Innovation plan

Innovation Plan

Blended Learning is a term that is often misused. Classrooms with students using Ipads and/or laptops are being defined as a “blended learning” environment simply because there is consistent use, however blended learning emphasizes student-centered learning and ensures that students are in control of some aspect of their education (pace, time, location).  Blended learning must take place inside a classroom, must be in part online, and must provide an integrated learning experience, meaning the online component must connect to the face-to-face learning to deliver a superior learning experience.  I have witnessed several teachers use technology as a means of substituting a worksheet and then refer to themselves as a blended classroom. Once I began to dig deeper into blended classrooms, I discovered a new world of learning that I knew I wanted to be apart of.

This school year, I am fortunate enough to continue working with the same group of students from last year and will move up with them to 5th grade. My students and I have practiced using flipped learning last year, but unfortunately I introduced it later in the year so we only used this method a few times. Flipped learning is having students watch lecture videos outside the classroom and using valuable classroom time to actively work towards goals by using student centered learning activities. My plan is to effectively apply this model of learning throughout the school year in an effort to increase guided learning inside the classroom.

For 2-3 days a week, I will be switching homework time and lecture time for my students. They will be responsible for watching videos from home on those nights as a way to front load the information before applying it. Classroom time will become a time for active learning, which research show is far more effective than passive learning (Horn, Staker, p.43).

The goal of my innovation plan is to increase student success by measuring their growth during guided practice.  A flipped classroom increases individualized practice, collaboration, communication, creativity and critical thinking. Lectures will take place online for the students to view at home, respond, and reflect. When the students come together, they will be prepared to collaborate with their peers and apply their understandings with me in a small group rotation.

My guided practice table will be called “Evidence of Learning” station and I  will rotate with small groups until I have seen every student that day. It is extremely important to have a lesson plan prepared for guided practice to ensure that we are actively working towards progression. I will also be able to measure understanding, reteach concepts, support student weaknesses, challenge high achievers, and review data for effectiveness. Another component that is important to me is giving students an opportunity to reflect on their learning by posting questions, and giving feedback to their classmates’ posts after our guided time. I always welcome the opportunity for students to be in control of our group discussions because it truly is their classroom, I am merely a facilitator.

The flipped learning model is a great solution for increasing student success through an increase of active learning. I look forward to student progression as a result of implementing this style of blended learning. According to  Horn, M. B., & Staker (2015), an integrated learning experience is defined in Blended as the “online and face-to-face components work together to deliver an integrated course,” (p.35).  This layer of blended learning uses formal learning (teacher instruction) and an online component to create a student-centered experience.

Reference

Horn, M. B., & Staker, H. (n.d.). Blended: Using disruptive innovation to improve schools.

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Flipped Learning · Innovation plan

Dare you to Flip

Integrating technology is more than just substitution. Giving students a voice, increasing collaboration, and allowing more time for guided application are pretty significant benefits. I dare you to flip…

 

 

Reflection: The story behind the story

The Why –

I actually did not have a pleasant learning experience as a student in elementary school, specifically 5th grade. I never received one-on-one or small group time with my teacher. If I needed something retaught, chances are that she never knew because I became pretty good at being discreet about my weaknesses. She probably only retaught material if the majority of the class did not score satisfactory on the assessments. But I’m sure you’ve guess by now that I was definitely not apart of that majority.  I was raised by my single mother who was hardly available to help me with homework. A lack of higher education meant a lack of options for her, so mom had to work full time and sometimes work two jobs to support her family of five.

Today, technology gives teachers the chance to have an online presence outside of school  and a chance to work closely with them inside of school to guide their learning. Flipped learning is an excellent way to provide a support system for families.

The How –

I used Window Media Maker to create my video. I began by writing my script first, finding visuals to correspond with my script, and then I moved to recording. This was extremely trying and I needed several takes before I had a decent recording. My microphone also wasn’t cooperating because I had to configure it before it would let me record. I’m glad I was able to troubleshoot by myself during my first movie. This whole experience was definitely a “stretch” for me.

