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msusong

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Reply with quote  #1 

Of the “Blending to Personalize” models mentioned on page 102, which one/s have you tried on your campus? How effective were they?

If you have not attempted any of those listed, which one which you like to implement on your campus? Why?


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Maggie Susong
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Stephanie

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Reply with quote  #2 
I saw two that I would like to try with my kids- Project Based Learning, I have read Genuis Hour and I think that would be a great format to introduce kids to a long term project.  I think they would make more realistic connections of what goes on in the classroom with the real world.  It would be set at the child's pace.  The other one that would be interesting to try would be Daily Sequence.  It would be great to have the kids get a chromebook and begin a daily warm up, reflection from the previous day, maybe share something interesting that happened to them in a shared document for the class.  This could be a real creative way to engage kids.  They could even help come up with morning activities.  It would also be good for use in small group activities for when seat work is done. Kids need something they are interested in when they finish work or they become a behavioral problem.  If they work on something they had a hand in they are more likely going to more interested in doing it.  Then there would less interruptions for the class and for myself when I am working with a small group.  I am discovering there is a lot the kids can do with the chromebooks and they enjoy using them. 
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SKDroddy
jamie

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Reply with quote  #3 
I think the one I would like to implement is project based learning.  It would give the students more control of their learning.  There are so many resources and different types of projects that students can do to demonstrate learning.  The idea of surveys to see what types of projects the students want to do and what their interests are should increase student motivation and solve many behavior problems.
hberdis

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Reply with quote  #4 

I’m currently using a variation of the flipped instruction which is similar to the flex model of page 108.  As a vocational school (I teach Office Adminimstration), I try to run my classroom more like an office.  Each student has a workstation, but access to other work areas as needed.  We do not assign homework, but the more motivated students are welcome to work in their dorms or at home on the weekends. In most cases, they take control, and pride, in their learning progress.  However, this model also allows students to go at their own “pace”, which leads to behavior issues.  As they study and learn various skills, I try to have them apply the skills in creative ways.  I’m always looking for new ideas which might engage my slackers.  For example, I will look into the Google Earth idea on page 47 and the Tinkercad on page 88 as a project for my students to complete.

tugglets

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Reply with quote  #5 
I have used parts of these blended learning methods but have not followed one of the methods specifically.  They seem somewhat regimented and segmented.  It appears techniques have been gleaned from other methods over time.  However, project-based learning sounds like it would interest most students.  What the author calls a "flipped classroom" seems to be online homework, which to me, is not a flipped classroom.  I have used online homework as a review or follow-up to a lesson, but not a pre-learning activity.  This would be worth a try, but I wonder if all would be motivated to spend the time.  If they are not motivated to spend the time, then the lower-achieving students would have another disadvantage.
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Teresa Tuggle
Crystyjohnston

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Reply with quote  #6 
I love the project based learning. I am not in the classroom currently, so I base my responses on my children's experience at their school or the homeschooling I do with my preschooler. My older children have used project based learning at their school, and I believe it has provided some of the most meaningful learning of their school experience. The finished product is so powerful because they spent so much time and energy developing it. They truly became experts on their topics. This allows the natural curiosity and creativity of children to be showcased. I really enjoyed the presentations at the completion of their work. This year they made a wax museum whereby they chose a person influential to our community and developed a board with pictures and information, a written research paper, a costume and symbol of the person's contributions, and an oral presentation. They presented this museum style. Visitors walked around the "wax museum" and listened to the presentations. It was wonderful! My children became experts on not only their subjects, but everyone's. I think this was so much more powerful than simply reading about this subject or answering questions. The learning occurred every step of the way.
Newt82

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Reply with quote  #7 

I like the project-based learning model.   I’ve surveyed students on what they would enjoy researching and on what they would like in terms of what type of project they would prefer to do in order to present their research. When students feel like they are in charge I tend to get better results. The students are more motivated and excited about learning because they got to choose. Plus it's fun to see their final products and their excitement in showing them.   

CarrieYarbrough

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Reply with quote  #8 
When I taught middle school, I used pieces of Daily Sequence.  The last two years of teaching middle school the campus was 1 to 1 where each student had a Chromebook.  Therefore, I was able to share documents in Google Drive for students to complete and then they would share their final product with me.  If it was a group or partner assignment, I was able to see what was completed by each student.  

