SELF-REFLECTIONS
Changing Role of Teacher
Taking the certification courses led me to think of my role in the classroom as more of a facilitator or guide than a "sage of the stage." Rather than re-explaining the same content repeatedly throughout the day, I spent time outside of class developing modules that would allow students to access content in a variety of modalities and at their own pace. This freed me to use my time in the classroom for assisting students with class projects, providing small-group and one-on-one assistance, and providing extension opportunities.
Initially, students struggled in the computer lab. Many lacked the technology skills and work habits necessary for online learning. Therefore, my role at the beginning of the year involved teaching students how to use technology to drive their own learning of the content, rather than explaining the content itself.
Successes and Challenges
The online modules worked well for teaching students basic content. There was an increase in student achievement data on CRT-type items compared to last year. This was especially true for accelerated students. Ultimately, I think this model was most successful for students who were proficient or near-proficient in reading. Many of the challenges we faced were due to students not understanding or not reading directions in the modules. We also faced management issues in the computer lab due to the lack of a licensed teacher. Perhaps more engaging modules would help to decrease behavior issues in the future. Next year, I would like to implement a station-rotation model using the most successful tools and strategies from the blended learning pilot. I image a technology station where students learn basic content (DOK 1) through online modules, a teacher-led station for diving deeper into content with small groups (DOK 2) and a collaborative work station where students work in pairs or small groups to engage in DOK 3 and 4 activities and long-term projects.
Student Benefits
Students did benefit from the implementation of online/blended learning. For one, the experience opened up conversations with students about the relevance and importance of technology in the modern age. Students were able to explain why they needed experience and skill in the use of technology and how this may translate to future learning and careers. Students also learned independent work habits that will serve them outside of the blended learning classroom.
Accelerated students benefited by having opportunities to extend their learning when they mastered a concept, rather than having to wait for everyone else in the class. When students mastered a module, they moved onto an accompanying extension module to push their understanding of the content. Auditory learners and some ELL students benefited from accessibility tools available in the online lessons. These students could have content translated or read aloud. The digital platform also made it possible to offer explanation of content through multiple modalities. This made the our science content accessible to more students that even before. There was a learning curve, and many students struggled during our first semester. As the year progressed, however, engagement and achievement began to increase past the levels we saw in years past.
Taking the certification courses led me to think of my role in the classroom as more of a facilitator or guide than a "sage of the stage." Rather than re-explaining the same content repeatedly throughout the day, I spent time outside of class developing modules that would allow students to access content in a variety of modalities and at their own pace. This freed me to use my time in the classroom for assisting students with class projects, providing small-group and one-on-one assistance, and providing extension opportunities.
Initially, students struggled in the computer lab. Many lacked the technology skills and work habits necessary for online learning. Therefore, my role at the beginning of the year involved teaching students how to use technology to drive their own learning of the content, rather than explaining the content itself.
Successes and Challenges
The online modules worked well for teaching students basic content. There was an increase in student achievement data on CRT-type items compared to last year. This was especially true for accelerated students. Ultimately, I think this model was most successful for students who were proficient or near-proficient in reading. Many of the challenges we faced were due to students not understanding or not reading directions in the modules. We also faced management issues in the computer lab due to the lack of a licensed teacher. Perhaps more engaging modules would help to decrease behavior issues in the future. Next year, I would like to implement a station-rotation model using the most successful tools and strategies from the blended learning pilot. I image a technology station where students learn basic content (DOK 1) through online modules, a teacher-led station for diving deeper into content with small groups (DOK 2) and a collaborative work station where students work in pairs or small groups to engage in DOK 3 and 4 activities and long-term projects.
Student Benefits
Students did benefit from the implementation of online/blended learning. For one, the experience opened up conversations with students about the relevance and importance of technology in the modern age. Students were able to explain why they needed experience and skill in the use of technology and how this may translate to future learning and careers. Students also learned independent work habits that will serve them outside of the blended learning classroom.
Accelerated students benefited by having opportunities to extend their learning when they mastered a concept, rather than having to wait for everyone else in the class. When students mastered a module, they moved onto an accompanying extension module to push their understanding of the content. Auditory learners and some ELL students benefited from accessibility tools available in the online lessons. These students could have content translated or read aloud. The digital platform also made it possible to offer explanation of content through multiple modalities. This made the our science content accessible to more students that even before. There was a learning curve, and many students struggled during our first semester. As the year progressed, however, engagement and achievement began to increase past the levels we saw in years past.