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Innovation plan

Implementation Outline

The steps I must follow before introducing Flipped Learning to my students.

Purpose:

The focus of this plan is to show how the implementation of flipped learning can contribute to student success because it increases the amount of guided instruction.

Before school begins:

  • Meet with administration to present my research on flipped learning, my solution on how to increase guided learning, discuss my plan of action, and goals.
  • Meet with other teachers on my campus to present my research on flipped learning, my solution on how to increase guided learning, discuss my plan of action, and goals.(The purpose of this is to invite other teachers to the opportunity, assist teachers with technology growth, and/or share my journey.)
  • Obtain parents’ permission for their child to participate. (During “Meet the Teacher”)
  • Provide resources that will help parents understand the purpose of flipped learning and to gain their support. (short video, create QR codes for short articles,slideshow)
  • Give each parent/student a questionnaire to determine what types of devices they have access to at home.
  •  Develop a plan for students who have limited/no access to internet from home.

First Semester:

  • Teach lesson on digital citizenship, practice locating videos on Google Classroom with students, and model expectations during video lessons.
  • create video lesson plans and upload them to Google Classroom
  • Create and introduce accountability criteria with students to ensure they are participating and watching lessons.
  • Create Guided Learning lesson plans
  • Create a station rotation to be able to work with small groups of 2-3 students. Guided time will be used for practice, reteaching, focusing on area weaknesses, and building on strengths.
  • Introduce interactive journal for students to track, record, and reflect on activities. (We will use the SeeSaw app. which allows parents to watch student activity)

Ongoing:

  • Provide students with video lesson support (troubleshooting)
  • Engage students in whole group discussions by using question responses from the videos
  • Keeping a log and tracking students’ progress during guided learning
  • Updating parents on video lesson deadlines
  • Assist students with keeping the learning journal current
  • Provide an in class station for students to watch the video lesson and engage in an activity that corresponds with the lesson.
  • Provide updates and data to faculty and administration

Goal:

To provide students with a a true 21 century learning environment where they will thrive as a result of collaborating, communicating, creating, and thinking critically.

Innovation plan

21 Century Classroom -Literature Review

The goal of public education is to help students succeed in the 21st century. The definition of success can vary from one person to another, but generally speaking, success is evidence of student growth. Teachers can witness the growth of a child in ways other than assessments. Spending one on one time with students allows teachers to learn their strengths, weaknesses, and builds positive relationships. There is a strong emphasis on “small groups” in public education because evidence shows that the more one on one time a child has, the higher the probability for growth. The practice is known as guided learning. Guided learning is when the teacher pulls a small group of 3-4 students aside and guides individualized learning. This provides a perfect opportunity to track student growth and focus on areas of weakness. According to Guided Reading, A Romance and a Reality, “Skilled teachers of guided reading have the pleasure of seeing shifts in their students’ reading ability every week—sometimes every day” (Fountas and Pinnell, 2012, p.274). Lots of planning and preparation must be given to students during guided time because the time spent together must be purposeful. But what if there is a way to gain more guided time in the classroom without adding more hours to a school day? What should guided learning look like in the 21st century? The focus of this paper is to show how the implementation of flipped learning can contribute to student success because it increases the amount of guided instruction.  Before understanding the connection to increased guided instruction, flipped learning must be defined.  

Flipped Classrooms are a new trend in education and therefore does not have a large amount of support from teachers despite its effectiveness.  This may be true because “lack of consensus on what exactly the flipped classroom is” (Bishop, J. L., & Verleger, M. A, 2013). Flipped learning is having students watch required lecture videos outside the classroom and using valuable classroom time to actively work towards goals by using student centered learning activities. Definition of flipped learning is particularly narrow and this has made research data hard to come by. Lage et alc defines it as “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa” (Bishop, J. L., & Verleger, M. A, 2013, p.5). How does this change affect the teacher?

