Amanda Valente’s Post to Dr. Caitlin R. Tucker’s Blog
Dear Dr. Caitlin,
Thank you for the blog post all about universally designed blended learning. As a teacher for 15 years, I have been using blended learning in my classroom of 5th graders for the last several years. As you well know, blended learning is the soft-spot between asynchronous and synchronous learning (Heliporn, Lakhal & Belisle (2021). I liked how you explained four different models for effective blended instruction. I personally employ the station rotation model and the hyperdoc learning model. What I like about the station rotation model is the ability to monitor and motivate students to rotate throughout each station. At times, students are working with technology and are in charge of their own learning path, whereas in other stations they are working directly with me. I feel that while in theory the choose your own path model has a place in the classroom, I find it harder to assess, monitor, or motivate students when this model is being employed. Do you know of any classroom management strategies or tips for teachers who chose to employ this model of blended learning?
Next, when you discussed the hyperdoc model of blended learning, all I could think about was the Bitmoji classroom pages that I have constructed over the years with Google Slides or the comprehensive Google Sites I have created for learning units. I had never known these fell into a category of blended learning, but I am happy to learn that all my hard work on such projects does have a place in learning models.
One specific project that I created for my 5th graders that fits into this blog post about blended learning was a technology project that I named blended delivery/flipped classroom/and a podcast too. For this project students started by listening to an exemplar history podcast at home. For step two, in school, students wrote their own three minute original podcast transcript. Third, students work on a digital presentation for the podcast that contains only images. This presentation would spotlight parts of the transcript. According to Vandenberg (2018), podcasts in the classroom can help flip the learning experience; provide stimulus for student learning; model form, language and structure; provide ideas for writing; and stimulate critical and creative thinking. Do you think this project fits in with blended learning?
Thanks for your post and time,
Amanda Valente
References
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–25. https://doi-org.ezp.waldenulibrary.org/10.1186/s41239-021-00260-3
Vandenburg, D. (2018). Using podcasts in the classroom. mETAphor, (2), 54-55. https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=10d76377-fcaa-4f19-a639-c6bc91a4cba4%40sdc-v-sessmgr03
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