Blended Learning in the Elementary Classroom
Blended Learning Station Rotation
Utilizing robust student-centered stations in conjunction with targeted small group instruction to improve student achievement in 5th-grade mathematics
What is the topic of your action research?
- Using a station rotation model of blended learning to transition from a whole-group teaching methodology to a small-group instruction environment with the purpose of increasing student comprehension of mathematic concepts.
- Within the stations will be
- rigorous alternate instruction
- the mini-lesson I would normally do whole-group but delivered via pre-recorded video where students can pause, listen again, etc…
- Students will create their interactive math journal during this station as they would if I were giving the lesson live
- Small-group instruction with the teacher and homogeneous groups where we build CONCEPTUAL understanding of complex mathematical processes and build number sense
- Practice- independent, collaborative, and guided
- Spiraled concepts from previous learning- to address weak areas and continue to build understanding and ability to apply the concept in multiple disciplines
- opportunity for choice in proving mastery (open-ended math tasks)
- Considering digital choice boards
- WRITING in Math where students are explaining their thinking to show understanding
- Within the stations will be
What is the purpose of your study?
- Blended learning allows for more individualized learning through the use of stations and small-group instruction with the teacher.
- To show the increase in student engagement, achievement, and understanding of complex mathematical processes, ability to apply concepts in the real world, conceptual understanding of abstract math, build fluency, build confidence, and on and on.
What is your fundamental research question?
- To what extent does small-group instruction increase student achievement in 5th grade (elementary) mathematics?
What is your research design? Qualitative, quantitative (mixed-methods) Why?
- Both
- Qualitative- to measure how the students feel learning in this new environment compared to that of previous types of instruction.
- Surveys to include understanding, confidence, etc…
- Surveys from admin and other class visitors that share their thoughts and questions about the new way of instruction delivery
- running records of student interactions during small group sessions
- This data will help the teacher continue to improve the design of instruction to best tailor it to the needs of students. This data will also help the teacher determine the effectiveness of programming or other supports for students. If the students are not interested or engaged, the program will ultimately not benefit the learner. The teacher can then adjust to meet the needs of students.
- Quantitative- to prove comprehension
- Beginning of the Year assessments
- Universal Screener by district
- Individual BOY on Education Galaxy (a specific program for our district)
- Weekly assessments
- Pre-test and post-test for each concept
- Scores graphed by the student in a data binder
- Reflection and goals set by the student based on data
- Pre-test and post-test for each concept
- 3-week checkpoints
- To cover all material within the 3 weeks as well as spiraled content from previous grades
- Graphed in the binder to aid with reflection and goal setting
- Sets small-groups and RTI groups
- Drives activities in practice stations
- Semester cumulative assessment
- Approach, met or mastery percentages compared to the previous year (same grade level)
- Provides data to see trends of strengths and weaknesses (compare to historical data of that concept based on previous assessments and state assessment data)
- Drives instruction and RTI
- State testing- (STAAR)
- Approach, met or mastery percentages compared to the previous year (same grade level)
- Growth measure for individual students
- Expect growth measure of 1 for students that previously met grade level
- Expect growth measure of 2 for students that did not previously meet expectations (either approaching or grade level)
- Beginning of the Year assessments
- Qualitative- to measure how the students feel learning in this new environment compared to that of previous types of instruction.
What is the most appropriate type of data to collect?
- Scores from many forms of assessments compared to that of the previous year before implementing blended learning stations.
- Teacher input
- Surveys/interviews from students
- Self-reflection and student reflections
- PLC meetings with other math teachers
What types of measurement instruments will you use?
- Formal and informal assessments, personal reflections, surveys, goal setting, PLC meetings
Literature Review
- Along with the previous literature to support the implementation of blended learning in the elementary classroom, the following is a narrowed study of the efficacy of the model.
- Revised View of the Literature
Timeline
Could be altered later due to the current pandemic
- Implementation
- Beginning of the new school year: August 2020
- Begin training students to use the online platforms we will use in class
- Begin training students how to respond and how to use choice
- Students should be able to work independently by the 2nd grading period of the school year. (Oct. 1)
- Beginning of the new school year: August 2020
- Collecting and Analyzing Data
- By the 3rd week of school, students will have begun to graph data in binders and become familiar with the routines of pretests, posttests, and checkpoints.
- Students will begin setting goals after the Universal Screener and BOY (beginning of the year) assessments from the district
- The teacher will analyze data daily in small groups as well as reports online.
- The teacher will develop homogeneous groups every 3 weeks based on progress
- By the 3rd week of school, students will have begun to graph data in binders and become familiar with the routines of pretests, posttests, and checkpoints.
- Development of the Plan
- Subject to change rapidly and often based on student engagement and progress as observed by the teacher and according to checkpoint scores compared to that of the previous year.
- At first, keep simple and predictable. Same routine for the first grading period and gradually changing roles in the second grading period. By semester, students should be able to “go with the flow” with new ideas, technology, and activities
- Time to practice and learn about newly implemented technology or planned activities. If not successful within the three week period, we will not waste time continuing.
- Sharing Results
- Weekly with students to review binder
- Every 3 weeks with students to discuss progress toward goals
- Weekly at PLC meetings with other math teachers and administrators
- Every 3 weeks when designing homogeneous groups and instructional methods
- End of each grading period-assessment data
- End of the semester- cumulative assessment data
- Reflecting
- Weekly- the teacher will review data to plan for the following week
- Every grading period with students- they will write about their progress whether successful or not.
- During all meetings with administrators and other teachers to plan for continued instruction.
Jennifer Bloodworth 