Tanesha's Model Overview
I implement a station rotation model in my classroom. On a typical day, following brief whole-class direct instruction, my students will rotate through three blended learning stations: small group instruction, collaborative learning, and independent work. At each station, students work either with a teacher, a group of their peers, or individually towards content mastery. The key levers of my model are student self-pacing and small-group instruction. Through a mix of student choice and teacher facilitation, I have been able to activate my students’ learning and accelerate them towards higher academic achievement.
Number of Students: ~25 students
Number of Adults: one teacher; one paraprofessional
Length of Class Period/Learning Time: 45 minutes
Digital Content/Ed Tech Tools Used on a Regular Basis: Kahoot!; Plickers; PBWorks; Blackboard; Newsela; Edmodo; BrainPop & BrainPop Jr; Discovery Education Techbook; Padlet; Vimeo; Today’s Meet
Hardware Used on a Regular Basis: 25 ASUS T100 laplets with charging cart (1:1); Promethean Board
Key Features: station rotation; student agency
Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Aaron plans for instruction in his blended classroom.
I frequently have my students play games as part of their learning sessions. Many students only want to play the games and do not think of creating a written records of the problems they are solving or notes on their learning. I ask my students to "split the difference" and go 50/50 on playing and note-taking. It's kind of a misnomer since there really is no "difference" to split, but the strategy makes it clear that my students should be splitting their time equally between playing a game and taking notes during that game.
Even with the best set of directions students still needed some guidance or individual assistance. My school currently uses a full inclusion model (Special Education students are included in the general education classes) and SPED students often need additional support. I want all my students to learn to be independent and take ownership of their learning but I also do not want them to "suffer in silence" if they need help or are incapable of access the material. Having a co-teacher adds an extra set of hands and eyes to the classroom and gives my the flexibility to even create multiple classrooms within the class.