What's Your Problem? The problem I chose to undertake for this assignment is the limited technology available to me and no help or assistance with our computer lab time. To begin on this journey, I am going to apply Horn & Staker’s (2015) SMART (specific, measurable, assignable, realistic and time-related) objectives to help in organizing the problem and set the goal.
Due to my team design requirements, I would classify my team type as lightweight (Horn & Staker 2015). This is essentially an in-class issue, but in order for my plan to be fully manifested, it will be necessary for me to work with other individuals. My team will consist of myself as the lead, the principal, IT rep, and buddy-class teacher. When I began a Kindergarten teaching position in a new school this year, I was disheartened to find out the school only owned 6 iPads. In the past, I have successfully used iPads as a station in a rotation model and was looking forward to doing the same again. I love the possibilities of what we can create and explore. This year, with the addition of Seesaw digital portfolios, I am anxiously awaiting teaching my students how to create their own portfolios. I have also been experimenting with station rotation and would like to include this technology component into the rotation. We do have a computer lab, but with the school bottom-heavy with primary K-3 (7 classes) and light with intermediate 4-7 (4 classes) we do not currently have a buddy class. To begin in this process, I will need to meet with the principal of the school and relate my urgent need to get the school iPads ready for use. Although making the appointment with the IT help is out of my control, I can regularly check-in and inquire on the progress. The next step will be to meet with our new grade 4-5 teacher to see if she is willing to split her class to accommodate two separate buddy classes. That would mean, each of her students would have two buddies. This would help immensely with login during our computer lab period. I currently find the amount of time it takes for my students to log on the computer consumes the bulk of our 25 minute weekly period. Once students learn to successfully master this step, we will be able to work more on the computers. I am hopeful that very soon the iPads will be up and running. Once that has happened, I can begin the Seesaw and digital citizenship lessons I have created, and incorporate the new rotation ideas I have recently been reading about in a book called, “Innovate with iPads”. References Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco: Jossey-Bass Lirenman, K & Wideen, K. (2016). Innovate with iPad: Lessons to transform learning in the classroom. Irvine, California: Ed TEach Team Press My Blended Learning Ideal
This is a familiar string of student issues most teachers are working with all the time. Today I would probably be identified with ADD, a common misdiagnosis with people functioning with CARP.
My experience of being a parent in both a blended learning and public school setting, plus teaching in both the public and independent system has provided me a unique perspective. The new curriculum is asking for great changes in the way we see and experience education, but does not provide the framework and support necessary to make those changes. My answer would be to design a blended learning environment to meet the needs of more students. According to Horn & Staker (2015), to be considered a blended learning program, the student must have some control over time, place, path and pace of their learning. My ideal learning environment would be a mix of Enriched Virtual/Flex Model approach. I appreciate the way it supports students in terms of personalizing learning in a flexible learning setting. The students have an opportunity to control their learning path, are guided to set weekly goals through personal planning, are provided flexibility in pace of learning and work towards mastery over subjects. I would enable students to choose when and how to take assessment to further supporting self-directed learning. I like the idea of team teaching and collaborating with colleagues to create a student-centered approach. As I work with younger students, my role as an educator would shift between teacher and guide to help enable students to become more independent. My preference for a working schedule would be to create specific days of schooling. I would then be freed up for individual conferencing to focus on personalizing learning and small group intensive work. I look forward to one day working in such an environment. On Vancouver Island, some of the K-7 distributed learning programs that include a blended learning component are North Island Distance Education, Island ConnectEd, and South Island District Education. Another newer program on the mainland I would like to look more deeply into is the Surrey Academy of Innovative Learning. Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco: Jossey-Bass |
AuthorK-7 Coordinator in SD68. Archives
January 2017
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