Now that I am a librarian at an elementary campus, some of the models mentioned would not be as feasible, especially in the lower grades like K and 1st.  I am a proponent of Project-Based Learning and using student interests and learning preferences to create projects and would definitely incorporate this model into my classroom if I ever were to be in a classroom again.  As librarian, I can still build lessons and extensions based on students' interests and learning styles by conducting either a formal or informal survey.
blailie

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Reply with quote  #9 
I would pick the project-based learning model. The students should have a lot of interest in this type of assignment because they would get to have a say in the way they present their research. My daughter's school has done a couple of these (including the wax museum project another person mentioned earlier). The kids really enjoy the project, learn a lot, and do a great job presenting the material they've researched.
ehowe

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Reply with quote  #10 
As a teacher of very young children, I do not imagine any of these methods being highly successful for my students, as they lack the skills and independence necessary to be successful.
As a mom of a 4th grader, I think the daily sequence would be an excellent routine, and I have witnessed some elementary project based learning from his classes. I believe that would be an even greater learning method as his class grows in skills and knowledge.
Remi16

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Reply with quote  #11 
I have not attempted any of the “Blending to Personalize” models mentioned on page 102. I would like to implement on my campus the Flipped Instruction. I have seen it work on 8th grade Social Studies. It seems to be very effective. The students are assigned a short reading selection and then then tbe following day are given a 5 question quiz. It allows the students to participate in the active discussions with knowledgeable input. I also think that project based learning and daily sequence would be worth implementing to make learning more flexible.


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Cheryl Rene Ferguson
ritawilcox

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Reply with quote  #12 
Adaptive software, in particular Rosetta Stone, was very useful in spanish classes last year.  It provides immediate feedback for the students when they mispronounce spanish words; as well as reinforcement of each new set of words introduced in class.  I understand Duolingo is available at no expense to the district and reportedly works as well.  I will try this next year.  In addition, during my student teaching as a 5th grade math teacher, I found that reinforcement of learning multiplication tables was very efficiently accomplished with math game software.  Just wish that was available back when I was in 5th grade; I'm sure I would have learned much faster[smile]
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Rita Wilcox
lolabugz77

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Reply with quote  #13 
In my university training, we discussed and created lessons together with Project-Based Learning style. We imagined students coming up with a problem and then, as a class, we work through multiple subjects in order to solve the problem. The problem my group chose was the poor drainage in the city. We integrated writing, science, and math. We focused on persuasive writing, flooding in science, and graphing in math. Project-Based learning is easy to make content throughout multiple subjects more realistic and applicable. It is great showing students how all of the subjects can tie together. It is also a great way to show students how much thought and process it takes to do certain jobs that adults do in the "real world." With PBL, it is a perfect opportunity for teachers to explain relevancy and create more engaging, realistic lessons. 

In my district, we have Google Classroom set up where we can allow students to use technology such as Docs, Sheets, Slides, Forms to allow students instant feedback and collaboration with teachers and peers at anytime they need it. Google is real-time and gives students a chance to practice using these tools themselves so they can utilize them in the future. 

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Lauren Milam

jgoedken123

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Reply with quote  #14 

Of the “Blending to Personalize” models mentioned on page 102, which one/s have you tried on your campus? How effective were they?

If you have not attempted any of those listed, which one which you like to implement on your campus? Why?

 
In the last 19 years I have tried "project-based learning" and "flipped instruction".  I wish I could implement more flipped instruction on our campus, but I truly believe many of my students do not have access to computers at home.  My campus has a high low-socio percentage - many of them live in foster homes.  I do enjoy project-based learning, but the problem on my campus is that there are several math subjects being taught during the same class period so this would be difficult to guide.


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Jennifer Goedken
AMBean

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Reply with quote  #15 
I like the idea of project-based learning because students can pick an area that interests them.  If they can find something that they want to learn more about, they enjoy researching that topic and doing the work.  I haven't been able to do this in a classroom yet since I've just been subbing.  My daughter's 3rd grade class had a Genius Hour last year, and although it didn't seem like she did much work in-class with her partner, she was motivated to work on it at home.  However, her class was a bit too unstructured for my taste.  There were no clear assignments or requirements for her project.  I found that frustrating as a parent because I wasn't sure what she was supposed to be doing - just research?  presentation?  bring in props?  It seemed like they spent an awful lot of time just to make a 10-slide power point presentation.  So, I think that project-based learning assignments can work if there are clear expectations for the students.

In my school we use Google Classroom with good results.  Students can collaborate on assignments, and teachers can provide feedback to students outside of school.  The 7th and 8th grade students are able to work well together in groups, but I don't think that the younger students would be able to stay on-task.  All of the students have computers at home, though, so that's not an issue.  The parents can see what the students are working on so it helps them as well.  
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