Reflection 1: Blended Learning

    This semester, I am following Cult of Pedagogy. They post blogs and podcasts on various topics. This week I am looking at a September 2022 article by Catlin Tucker that discusses blended learning strategies. This post caught my attention because I am familiar with blended learning from teaching during the pandemic. The use of blended learning has carried on past Covid in many ways. Given that it is now winter, we are at risk of bad weather at any time. My school will utilize virtual learning in the case of a snow day. So, I wanted to refresh myself on some blended learning strategies. 

    This blog post begins by explaining how shortcomings of the whole-group instruction model were revealed when learning switched to online. When teachers lacked their normal degree of control, student education suffered. Tucker defines blended learning as “the combination of active, engaged learning online combined with active, engaged learning offline to provide students with more control over the time, place, pace, and path of their learning.” She also discusses the “why” behind blended learning. Tucker explains that blended learning strategies are effective because they work online, in the classroom, with large groups, and with small groups. She explains how blended learning better needs the various needs of our unique students. She also discusses how we can utilize technology to shift student and teacher roles. In blended learning, teachers aren’t merely facilitators. Students can take ownership of their learning in many ways. 

    Tucker acknowledges that there are some “pain points” of blended learning. These points are: lack of student motivation, diversity of skills and needs, and classroom management. She reassures that it is possible to move past these “pain points” with practice and consistent routines and procedures.

    There are four rotation models for blended learning, “each model gives students different degrees of control over the time, place, pace, and path of their learning” (Tucker). In blended learning, we can utilize the station rotation model, the whole group rotation model, the flipped classroom model, and the playlist/individual rotation model. The station rotation model rotates students through online, offline, and teacher-led groups. The whole group rotation model rotates students through online and offline activities as a group. The flipped classroom model utilizes video instruction to increase class discussion time during the day. The playlist/individual rotation model gives students a clear sequence in which to complete activities. All of these models utilize technology to increase effectiveness in instruction.

    I have utilized the station rotation model and the individual/playlist model in my classroom. I use small group stations to allow students to work in small groups to complete tasks. For example, when teaching Oedipus, students move through various stations and complete tasks to learn about the background of the play. There are offline activities that utilize task cards, there are online activities that utilize YouTube videos, and there are teacher-led activities that utilize lecture style notes. Students have to take ownership of their learning in order to complete all of the tasks. I am currently utilizing the individual/playlist model with my seniors who are writing research papers. Some days, students get a list of tasks that need to be completed (i.e. writing a body paragraph, highlighting as required, self-editing with a checklist) and can work at their own pace. I use this time to check in with students who may need extra support. I am interested in utilizing the flipped classroom method, but I am a little intimated at the workload it would take up front to create videos and design a lot of engaging activities in class. 

    I feel like this discussion of blended learning connects to ISTE Educator standard 2.5: Designer “Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.” Utilizing blended learning forces educators to use technology in creative ways to meet student needs. Teachers will become much more comfortable in using tech tools to create new assignments. The use of rotation models also allows teachers to design more student-led assignments. When the teacher is not facilitating the whole group, student-leaders will need to step up and support their groups. Teachers can work to design assignments that foster student leadership. 

    This was a great blog post to read and work with. I feel like it gave a nice refresher on skills that I learned while I was in undergrad. Through my reflection, I feel like I have a stronger understanding of the “why” behind blended learning. I hope to incorporate it more into my daily classes.