Blended Learning Activity Project

Report 3: Select Strategies and Resources

Select Strategies:

The aforementioned objectives will be taught utilizing a “Station Rotation” blended learning model.  This model is easy and affordable to implement, and it works well within our pre-existing public school schedule (where students must attend class in a 90 minute block every day).  Four twenty minute stations will be used each day:

• Station 1 will consist of an in-class flip (watching and taking notes on a video introducing the topic for the next day – therefore students will not have to complete this station first). 
• Station 2 will be independent practice on the topic of the day through an online program called DeltaMath.  This allows the students to have immediate feedback as they attempt the problems (along with access to worked out examples).  
• Station 3 will be small groups with the teacher, where I am able to work more closely with the students on examples for the day’s topic and give them personalized attention. 
• Station 4 will be a collaborative station (card sort on Day 1, and a collaborative task on Day 2).  

Station rotation is an effective strategy for these objectives, as it allows students plenty of individual and group practice, along with guaranteed time with the teacher in small groups.  By switching stations every twenty minutes, these teenage learners will have short “brain breaks” and the changes will help them to maintain interest and motivation in the lesson.    

Select Resources:

The following resources have been selected for each station:

• Station 1:  A video posted online (Vimeo) and embedded into the learning management system (Canvas).  This video will be created and filmed by myself, so I can be assured of its effectiveness and quality, and that it teaches the students what I want them to learn.
• Station 2:  An online assignment at www.deltamath.com.  DeltaMath has been proven already with the learners to motivate and maintain interest, and it requires a high level of learner participation.  Feedback is immediate and can be used to help improve performance.
• Station 3:  This is a low-tech station, where all that will be utilized is the presentation software Easinote (via the ClearTouch panel).  Students will only be using paper and dry-erase boards.  The rational for this choice being that, in this case, simple and inexpensive resources are adequate for the task at hand. 
• Station 4:  Students will be given the choice at this station to complete the card sort and task either using student.desmos.com (online) or by using physical cards/paper.  The content is identical for both, but they have the choice in medium.  This is to appeal to their specific learner characteristics/styles.

All resources above where chosen with regards to the selection rubric questions provided below:

1. Does it match the curriculum?
2. Is it accurate and current?
3. Does it contain clear and concise language?
4. Will it motivate and maintain interest?
5. Does it provide for learner participation?
6. Is it of good technical quality?
7. Is there evidence of its effectiveness (e.g., field-test results)?
8. Is it free from objectionable bias and advertising?
9. Is a user guide or other documentation included?

Particular attention was paid to the questions “Does it match the curriculum?”, “Will it motivate and maintain interest?”, and “Is there evidence of its effectiveness?”.  As the learners represent a diverse group of teenagers (several of whom were required to take the class, rather than motivated to take the class) motivation and maintaining interest are the main drivers for selection of strategies and resources.