Innovation
Proposal Plan

The percentage of evolution that is growing in the United States today is still unknown by experts, previously it was estimated that more than 75% of school districts have implemented more online or blended learning from the K-12 level. The practice of blended learning in K–12 schools has grown immensely over the past several years as school and district leaders have adopted technology with the goal of personalizing learning. Yet, the unfolding of the practice itself—exactly how blended instructional models change and evolve to meet the goals of personalization—happens at a micro-level. In numerous classrooms, innovative teachers constantly identify and pursue new ways to adjust, bend, and break open instructional models to optimize the learning process for their students.

 

Blended learning has its roots in online learning. Like all disruptive innovations, online learning is improving steadily and predictably, as it seeks to serve more demanding users in tougher situations. Since that time, teachers have modified the Station Rotation to address various student needs. Though each classroom looked similar just a few years ago, today there are countless differences that reflect each teacher’s willingness to innovate and adapt to the unique needs of their students. The Station Rotation has consistently reigned as the most popular blended-learning model implemented by elementary schools. There is data that indicates that a school district with 235 active elementary schools currently profiled that 136 of them, or 58%, of them have a Station Rotation program.

 

Therefore, it leads to propose aspects that are beneficial to the student population of SF in order to be taken into account through this presentation. The plan entails strengthening the Rotation model in Two way dual language, which would be included in any course or subject in which students rotate between different learning modalities, emphasizing online learning. Most commonly, students rotate between small group work, paper-and-pencil assignments at their conventional desks, and online learning. They can also alternate between learning online and some kind of discussion or whole class project in both languages. The key is for the teacher (or the clock) to announce that it is time to move on to the next assigned activity in the course with various assignment templates combined with the language of the day.

 

It can be implemented into any subject of the current curriculum at any level of the system, and continues to help students carry out the work that is proposed from the perspective of that subject. It is useful in special education along with students at the regular level. One of its most outstanding features is that it questions the classic way of working in a class based on a single language and offers a flexible format that allows each time to include various more or less profound innovations as required. It contributes in these ways along with enabling a high personalization of learning.

 

From my initial conversations with folks on the ground, there appears to be three main motivators for schools that are innovating within and beyond a Station Rotation. The most noticeable are the desire for flexible time, an increased emphasis on student agency, and an increase in technology access. Of the many possible forms that the rotation model can take, rotation in seasons stands out. In the individual rotation, students move through a variety of different learning modalities, customized for each student, according to their individual needs. This model is flexible, freeing students from having to move in groups at each stage of their course and instead allowing them to work in the way that best meets their needs at any given point. Teachers are available to clarify or expand information learned online and provide support.

It should be noted that blended learning will help our students obtain a more effective and efficient  learning  environment, an  opportunity  to  better  understand without rushing, and a more independent future that can open the doors to many opportunities. Due to these reasons, I am asking for your support as you move forward with the proposal outlined above.

References

Dweck, C. S. (2016). Mindset: the new psychology of success. Ballantine Books. 

Horn, M. B., & Staker, H. (2015). Blended: using disruptive innovation to improve schools.

Jossey-Bass.

Learning Section 1: Engaging and Empowering Learning Through Technology. Office of 

Educational Technology. (2018). Retrieved from https://tech.ed.gov/netp/learning/

Mekhitarian, S. (2016). 4 tips for developing effective professional development for 

blended learning - Christensen Institute. Christensen Institute. 

https://www.cippec.org/innovaciones-educativas/rotacion-en-la-clase/

https://www.christenseninstitute.org/publications/stationrotation/

https://www.christenseninstitute.org/blog/educators-moving-away-station-rotation-model/