Implementation
Outline

As the concept of blended learning has gained strength, numerous investigations have been carried out aimed at conceptualizing the model and/or reporting indicators and the benefits associated with it. Proof of interest and scientific production on the subject is the number of systematic reviews and meta-analyses of research on blended learning. These studies show the effectiveness of blended learning as a teaching modality. Much of the research in blended learning has been dedicated to studying its effectiveness in relation to the face-to-face model and the fully online model. This initial research provides information on the impact of this model and part of its interest is in showing the cost-efficient relationship of blended learning as an alternative model.  Meta-analyses by authors such as Means et al. (2009) and Siemens et al. (2015) report the existence of significant differences in comparative learning outcomes between blended learning, online, and face-to-face. Similarly, other works by researchers such as Graham et al. (2014), Tayebinik and Puteh (2012) and Güzer and Caner (2014) refer to studies that show the effectiveness of blended learning; contributing the satisfaction of the students with the model, for example indicating in the analyzed studies that the students value blended learning as a useful, pleasant, supportive, flexible, and motivating system and report results of studies in which the effectiveness is greater, based on indicators such as satisfaction, motivation, dropout rate, attitudes, information retention, etc.

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Well, now everything is possible thanks to blended learning and the virtual station rotation model. A class in which students spend time taking an engaging online course, working with their peers on creative projects, and receiving help from their teacher at just the right time. A classroom without rows of tables facing a wall or boring lectures, the learning resources, the elements of communication and interaction between the participants and relating these as variables to explain the conditions of blended learning having a significant effect on student performance.

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The US Department of Education, on the other hand, has indicated that students who learned online performed better than those who learned the same material through traditional face-to-face learning. The main objective of this proposal is to be able to substantially increase student performance, as well as guide students to be lifelong learners, with an evolutionary mindset potentially growing and leading them to real world challenges in useful perspectives when leaving the classrooms.

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GOAL: Blended Learning Station Rotation Model Two Way Dual Language.

 Kindergarten - 12 Months.

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Phase I: Planning (January 2023 – June 2023)

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• The district will provide the curriculum for small group rotation.

• Create a team that can help with this vision.

• Identify the academic needs of students to know what will be the best blended learning program.

• Identify the blended learning model and lessons to use.

• Set measurable short-term goals.

• Collect data and feedback to measure the success of this stage.

• Gather any supplies and materials that students and the teacher will use during station rotations.

• The district will provide Chromebooks and iPads. The teacher will collect them at the beginning of the school year.

• Each student will need a pair of headphones for their Chromebook

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Phase II: Planning (July 2023 – December 2023)

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• Carry out the specific planning of which blended learning method will be used, as well as the activities that are to be implemented, that utilize the best strategies and schedules that are adapted to achieve the established objectives while fulfilling the curriculum.

• Bring together a group of advisers between field and/or district administrators, counselors, coaches and area leaders, to discuss the implementation of the plan and what should be adjusted. These meetings are recommended to be held monthly.

• Develop a team of teacher leaders who can have direct contact and be aware of compliance with the plan to be executed.

• Establish roles to develop an effective learning-teaching experience.

• Consider what type of professional development the professionals involved require for the implementation of the plan.

• Inquire what method is used to obtain and analyze the data, that is, what tool will be used that allows us to effectively and efficiently measure student performance.

• Create a student and parent feedback survey.

• Create a teacher feedback survey on needs and comfort levels with digital learning.

• Take into account that the Wi-Fi has enough capacity for the entire school.

• Organize materials that will be needed for each rotation.

• Consider easy access for both the student and the teacher.

• Community supplies or individual supplies?

• Consider where the technology rotation will be within the classroom.

• Will a charging station be needed?

 

Phase III: Implementation (January 2024 – June 2024)

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• Conduct a pilot class in the classrooms of the planning team teachers during the school year.

• Teachers will evaluate current instructional practices and begin to implement small, incremental changes that allow students to have more control over their own learning.

• Weekly collaboration, from all the professionals involved.

• Define what will be the professional improvement courses that all professionals belonging to the plan will take.

• Follow-up of the data of all students, monitor the progress made in student performance.

• They will apply surveys for students and parents in the pilot courses to register at the end of each nine weeks.

• Continue to investigate effective methods of blended learning.

• Rotation standards, rules, and expectations will be established with the students for the first two weeks of the month that school starts.

• After, students should be confident in the way our rotations will be run and they will be held accountable for their own learning.

• Monthly assessments will be done.

• Small group assessments could consist of: Sight word assessments, complete sentences.

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Phase IV: Reflection (July 2024 – December 2024)

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• Carefully reflect and analyze the pilot plan.

• Meet with the professionals involved to analyze data and discuss the effectiveness of the pilot program.

• I will continue to seek feedback to meet the needs of any committed teacher who wants to support the plan.

• Make the decision of what adjustments need to be made before moving forward with the final implementation of the plan.

• We will collect interest, data, and feedback that we can incorporate into the official launch of the platform.

• Assess progress and meet with the blended learning team to address new goals for the following year.

• Data at this point last year (without blended learning) vs. this year (with blended learning).

• Reevaluate, Regroup, Rejuvenate, Restart.

• Is this initiative working?

• Why or why not?

• What can be improved?

• What needs to stay the same?

References

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

Jossey-Bass.

https://www.researchgate.net/publication/348478748_Implementasi_Station_Rotation_Blended_Learning_tehadap_Motivasi_Belajar_dan_Pendidikan_Karakter_Peserta_Didik

https://pdfs.semanticscholar.org/dc9f/dac505012ec34367676740e21392441a5196.pdf

https://atcm.mathandtech.org/EP2018/contributed/4382018_21613.pdf