Implementation Outline

Implementation Outline

Time Frame: 24 months

Interactive Learning Pods: A Dynamic Blended Learning Solution

Having a timeline in a Blended Learning project is super important because it’s like having a schedule that tells you when to do different parts of your project. The advantages of having a timeline are that it helps you stay on track, so you don’t forget to do important things. It also helps you see how long each part of the project will take, so you can plan your time wisely. In this way, a timeline keeps you organized and helps you reach your goals on time.

This plan is a step-by-step guide for trying a new way of teaching in third-grade math and science classes. It has three phases and takes two years to finish. The goal is to see if this new way of teaching works well by collecting and sharing real information about how it goes.

Phase 1: Research and Planning (Months 0-12)

1. Research and Exploration (Months 0-6)

Months 1-2: Conduct Initial Research and Set Goals

• Conduct a literature review to explore existing sources related to the adoption of the Station Rotation blended learning model.

• Examine the findings from the reviewed literature on the station rotation approach within blended learning, considering the different variables such as activity types, station durations, station categories, and the digital tools employed.

• Examine case studies of similar initiatives.

• Create learning goals, objectives, and define the scope of the pilot program.
  

Months 3-4: Analyze Resources

• Assess existing educational technology tools available, specifically for Math and Science K-5.

  • The products we currently provide.

  • The capabilities of our Learning Management System (LMS)/Platform (Ed).

  • Unused content that has the potential to be repurposed, extended, or enhanced for digital learning.

• Assess alternative competitive resources in the market to create a comparative matrix detailing their strengths, advantages, challenges, and associated costs.

  • The products available from McGraw/Hill.

  • The product selections offered by Pearson.

  • The product choices provided by Houghton Mifflin Harcourt.

• Identify content that can be adapted for the implementation of this blended learning model.

Months 5-6: Stakeholder Engagement

• Share the proposal with school administrators and seek approval.

• Provide a link to the ePortfolio with the innovation plan.

• Schedule follow up meeting for any inquiries, concerns, and feedback.

2. Technology and Infrastructure Setup (Months 7-12)

Months 7-8: Technology Evaluation

• Ensure the school’s technology infrastructure can support the initiative.

• Ensure that training in the use of technology and various resources is received.

Months 9-10: Curriculum Development

• Create personalized learning plans using educational technology.

• Align lesson plans with student needs and state standards.

Months 11-12: Stations Formation and Definition of Structure

• Organize smaller learning groups of 3-5 students.

• Customize learning environments within each group.

• Establish the stations to be employed within the station rotation blended learning model.

  • Teacher-led instruction station: Teacher-led activities targeting students’ individual weaknesses and needs within small groups of similar proficiency levels.

  • Online instruction: Groups of students at comparable proficiency levels connect to electronic devices like iPads, tablets, or Chromebooks to engage with various applications such as Zearn, Reflex Math, BrainPop Jr., Nearpod, etc. These applications are designed to teach math and science skills, adapt to each student’s performance, and monitor their progress.

  • Collaborative activities and stations: Groups of students at similar proficiency levels participate in engaging activities, including traditional resources tailored to their level, to practice math and science skills. Additionally, they have access to manipulatives that foster skill development in math and science.

Figure 1

Station Rotation (Michael B. Horn and Heather Staker, 2015)

Phase 2: Pilot Implementation and Evaluation (Months 13-21)

1. Pilot Program Launch (Months 13-16)

Months 13-14: Initiate Pilot

• Begin the pilot program in my third-grade classroom creating one module of instruction (10 lessons).

• Develop digital interactions that can effectively substitute existing content within the modules, serving as valuable replacements for activities such as assessments, practice exercises, and instructional components.

• Introduce students to the station rotation blended learning model. Instruct students on the principles of blended learning, with a particular focus on the rotation model, covering aspects such as activities, schedules, group dynamics, and the variety of resources, including traditional, digital, and interactive options.

Months 15-16: Role Transition

• Shift my role as a teacher from information provider to facilitator and mentor:

  • Explain to the students the change in my role and the importance of them taking an active role in their learning.

  • Provide opportunities for students to make choices about topics, projects, or activities.

  • Instead of providing answers, pose open-ended questions that encourage critical thinking and problem-solving.

• Encourage student ownership of learning within groups:

  • Establish clear expectations for group work and individual responsibilities.

  • Encourage students to set their learning goals for the group and individual activity.

  • Allow students to have some choice in selecting topics or activities within certain parameters.

• Foster a classroom environment where students feel safe to ask questions, share ideas, and take risks in their learning.

2. Assessment and Iteration (Months 17-21)

Months 17-18: Data Collection

• Gather data on student engagement and progress.

• Collect feedback from students, teachers, and parents.

Months 19-20: Program Evaluation

• Evaluate the effectiveness of the pilot program.

• Identify areas for improvement.

Months 21: Refinement

• Make adjustments to personalized learning plans and lesson activities.

• Incorporate feedback for further enhancements.

Phase 3: Expansion and Integration (Months 22-24)

1. Scaling the Initiative (Months 22-23)

Months 22-23: Proposal for Expansion

• Present findings and request approval for broader implementation.

• Plan for scaling the initiative to other grade levels if approved.

2. Sustainable Integration (Month 24)

Month 24: Integration and Sustainability

• Implement the initiative school-wide or in designated grade levels.

• Ensure continuous communication and support for sustainability.

References

Horn, M. B., & Staker, H. (2017). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.

Bailey, J., Martin, N., Schneider, C., Vander Ark, T., Duty, L., Ellis, S., & Terman, A. (2013). Blended learning implementation guide 2.0. Digital Shift, 2.