Blended Learning: A Well Oiled Machine or Busy Individual Cogs?

Blended Learning- Lots of hype, lots of varieties, lots of experimentation- success imminent.

 For this blog, we will use the following definition from the Christiansen Institute: Blended learning is not the same as technology-rich instruction. It goes beyond one-to-one computers and high-tech gadgets. Blended learning involves leveraging the Internet to afford each student a more personalized learning experience, meaning increased student control over the time, place, path, and/or pace of his or her learning. The definition of blended learning is a formal education program in which a student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

See more at: http://www.christenseninstitute.org/key-concepts/blended-learning-2/#sthash.3184s8qH.dpuf

As I have watched various teachers and grade levels integrate some level of blended learning in the form of centers/modalities/stations in their classroom I have also watch "best practice scenarios" develop. This blog is an attempt to help educators learn from someone already mucking through the details. Station rotation models are our main form of blended learning here at Chattanooga Christian School. Here is a list of helpful hints:

1. Noise cancelling headphones. Not all students do movement and noise in a classroom well. My ADHD daughter taught me this one when she first started taking part of a class with flipped-learning homework. For students that are doing work on a device where they don't have to listen, it might help them to wear noise cancelling headphones to keep them focused. Perhaps this just means that you suggest that students wear their personal headphones/earbuds during digital instruction time- it doesn't have to be TRUE noise cancelling headphones to be effective. 

2. Spend some time focusing on transitions. Maybe it means setting a timer for students to understand how long transitions from one rotation to another should take. Maybe it means saying "by the time I start small group instruction, everyone in "digital instruction" should be already to log in. Maybe it means saying "you will always move to the modality on your left and you have 2 minutes to be actively engaged in that rotation."

3. Digital instruction goals for each rotation. This might be hard to do but a "checklist" for things to be accomplished at the digital instruction rotations is helpful for the students and is useful for the teacher. It helps teachers by "forcing" students to use time wisely. Maybe it looks like, "by the time you finish this rotation you should have worked through 2 sets of problems" or, "by the time this rotation is over, you should have your opening paragraph/graphic organizer/3 slides etc completed."

4. Expectations of accountability in digital instruction. "Yes this does count for a grade." Many digital instruction websites now show you exactly how much time a student has spent on their website. Here me say this: Accessing and analyzing the digital instruction pieces of a blended learning model is essential to a successful implementation. If your technology rotations are just so your students have something to do so you can do small group instruction you are often better off using the traditional model of whole group instruction. In other words, there is a large possibility that those 20 minutes are now wasted in furthering their learning and it's just a babysitter without clear expectations and accountability that those expectations are being met. This is on the teacher- reviewing your technology-based instruction on a regular basis is pertinent to success. Research shows that well down blended learning has positive results, in my estimation this is one of the major "breakdown pieces" between good and bad implementation.

5. Consistent rotation expectations. Students need structure and from the outside looking in, blended learning doesn't always look structured. As much as possible, create "organized chaos." While the dynamics of the rotations themselves might change, having a "theme" for each rotation helps students wrap their head around the next step. For instance, naming rotations broad names like: "Teacher Instruction", "Digital Instruction", "Inquiry", "PBL", "Peer-to-Peer", etc. This allows the students to have a general expectation before they sit down and change gears. Visibly posting those names at the rotation center helps as well. Having set expectations for each center is important. For example, at a Digital Instruction rotation, making sure the students know the rules of using technology in your classroom is important. Maybe it means that they know they are always to be positioned where you can see over their shoulders from your Teacher-led rotation? 

As I follow the reports from groups like the Christensen Institute and Getting Smart, I know that their are blended learning initiatives that are creating crazy positive results. As I see the preliminary data from our school, I am encouraged. I can't help but get excited when I see teachers constantly trying to make each portion of their blended learning classrooms better for their students. I can't help but get excited when I talk with teachers about how technology is streamlining their workflow in their classrooms. I get excited when I see teachers working solutions by asking parent volunteers to come work the room during math instruction time to keep students on task when using technology.  I can't help but get excited to see open-minded educators trying new things. Clear eyes, full hearts- can't lose.  

Guest Blogger: CCS Curriculum Coach-Allison Barham "Can Technology HelpStudents Gain Confidence in Math?"

This year we organized our fifth grade math classes by ability.  We felt that this would make a great difference for the struggling students.  However, this setting created frustration for students and the teacher.  Since the entire class struggled in math, students weren’t able to work independently with success because they didn’t understand what they were working on.  Also, the teacher felt that teaching a whole group lesson was not effective because there were so many students who couldn’t understand the material.  The teacher and I began thinking about how we could structure the classroom to create a successful environment. The teacher decided that all math instruction needed to be done in small groups.  The main concern with teaching in small groups was what were students going to do while the teacher was occupied.  We, along with the technology coach, researched flipped classrooms.  The station rotation flipped classroom model was selected to pilot because it was a better fit for an elementary classroom setting and would allow us to accomplish our goals.

Khan Academy was selected as one of the rotations because of its ability to help students with skills needing remediation and currently being taught, the technology feature that grabs student attention, and the videos available for students to watch repetitively to help them gain understanding.  Even though Khan was proving itself to be effective, there was a resource needed for another rotation.  We researched again to find resources that focused on math facts in a gaming platform because this is a main deficit in students that struggle in math.  We chose Aleks because it allows students to work on addition, subtraction, multiplication, and division.  Once students mastered a certain number of facts, they were able to play a game which caused them to work harder on becoming accurate in their facts.

Both of these rotations have been implemented for about ten weeks.  Parapros were hired to assist students at these rotations to keep them on track and support them when they are having difficulty. Data has been gathered weekly to make recommendations on the skills students need and to check on the progress of student mastery and effectiveness of this model.  Students are continuing to grasp concepts in skills being taught currently.  The teacher has seen enormous success in teaching students in small groups.  

One piece of data that illustrates success in this model, is from Aleks.  Students have been practicing their math facts daily using the Aleks app on the ipad.  Students have gained an average of 10% in their multiplication  and 30% in division facts from the start of this model ten weeks ago!  

With this tremendous gain, student confidence has soared.  Students feel more confident in their ability to solve math problems.  They are asking more questions when they don’t understand.  This increase in confidence is attributed to the technology resource used in this station rotation model.  We are thinking about making these resources available to other grade levels next year to increase math understanding but more importantly build confidence in math.

I believe that if a student has confidence in something, they will more than likely succeed because they believe they can do it.  If schools would focus on building confidence first instead of stressing the importance of mastering all the math standards, students would perform better which leads to mastery in math skills and concepts.  A lot of money and effort isn’t needed to build a student’s confidence.  These simple apps enhanced a classroom setting and boosted student’s attitude towards math that can last a lifetime!

Allison Barham is the curriculum coach at Chattanooga Christian Lower School.  She is a child of God, wife, mom, and lover of education.  She taught in Hamilton County for 12 years.  A graduate of Emory & Henry College, she pursues effective education for students.