link) Students working on choiceboards. |
|
|
Technology-based
learning
|
My students love a game of blooket |
|
|
Teacher-led
small groups
|
Xtra math can be differentiated to students' abilities/needs.
Students work on math facts starting with addition then subtraction. |
High-ability learners can go on to multiplication
and division. |
|
Peer
instruction
|
Group work |
|
|
Whole-class
instruction
|
Eureka Concept Lesson is taught as a whole- class |
|
|
Independent
work stations
|
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|
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