Implementation Outline

Phase 1: Months 1-2​

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• Research

  • Gather research and create a Literature Review over blended learning and how it can create a student-centered environment

  • Research Case Studies for blended learning

  • Look for opportunities to give students choice and ownership through the implementation of blended learning in the classroom

• ​Proposal

  • Share Innovation Proposal with the principal and administration team

  • Create blended learning goals

  • Develop an ePortfolio to effectively communicate with principal, administration team, and other stakeholders ​​

 

Phase 2: Months 3-6

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• Planning

  • Discuss blended learning with other teachers and determine if they would be interested in implementing it into their classrooms

  • Share all documentation in ePortfolio as the project progresses

  • Allow time for others to share their experiences, ideas, and best practicesIdentify what student need will be addressed

  • Set measurable goals

  • Explore the content that would address these needs and see what available within the district that could be utilized

  • Determine if any additional content is needed and how it will be obtained

  • Make a plan for stations the students will be rotating in

• Professional Development

  • Professional development explaining what blended learning is, specifically the rotation model and how it can be implemented in the classroom

  • Professional development on any content that will be used

  • Collaborate with leadership on creating a schedule to implement blended learning

  • Determine what/how data will be collected

 

Phase 3: Months 7-11

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• Start program

  • Begin blended learning rotations

  • Continue sharing/updating documents on ePortfolio

  • Additional professional development is needed​

• Progress check

  • Continue blended learning rotations

  • Meet with others and discuss what has been working and what has not

  • Analyze data and modify stations if needed

  • Discuss and model best practices

  • Continue sharing/updating on ePortfolio

 

Phase 4: Months 12-13

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• Results and Next Steps

  • Check progress of goals and review new goals for next year

  • Meet with others to discuss data

  • Discuss if any other teacher would like to implement blended learning in their classroom the following school year

  • Document everything on the ePortfolio

  • Review resources that were used, determine if they will continue for the following school year

  • Review station rotation schedule update if needed

  • Find trainings needed for any programs used (continued and new) and to review blended learning

  • Schedule times to meet with others throughout the school year to check progress and review data

 

Phase 5: Months 14-17

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• New school year begins

  • Blended learning station rotation begins

  • Meet and discuss data

  • Ask for best practices, adjust to new students if needed

  • Get feedback from students about the blended learning experience

  • Meet with all partnerships to discuss if there are any adjustments needed at this time to ensure student needs are being met

  • Continue with any necessary professional development

  • Document everything in the ePortfolio

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Phase 6: Months 18-24

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• Progress check

  • Check progression of goals

  • Discuss and document data

  • Meet with other teachers to get last suggestions on improvements

  • Get feedback from students about COVA

  • Document everything on the ePortfolio

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Phase 7: Months 22-24

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• Results and Next Steps

  • Ensure all data has been documented

  • Continue professional development and any trainings

  • Organize findings, data, and findings

  • Ensure all documentation is shared on the ePortfolio

  • Share data with all partnerships

  • Determine how blended learning station rotation will continue

  • Determine if other grades will incorporate blended learning in their classrooms

 

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Conclusion

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Blended learning will give students choice, meaning, and purpose which will lead them to have interest in their learning, making the learning process effective (Harapnuik & Thibodeaux, 2023). Students will respond to the content being taught with technology as the facilitator giving them authentic learning experiences. This will lead students to become independent, self-directed, self-motivated individuals.

 

References

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Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences. Learner's Mindset Publishing.