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Personalized Learning Models for Elementary Schools


STATION ROTATION

Students visit various stations or centers during the allotted time for a specific subject. Stations may be assigned by teacher, or self-selected by students. Introducing digital content into a station rotation and using data helps educators drive instruction in small groups.

BENEFITS

  • Stations can address different levels in the depth of knowledge with students 
  • Teachers can work with smaller groups of students to provide targeted instruction 
  • Students have opportunities for collaborative and self-led learning 
  • Students have multiple opportunities to reflect their learning in different ways

CONSIDERATIONS: 

  • What digital content and tools are available to support offline instruction? 
  • How do you ensure content is differentiated across stations for individual students? 
  • How are students being grouped? 
  • What routines and procedures do you have in place to support a blended station rotation?

BASE MODEL: STATION ROTATION

3 STATION ROTATION

INDEPENDENT STATION, DIGITAL CONTENT STATION, COLLABORATIVE STATION

TARGETED SMALL GROUP: Students pulled as needed

STATION ROTATION WITH TARGETED PULL-OUT: DAILY

WHOLE GROUP OPENING

Introduce or review new concepts followed by a quick check for understanding

3 STATION ROTATION

INDEPENDENT STATION, DIGITAL CONTENT STATION, COLLABORATIVE STATION

CHECK FOR UNDERSTANDING

Student Reflection or Check for Understanding Examples: Spotlight, Thumbs up/middle/down, Emojis, Online Poll or Exit Ticket

FLEXIBLE PLAYLISTS

Students work through customized and flexible playlists of learning objectives and activities within a lesson, unit, or full course. The teacher provides face-to-face support on a flexible and adaptive basis.

BENEFITS: 

  • Students are able to choose how they learn and when they learn. 
  • Students are able to receive more one-on-one support from the teacher. 
  • Students are able to supplement their learning with material online and offline. 
  • Students are able to experience targeted instruction, group projects, and individual instruction

CONSIDERATIONS: 

  • What routines and procedures do you have in place to support a flex model? 
  • How do students reflect on their own progress and set their own learning path forward? 
  • What decisions does the teacher have to make to differentiate the learning for individual students? 
  • What digital content and tools are available to support instruction during a flex model?

BASE MODEL: FLEXIBLE PLAYLISTS

  • CHECK FOR UNDERSTANDING
  • DIGITAL CONTENT ASSIGNMENT
  • PEER-TO-PEER OR SMALL GROUP CHECK-IN
  • INDEPENDENT WORK
  • CREATION

PLAYLIST INSTRUCTIONAL MODEL

WHOLE GROUP HOOK

Introduce or review new concepts followed by a quick check for understanding

  • CHECK FOR UNDERSTANDING
  • DIGITAL CONTENT ASSIGNMENT
  • PEER-TO-PEER OR SMALL GROUP CHECK-IN
  • INDEPENDENT WORK
  • CREATION

CHECK FOR UNDERSTANDING

Student Reflection or Check for Understanding Examples: Spotlight, Thumbs up/middle/down, Emojis, Online Poll or Exit Ticket

 FLIPPED INSTRUCTION

Students receive first exposure instruction individually (i.e. through a screencast, video, reading, etc.) and use time in class to apply concepts and go deeper with teacher guidance and support.

BENEFITS: 

  • Students can engage with direct instruction at their own pace 
  • Class time can be used to engage in deeper learning opportunities, collaboratively or independently, and also with teacher guidance. 
  • Classroom materials are accessible for students and parents anytime and anywhere.

CONSIDERATIONS: 

  • What platform will be used to host resources? 
  • What structures will be in place for students that do not complete work outside of class? 
  • How will teacher find time to curate and create resources ahead of lessons? 
  • How can teacher ensure that all students have access to resources (wifi, devices) outside of class

BASE MODEL: FLEXIBLE PLAYLISTS

WHOLE GROUP HOOK

Review flipped concepts and address misses on check for understanding.

  • TARGETED SMALL GROUP
  • DIGITAL CONTENT
  • COLLABORATION STATION

 

FLIPPED INSTRUCTION: DAILY

FIRST EXPOSURE + INDIVIDUAL REFLECTION

FLIPPED FIRST EXPOSURE + CHECK FOR UNDERSTANDING

FORMATIVE ASSESSMENT + FEEDBACK

WHOLE GROUP HOOK

Review flipped concepts and address misses on check for understanding.

  • TARGETED SMALL GROUP
  • DIGITAL CONTENT
  • COLLABORATION STATION

 

APPLICATION

INDEPENDENT STATION

CHECK FOR UNDERSTANDING Student Reflection or Check for Understanding Examples: Spotlight, Thumbs up/middle/down, Emojis, Online Poll or Exit Ticket

 

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