Online & Blended Learning

This module focused on understanding the elements for traditional, online and blended learning. There were many core practices that were similar from the traditional model to the online or blended learning model. Below, I compared two models. Of course, what is the important aspect in any model? The teacher skill and the systemwide support with professional learning and instructional tools.

For me, the most critical aspect of either model is the teacher. That is why he/she would be the intersection of the two models, but in reality, of any instructional model. Teacher skill is enhanced by systemwide support with professional learning and effective instructional tools. Student achievement is determined by analysis of formative assessments that can be ongoing checks for understanding to more meaningful and relevant projects. With the increased need for social and emotional supports, teachers play a critical role in humanizing the learning and ensuring that students develop growth mindsets. I have spent 24 years working in the traditional model as a teacher, literacy and language acquisition specialist and an administrator. At the same time, I spent 10 years facilitating online courses as a second job for PBS Teacherline and various other organizations. I believe that the elements that I listed under each section represent the major differences between the two models. Ultimately though, it is still the critical role that the teacher plays in either model that can determine the success for the students.

When I am back in the classroom as a 4th grade teacher, the extent that I will be able to personalize instruction would be to use the station rotation model. The students would be able to rotate through all stations using a must-do/may-do schedule. For example, I would create a schedule of small guided reading groups where I meet with varying groups of students on a consistent basis. If a student was 2 or more years below reading level, I would meet with them 4 to 5 times a week. If a student was 1 year below reading level, their schedule would be 3 to 4 times a week. Students at or above reading level would meet 1 to 2 times a week. The must-dos for the students would be based on their needs. I used the Diagnostic Reading Assessment, Multiple Measures of Reading Assessment, and use technology tools to remediate like i-Ready, Successmaker, Lexia. For students who are closer to on-reading level would have those as options as May-dos. In addition, there would be opportunities to do literature circles where students would discuss their readings. Other may-dos would be using Padlets to answer comprehension questions, visiting author websites, creating google slide shows for demonstrating learning. There would also be opportunities to use Epic books for reading for pleasure or listening to books online through Libby. The online listening resources are endless. Included in the Benchmarks reading series are online learning opportunities that students can do without paper and pencil.

This would be a new instructional methodology for me because I am more accustomed to managing students' schedules and using a must-do/may -do would allow for students agency to be more personalized. As well, using Padlets and Poll Everywhere are new Web 2.0 tools for me to use. I have become a huge fan of Canva and how their service is free for classroom teachers. Another resource that I am excited to use with my current position in doing online meetings is Classroom Screen. I have been expanding upon using my google slides to create my Bitmoji classroom and the links embedded. Here is a link for creating a Bitmoji classroom. I also watched the video from Youtube about uploading it into my Canvas course.

Reflecting on Blended Learning, I am strengthening my skills in Domain 4, Competency 2: Instructional Strategies and Domain 4, Competency 3: Management of Blended Learning Experience. The idea of tailoring resources, content and instructional strategies has evolved with the addition of Web 2.0 tools. These tools like Padlet are exciting to use because they can be referenced later, as I have done with anchor charts hanging in my classroom. They can also be printed and students can use as they write/create their learning. There is a large amount of intentionality that needs to happen with the planning and organization within the learning environment. It reminds me of saying - Just because they make it, doesn't mean you have to use it. There needs be an ability to balance the opportunities. I also need to get over being recorded and the sound of my voice like when I used Loom.