A Student-Centered Model of Blended Learning

>>Kate: Hi Angel, how are you?>>Angel: Good.>>Kate: Good. Nice job, Mr. 6.10.>>Kareem: So, one of the toughest
challenges students when they walk into classrooms is they feel tense. They’re worried about being put on
the spot, especially if they’re behind or don’t understand a skill. When they come into our classrooms, they know they’re picking
up where they left off. We’re seeing students’ anxiety levels
drop and their commitment and desire to master content increase.>>Kate: So, I want to shout
out Nathaniel and Will. They came on their own time,
they got some videos going and they are ahead of pace.>>Sah: Eastern High School is a located
in the Capitol Hill neighborhood of Washington, D.C. Being a hundred
percent free and reduced lunch, our students come to us with varied
levels of academic performance.>>Kareem: When I came to
Eastern I was sort of shocked with how broad the variety
of learning levels was. We have students who’ve experienced
a ton of trauma or are behind on certain skill sets, or are
ahead in certain skill sets, have different subsets of
experience when they go home. I quickly found out that
my traditional model of teaching was not actually effective. So, at that time I realized I needed
to make a shift and I wanted to start by getting rid of the lecture
at the beginning of my class.>>Kareem: I’m going to get
started today with the revision. So, Santana and Jayme, just
see me in the back real quick.>>The instructional model
that I started implementing, there are three components:
blended learning, self-paced structure, and
mastery-based grading. What you would see today is really
a controlled chaos environment. You have some students
starting a new lesson, watching instructional video,
taking their guided notes. You have other kids working
on actual lesson assignments, collaborating on white
boards, really problem-solving and then you’ll see other
students working on exit tickets to achieve mastery.>>Zakyra: I like Mr. Farah’s class,
because it teaches you independence. For every lesson we start
off with a video and then during the video
we have to take notes. Mr. Farah, he does the videos himself, you’ll hear his voice every
time you watch a video.>>Kareem: In today’s
lesson we’re going to focus on finding our local maxes and mins.>>Jayme: Yeah, I love it actually. You get to pause it, stop, and then go
back and be able to re-watch the lesson over again until I fully understand
and grasp the strategies and formulas.>>Kareem: And once they’re done
watching that instructional video, they transition to some type
of assignment or activity.>>Jayme: And that it for A, right?>>Jayme: In AV, you already found
the derivative and now, so, you find the rate of change
in the weight of the oil.>>Zakyra: Everyone learns different. So, you may be on lesson five.
Someone may be on three. It all depends on how you work. It’s better than in a regular class where everybody has to
stay on the same thing. The students help each other. So, if you ahead, you might
could help someone that’s behind.>>Jayme: Oh, okay, so,
I do get nine over four, you got to divide the
whole thing by four.>>Student: Okay. All right.>>Jayme: After that,
there is an exit ticket.>>Kareem: So, an exit
ticket is like a mini-quiz. It’s just a couple questions
at the end of the lesson that really succinctly
measure the student’s ability to execute the activities they learned. And, so, when a student has mastered
an exit ticket, they move forward. When they don’t, they have a re-teach.>>Kareem: You’re assuming
that your Y is zero.>>Student: Oh!>>Kareem: And then they try a new exit
ticket until they’ve achieved mastery.>>Kareem: Show time! Did you
get your exit ticket right? Well, your derivative is spot on.>>So, because I am not delivering
a lecture, I’m now free to work with students for the
entirety of the class period.>>Student: X equals four.
>>Kareem: Yes! Whooo!>>Kate: Real quick. Just remind
me: What do you have to argue? Who is more responsible for
perpetuating the Cold War? I’m going to meet with a few
people on topics sentences first.>>The video instruction makes me feel
like I’ve been able to clone myself. Instead of needing to explain
a concept and then it– re-explain the concept and then say
it again, I’m giving the instruction on the video, which frees me up to
work one-on-one or in small groups.>>Kate: Does your topic sentence
directly answer the essay question?
00:03:55,126 –>00:03:56,2 16
No, it doesn’t.>>Jermisha: I like it a lot. I
never feel like I’m being rush or feel like, “Oh, I already know this. Like, why am I going over this again.” I always feel like I’m being challenged.>>Kate: I have a really accurate
pulse check of where my students are, so-and-so is on 6.9 and
they’re about halfway through, because I haven’t seen
an exit ticket yet. Whereas another student has advanced to
6.10 and I can even lean on that student to explain something to their peers.>>Jermisha: Okay, so, you’re only going to use two quota explication
charts. Your two strongest ones.>>Will: I think it helps with your
time management, a couple days ago, I had to stay after school
to get my work done, because I was slacking a little bit. All right when you’re missing class, you
can watch the video at home to catch up.>>Sah: Part of the reason
this format works so well is we have a lower-than-average,
in-seat attendance rate. In a traditional format,
once the teacher delivers that lesson they’re moving on to the
next lesson the next lesson the next day and they don’t get an
opportunity to go back over it.>>Kate: I’ve had students who,
sadly, in a traditional classroom, they simply would’ve failed the
quarter due to their number of absences for legitimate reasons and often
sometimes really heartbreaking reasons. With this way of teaching, that
student can come really with more of a fighting chance and
ultimately pass a quarter.>>Kareem: In our motto, if a
student is experiencing distress and needs emotional support
it doesn’t disrupt the larger classroom environment. I’m able to pivot and work with
that student, discuss what’s going on while the other students are able
to access the content and flourish.>>Student: You have do ten in
parentheses in the calculation, too.>>Zakyra: I did.>>Student: It’s supposed
to be a positive, girl!>>Zakyra: Ooooh!

6 thoughts on “A Student-Centered Model of Blended Learning”

  1. Absolutely love this technique. So many students struggle with academic anxiety. By taking more control in their own learning and going at their own pace = recipe for success!

  2. This is a powerful video!! This model is giving me motivation to utilize instructional time more effectively in my 3rd grade classroom!! Wow! I know these kids are high school age but I know I can implement a modified version in my class. At least for math!πŸ‘πŸΎπŸ‘πŸΎπŸ‘πŸΎ Thank you for sharing!

  3. A great example of blended learning. I especially liked how the teachers are able to work one on one or in a small group with students who may need more help during class time. Students can also work at their own pace which reduces the boredom or not being challenged factor for more advanced students. Struggling students can review lesson videos, partake in peer tutoring or work directly with the teacher for extra support.

  4. I LOVE this video!! I adopted a flipped classroom last year for my 6th and 7th grade math students. The transition was tough because so many of the students weren’t used to being held accountable for their learning. However, for those that bought in to the new system really learned the subject matter!! No plan is perfect, but I believe the flipped/blended classroom is immensely more effective than that the traditional teacher-focused model.

  5. Impressive and motivational video! I am trying to brainstorm ways to implement in my classroom. This model provides ownership for the students in their learning process, plus allows the teacher to be there to guide (one on one or small group assistance), to motivate and allows for compassion too. Collaboration amongst the students is also fantastic and very beneficial for everyone in the classroom. Thank you for posting the video!

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