
We opened with a discussion of the Blended Learning Hallmarks:
Personalized, Agency, Authentic Audience, Creativity, and Connectivity. We then
discussed the importance of balance in a blended learning model, especially one
that has a fair amount of independent, asynchronous learning like the Playlist
model does. From there, we put participants into a Playlist rotation via Google
Form. The Form simply listed the Playlist activities learners could choose and
allowed learners to select them in their preferred order of completion. In a
classroom Playlist, we would encourage even more choice and personalization
beyond order and pacing. This could include an ongoing personal project or the
creation of a few different playlist paths based on small group learning
targets. Following the asynchronous Playlist rotation , we moved the group into
synchronous group work, discussing benefits and challenges of the Playlist
model amongst the members of their group and then sharing these takeaways on
Padlet. We closed with a whole-group reflection, examining the interesting data
from the Playlist, which showed that learners tackled the tasks in multiple
orders.
Participants shared the following benefits of the Playlist
model:
- · Personalized for each student’s needs
- · Cultivates student agency through semi-controlled choice
- · Offers a variety of learning modalities
- · Makes flexible learning at your own pace the norm
- · Creates time for teachers to work 1-1 with kids
- · Planning could be done weekly so kids have a go-to playlist during Playlist rotation
While the benefits were easy to identify, so too were some
of the challenges of the Playlist model. Here’s what came to light along with
some suggested solutions.
Challenge
|
Solution
|
Competency alignment & tracking
|
For skills tracking, the use of adaptive tools can greatly
reduce the challenge of creating personalized pathways for students. The most
robust tools available right now are in math and language arts. For
competency alignment outside of skills, it’s essential to have a clear list
of targeted outcomes and to design backwards from there. Teachers should not
have to do this heavy lifting on their own. As more open resources become
available, schools and districts have the responsibility of allocating
resources to curriculum leadership to help curate and align these resources.
|
Accountability & Assessment
|
Teachers can hold students accountable for demonstrating
the pace and order in which they complete Playlist activities via tools such
as Google Forms or learning logs. Catlin Tucker has an outstanding post on
how to replace clunky binders with multimedia blogs and critical
conversations with students.
|
Transitions & Organization
|
In a rotation model, it is essential to set the
expectations for movement, device use, noise level, and productivity before
putting student into a rotation. Expectations for participation in online
discussions and for submitting work also must be set. In Blended Learning in
Action, chapter 8 focuses on effective practices for “onboarding” students.
|
Quality & strategy within choice
|
While student choice is key to fostering agency,
co-creation of the playlist can help ensure that students are making quality
selections at their level. By having conversations about learning paths and
identifying learning goals, students can be better empowered to make strategic
choices when given choice.
|
Buy-in & Understanding
|
To gain teacher buy-in in implementing a Playlist model,
teachers should understand how the model can help solve a pain point in their
instructional process. Coaching should focus on identifying what is most
challenging to then find the solution to that challenge through the new
model. Further, teachers can feel more confident in implementing a new
instructional model if given a specific model of how to do it and
experiencing it themselves through personalized PD. Teacher support and
professional development is another area that must be supported as districts
migrate through transformation.
|
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