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
Initially, the writing product was the major focus in my classroom. I noticed the products overall were not meeting grade level standards. Therefore the focus shifted to the writing process and doing each part of the process well. Giving students the opportunity to choose not only the place but also the pace at which they complete a prompt significantly changed the learning outcomes and products. A self-paced writing prompts give students the option to choose the order in which they will complete the writing prompts assigned for a unit of study. Making the writing prompts self-paced also gives students the freedom and latitude to simultaneously grapple with content and the writing process to produce a quality product.
Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at her school. Check out how Tanesha communicates and collaborates with both her colleagues at school and her students' families and how her methods of communication and collaboration have evolved over time.
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.