Blended Learning with Station Rotation to motivate the Lecture for Pleasure

 

​

 Rough Draft 

 

Reading is crucial for all students. Reading is a fundamental part of academic training because it helps improve critical thinking, complex reasoning, and writing skills. In my experience, the problem that is seen year after year with the students is that they do not like to read even though the students practice reading daily at school. For this reason, why My innovation plan is to promote reading for pleasure by applying a mixed learning environment. I believe that by using Blended Learning with Station Rotation, we can encourage students to read for pleasure as they will be in an environment where they feel comfortable and free to choose what to read. 

Blended learning has its foundations in the theory of constructivism which Jean Piaget (1952) argues that learning is an internal process that is carried out through interaction with the environment; "The subject interacts with reality, building his knowledge of him and, at the same time, his own mind of him; knowledge is never a copy of reality, it is always a construction" (Harapnuik, 2017). 

Horn and Staker (2015) define blended learning in three parts. First, it is any formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace. Second, the student learns at least in part in a supervised brick-and-mortar location away from home. Third, the modalities along each student's learning path within a course or subject are connected to provide an integrated learning experience. Also, in their research, they found four main models: Rotation (which includes the Station Rotation, Lab Rotation, Flipped classroom, and Individual Rotation models), Flex, A La Carte, and Enriched Virtual (Horn & Staker, 2015). 

​

Benefits of implementing Blended Learning with station Rotation 

The benefits of incorporating blended learning with Station Rotation are based on the educator's purposeful planning and planning strategies. By creating a meaningful blended learning environment, children will be able to feel comfortable. They will be able to learn at their own pace where they have choice, ownership, and voice in an authentic learning environment, all with the guidance and supervision of the teacher.  

Implementation:  

Create an environment where the learner can have choice, ownership, and voice in an authentic learning environment, so they feel free to learn at their own pace and feel comfortable expressing their creativity without fear of criticism. Adapt stations with a blended learning environment with Pre-K guidelines. Collect data, observe students, and track children's attitudes to modify strategies and improve learning.  

We must remember that when using technology as a catalyst to enhance learning, it is the main objective of using technology and not as a tool. (Harapnuik, 2016). 

 

In his Real Learning article, Real Memory, Roger Schank says that "all humans begin to have a dynamic memory, one that changes in response to new experiences." Also, in the article Teaching Minds: How Cognitive Science can save our school, Roger Schanke suggests that schools need to organize around cognitive processes. For this reason, I feel inspired to change more behaviors when it comes to educating students. The implementation process is based on a conscious process that consists of four steps: prediction, modeling, experimentation, and values.  

To begin with, we need to predict outcomes to select and develop the appropriate strategies. Second, we must know how each station works and its usefulness. Third, explain to students the operation and proper use of technology; after practicing it, we make conclusions in a formative evaluation. Finally, we collect data, check the usefulness of the apps, and make changes according to the needs of the students.

 

 Necessary for the implementation of Blended Learning in the classroom: 

• Develop the project according to the pre-kindergarten Texas and Frog Street curriculum guidelines. It must have a sequence with the topics according to the planning of the preschool. 

• Prepare the centers weekly with the necessary materials and link them with the pre-k Texas guidelines and Frog Street curriculum.  

• Create teams for each class according to academic level. Create the rotation center schedule for each group. Inform parents about the project and make them aware of the importance of supervising and helping their children read at home. 

• Provide support to parents who do not have technology at home, such as iPad and hotspots. 

• Set the goals:        

                      Create lifelong learners by encouraging reading      

                      For preschool students who do not like to read.         

                      To promote reading for pleasure. 

  

Implement a Blended Learning approach, Station Rotation. 

Blended learning with station rotation consists of four stations:  

-Rotation Center, 

1. Small-Group center (with the teacher)

2. Technology center (iPad) 

3. Writing center (draw any part that students like) 

4.  Dramatization center pretends to be a character. 

  

Students can select the book to read and enjoy reading, whether in class or at home. Students can use ClassLink, I-station, Starfall, Frog Street A to Z, and Seesaw. They will also be able to read it as often as they wish. The images in the books help develop reading comprehension and motivate them to read more dynamically.  

 

Assessment:  

The teacher collects data each week and learns about student progress. Applying C.O.V.A, choice, ownership, and voice in an authentic learning environment the teacher will make a formative assessment through questions.  

After collecting data and doing a formative assessment for each student, readings can be assigned depending on the needs of each student.  

 

Duration:  

This project is designed to be implemented weekly throughout the school year; keep changing the Texas preschool guidelines and Frog Street curriculum.  

 

Experience:  

During this school year, I had the opportunity to implement Blended Learning with station rotation, and I could see that my students were motivated to learn. What they liked the most was changing the station; they even looked at the clock to say it was time to change. The station they did not like that much was the technology station, so I opted to put them on for just 10 minutes a day, and it worked because time went by fast, and so did every week if they met the required time for school.  

Awakening creativity in children and seeing the happiness with which they come to school to have happy learning inspires me to continue implementing blended learning where they feel safe and comfortable expressing their ideas without fear of feeling criticized. At the beginning of the school year, I remember a boy named Miguel, who was reserved and shy. I could perceive that he was afraid and felt insecure when speaking. After the first month, with my patience, dedication, and personalized teaching, he could socialize with his classmates, even raising his hand to participate in circle time. I learned that by creating a meaningful blended learning environment, children would be able to feel comfortable being themselves and expressing themselves without fear. 

 

During the implementation of blended learning with station rotation, I observed how the children adapted easily and quickly, and I was surprised how the days went by so quickly. Also, some colleagues observed my class and would like to implement blended learning strategies in their class, so I am working to give them all the information and help them work as a team with the same purpose. The following school year will be based on the cognitive process in the Social area Processes. I think it will be fascinating. 

 

Conclusion:  

I hope to inspire and motivate others to incorporate different activities by applying the Blended Learning environment with Station Rotation to encourage reading for pleasure and thus enhance learning. The COVID 19 pandemic has taught us that we must work collaboratively with our colleagues and students by using technology as catalysts to improve student learning. 

 

 

 

 

References: 

Harapnuik, D. (2021, January 14). CSLE+COVA. Retrieved July 7, 2021, fromhttp://www.harapnuik.org/? page_id=6988 

Harapnuik, D. (2017, November 14). Piaget’s Key Implications for Learning. Retrieved November 14, 2017 from: Piaget’s Key Implications for Learning | It's About Learning (harapnuik.org) 

Harapnuik, D. (2017, June 5). Why authentic learning converts into lifelong learning. It’s About Learning Creating Significant Learning Environments. https://www.harapnuik.org/?p=6921 

Horn, M., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons. ISBN 1118955153 

Pfiester, A. (2022, January 31). Self-Paced Learning in the Early elementary  grades. Edutopia. Retrieved January 31, 20022, from: 

How to Implement Self-Paced Learning in the Early Elementary Grades | Edutopia 

Roger Schank. (2022). Teaching Minds: How Cognitive Science Can Save Our Schools. Retrieved January 2022, from https://www.rogerschank.com/teaching-minds-how-cognitive-science-can-save-our-schools  

Roger Schank. (2011, September 15). Roger Schank on Invisible Learning 

Real learning; real memory. Retrieved September 15, 20011, from Roger Schank on Invisible Learning - Education Futures  

Selwin, M. (2022, April21). Incorporating Montessori Practices in Station Rotation. Edutopia. Retrieved April 21, 2022, from:  Incorporating Montessori Practices in Station Rotation in Non-Montessori Schools | Edutopia