“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning” (Johnson, Larry, 2014, p.9).  This report discusses how public education must rethink the role of a teacher, in the 21st century. According to the recent technology trends, hybrid models, or flipped learning models, when implemented effectively, helps students use their school time for collaboration or one on one time with the teacher. This flipped style of learning also allows students to use network resources to access readings, video lectures and other tech tools to personalize their learning experience. This in essence gives students the best of both environments. So far, flipped learning sounds like the benefit is being able to watch your teacher online as opposed to listening to the lecture in person. This hardly sounds like a benefit at all, and actually videos are not what makes flipped learning significant. 

The most common misconception of a flipped classroom model is that the main ingredient is the online video posted by the teacher. “Flipped learning is not about how to use videos in your lessons. It’s about how to best use your in-class time with students” (Sams, A., & Bergmann, J., 2013, p.1). This article suggest that the best use of face to face time for the teachers is after the students receive information and are needing to apply. Guiding students through their difficulties of understanding is how classroom time should be spent. “Freed from delivering whole-class instruction during that hour or so, the teacher can deliver targeted instruction to students one-on-one or in small groups, help those who struggle, and challenge those who have mastered the content.” (Sams, A., & Bergmann, J., 2013, p.1)

The Byron School District of Rochester, Minnesota adopted flipped learning as a means to recover from the extreme budget cuts following the 2009 recession. This required an enormous amount of collaboration from the teachers and ended up stimulating their professional relationships. “Early data suggest significant increases in student learning and achievement when flipping compared to baseline data on the same courses taught in the traditional classroom lecture mode, using the same assessments” (Fulton, 2012).   The majority of student and parent responses were also positive even before the data revealed overall student growth. Their transition was not easy in the beginning, however the teachers were able to turn a challenge into an innovation. 

The “progressive education” movement has been around for years, yet educators still struggle with thinking outside the box.  Teachers struggle with identifying as a 21st century educator. Yes, resources are available and new tools are provided for our classrooms but what is the role of a 21st century teacher? What framework should teachers use to identify 21st century skills? A large sample of leaders in education were surveyed and unanimously agreed on four specific skills. They identified 21st century learning as critical thinking, communication, collaboration, and creativity. According to this report, young people should be able to obtain these skills in every subject area to be prepared for our global society. These skills help students become successful in any organization.  Flipped learning provides an avenue for skills to be practiced everyday.  

According to the ECAR Study of Students and Information Technology report, since students already have technology embedded into their everyday life, they tend to have an inclination to work with technology because they are so familiar. This finding is pretty significant because in order for a flipped classroom to be successful, students will need to participate online from home. Technology has a positive influence on whether or not a student participates in the class. The majority of the students surveyed, at the collegiate level, said they actually learn best in a blended environment.  

My key findings support the increase of one on one time with students through the implementation of flipped learning. The most significant discovery from this research is that flipped learning is not about the emphasis of online videos, but the planning and preparation of how to make guided learning meaning and purposeful.  Studies show that students have already experienced growth from a successful flipped learning environment and more teachers are wanting to be apart of this movement.

References:

Preparing 21st Century Students for a Global Society: An Educator’s Guide to the “Four Cs”. (2012). Ohio Media Spectrum

Fountas, I.C. & Pinnell, G.S. (2012). Guided Reading: The Romance and the Reality. The Reading Teacher, 66(4), 268–284

Fulton, K. (2012, June/July). Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning. Learning and Leading with Technology, 12-17.

Sams, A., & Bergmann, J. (2013). Flip Your Students’ Learning. Educational leadership, 70(6), 16-20.

Herreid, C., & Schiller, N. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42(5), 62-66. Retrieved from http://www.jstor.org/stable/43631584

Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9).

Johnson, Larry. (2014). NMC Horizon Report: 2014 K-12 Edition.

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84.

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

Johnson, L. (2015). NMC horizon report: 2015 K-12 edition. Austin: The New Media Consortium.
Eden Dahlstrom, with D. Christopher Brooks, Susan Grajek, and Jamie Reeves. ECAR Study of Students and Information Technology, 2015. Research report. Louisville, CO: ECAR, December 2015.