In the beginning, I started blended learning with an ipod cart. As stated before, I am a math and science teacher so I wanted to create a rotational model that supported all strands of mathematical proficiency. Each week, I would have a different learning goal and essential question that the rotations would support. The cohesion between class lessons, practice, homework, and rotations built a well rounded weekly lesson format, with a small assessment on Friday.
5 Strands of Mathematical Proficiency | (1) Conceptual understanding refers to the “integrated and functional grasp of mathematical ideas”, which “enables them [students] to learn new ideas by connecting those ideas to what they already know.” A few of the benefits of building conceptual understanding are that it supports retention, and prevents common errors. (2) Procedural fluency is defined as the skill in carrying out procedures flexibly, accurately, efficiently, and appropriately. (3) Strategic competence is the ability to formulate, represent, and solve mathematical problems. (4) Adaptive reasoning is the capacity for logical thought, reflection, explanation, and justification. (5) Productive disposition is the inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy. (NRC, 2001, p. 116) National Research Council. (2001). Adding it up: Helping children learn mathematics. J Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. |
I have spent about a year developing blended learning in my classroom. Although it is nowhere near perfect, it has been a journey full of changes and alterations. The most important thing to remember is, the point of blended learning is to allow your students a more personal learning environment, so at the end of the day that is what you need to provide. Today's post is going to be an overview of the evolution of my personal blended learning classroom and how I have altered it to meet the needs of my students. As a reminder, I work in a Title One school, with a variety of cultures, languages, and learning levels. With such a diverse classroom, comes the need for a diverse blended learning environment.
Attempt One: I started with 6 rotations, that my students would hit at least once a week:
| The pros of this rotational model were;
The cons of this rotational model were;
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Attempt Two: This is my current system in my classroom which looks very different from my first attempt. The biggest difference, is my classroom is now 1:1, with every student having access to a Chrome book. As far as rotations were concerned, I began to want a more personalized environment for my students that still supported creating well rounded math learners. I decided to create a two part blended learning model that I refer to with my students as You Day and We Day. The number of You Days depends on the number of misconceptions or the variety of student's needs within my classroom based on the current learning goal.
You Day: It's all about you!
The first thing students need to do in a blended learning classroom is take ownership of their learning. It doesn't matter if you are low, medium, high, an English Language Learner, or a genius, you need to understand what you know and what you don't know. I began to realize my students lacked the metacognition skills needed to be successful in a self monitoring environment. Thus You Day was born. I kept my weekly learning goal and essential questions from attempt one, but I ask students to analyze these goals and constantly check their understanding of them. On You Days students are given a differentiated playlist, and I pull students based on formative assessment. Our district has purchased the fabulous ST Math, so my students also are working on this during this time to strengthen conceptual understanding of the current learning goal. | You Day Set Up:
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We Day: Collaboration and Creativity!
Sometimes, it takes multiple You Days to get all students to a proficient level in order to participate in We Day. My goal is to give students enough confidence and understanding of the learning goal to which they can collaborate and bring ideas to their group. This doesn't mean they have a perfect understanding, but they have enough that will continue to develop through collaboration and discussion with others. |
We Day Structure: 30-35 minute rotations
Rotation One: Problem Solving; Students work collaboratively to solve a problem relating to the learning goal. I use resources from;
Rotation Two: Science; Students research a science concept and create a digital product and experiment from their research.
Rotation Four: Performance Task; Students work on a real life project that relates to the learning goal.
Rotation One: Problem Solving; Students work collaboratively to solve a problem relating to the learning goal. I use resources from;
Rotation Two: Science; Students research a science concept and create a digital product and experiment from their research.
- My students love using Animoto.com and Google Presentations with Screencastify.
Rotation Four: Performance Task; Students work on a real life project that relates to the learning goal.
- Our first trimester project was they created a class store, and then with their profit created an end of the trimester event. (Students actually sold, did advertising, and counted money)
- They had to do all the calculations from decided the cost of their product, to creating and presenting their budget and event proposal.
The Importance of Flexibility:
Ultimately, the most important mindset to have as a teacher is flexibility. Blended learning needs to change for your students. I have one class that needs more You Days, and another that needs more We Days. It just depends on where your kids are at, and how you can best support them at their learning level. Don't be afraid to switch things up! |