Rotation Enables Small Group Lessons
At Aspire Titan Academy, we use a rotational model where some students engage with interactive software, enabling small group lessons for others. Our students have 90 to 120 minutes of individual computer time daily. Our rotational model is currently evolving to use more programs and create more rotations. The goal is to increase the opportunities for small group instruction where we can better meet individual needs.
Number of Students: 26 students
Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)
Length of Class Period/Learning Time: 60 minutes--two 30 minute rotations (Math Block)
Digital Content/Ed Tech Tools Used on a Regular Basis: DreamBox
Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)
Key Features: station rotation; student agency
This strategy helps to lighten the mood and get everyone moving. Students in a blended learning class at the elementary level need time to take a break from blended learning at various moments and engage with each other.This strategy facilitates the opportunity to lower the affective filter and have students engage in academic and non-academic conversations. We review the expectations for the transition and what their next steps are when they find a partner. Students spontaneously select a partner, put their hands up together in the air, and keep them there once everyone has a partner. we then decide by height and shirt color who will share first. Any students remaining are paired up accordingly. The song playing serves as a signal about when to go and when to stop moving.
Start, Result, Change is a strategy students use during math investigations to help them process what is hapenning in word problems. Using the parts or information students identify as being present, this strategy is a scaffold which enables students to process and consider what our next steps to solving a problem will be. Do we need to find the start, change, or the result?
I use "call and response" strategies for a variety of purposes in my blended classroom, most of which involve getting my students' attention and reinforcing core concepts of the day's lesson or our school's mission. I use the Focusing Call and Response strategy, which consists of using more than one call and response chant, whenever I need to signal a major change in the mode of instruction or any other time I need to get my students' attention quickly and respectfully. The strategy engages my students and helps them work together to achieve 100% compliance with any instructions I may give. This strategy is especially important because there are so many transitions in my school's blended learning model.