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
A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Aaron’s culture impacts student achievement!
Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Tanesha utilizes Assessment and Data here.
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.