Blended Learning with Station Rotations in 4th Grade

The teaching model on my campus is a traditional way of teaching using the Lucy Calkins Reading and Writing program. This model of teaching does not allow time for teachers to fill in the gaps because of the current grade-level material that needs to be instructed. Lucy Calkins’s reading program is designed to build on TEKS taught in previous years, and without them, the gaps will continue to widen. We have an opportunity to have less whole-group teaching and give students a more personalized learning environment with increased engagement.  We have the opportunity to be more efficient teachers and get back the thing that is so precious to us. Time. 

I would like to implement Blending Learning using the Station Rotation model in 4th-grade math for the 21-22 school year, adding it into 4th-grade reading for the 22-23 school year. I would like K-3 to implement station rotations in their math class for the 22-23 school year. We will use three stations that the students will rotate through daily for math, teacher table, online platform (Legends of Learning), and offline work (independent/pairs/group).  We will use real-time feedback to plan small groups and offline activities.  Each station will be 15-20 minutes, making it possible for all students to rotate through each station daily in math. The students will also receive real-time feedback and move along at their own pace.  Students can choose where they work when they are not at the teacher’s table and for how long they work online.    

Through my research for my Literature Review, I read so many positives when implementing this model. Having a blended learning environment using station rotations will increase engagement and give students ownership of their learning.  With less whole-group teaching, we will save time and be able to meet student’s individual learning needs every day in math.  Teachers will also build stronger relationships with every student at our small group table.  Students will be more comfortable in a smaller setting, making them more receptive to learning. We will be able to use the same data the students use to take ownership of their learning.  The data from Legends of Learning will allow us to differentiate when planning for students to meet them where they are academically when working offline in the classroom and at home. 

This plan will require a one-to-one device.  This is already implemented at Armstrong in all grade levels, with most of the grades using Chromebooks. We would need to review Legends of Learning and agree if it is best for kids.  For the 22-23 school year, we would need to review the online reading platforms already available through Highland Park ISD and decide what would be most beneficial or research other options for reading.  A schedule for grade-level assistance to be available for 4th-grade math classes daily to push in to work with classes that may need it.  We would need to meet with SPED to make a schedule for push-in as well. We will need to provide professional development on using the platform, classroom management, student expectations during rotations, what to do with the data when planning, and some on growth mindset.  Lastly, as a campus, we must be open to change.