NETS-T Entry - Standard 3
ISTE Standard #3: Citizen
ISTE Standard #3 Model digital age work and learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Indicator a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
Indicator b. Collaborate with students, peers, parents, and community member using digital tools and resources to support student success and innovation
Common Core Math Content Standard - Measurement and Data
2.MD.C.8 - Solve word problems involving dollar bills, a half dollar, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Description
In order to provide second-grade students with multiple assessments aligned with content and technology standards and use data to inform learning and teaching, I choose to implement the station rotation model of blended learning (in summer school). During second grade math, we have a unit where we study money. We learn how to identify every coin, their worth, and how to add and subtract with them. We also learn about what to do in real-world experiences using the money. This is the first time in all of their schooling that they will study money. In my building, 90% of my ELL students have no prior knowledge of coin identification or worth. My students are always very intrigued by this money unit and are very interested and motivated to learn all about money.
I created a unit called Gaming with Money for students to get involved in real life money experiences, using a blended learning model called Station Rotations. There will be 4 different assignments for them experience during this unit.
1. The independent activity is never paper or pencil tasks. Each day is a different game or assignment. When they finish, they upload their work onto our class app, Seesaw.
2. The collaboration station has students working together and feeding off of each other, engaging in flashcards or the Osmo math game, Pizza Co. In this Osmo game, students own their own pizza shop. They are asked to quickly 'cook pizza' using toppings and calculate change for customers using money tiles. If they are on the right path, they can also invest their profits to upgrade the shop. They help each other collaborate within the virtual learning environment. They also help each other problem solve and achieve the tasks. This station helps with critical thinking and communication as well.
3. The Tech Station is a rotation of Sumdog math, where students create avatars and answer math questions to earn points. The play math games against other students, in the building or around the world. They use points to go to a "store" to buy different things they might want for their personal avatar.
4. The Teacher Station is a small group of students interacting with myself and varying money topics. The teacher involvement is providing face to face tutoring, guidance and enrichment to supplement the online Sumdog lessons. If you walked into the room you would see a small group of students in face to face instruction.
Evidence
The teacher involvement is providing face to face tutoring, guidance and enrichment to supplement the online Sumdog lessons. If you walked into the room you would see a small group of students in face to face instruction. The collaboration station has students working together and feeding off of each other, engaging in flashcards or the Osmo math game, Pizza Co. In this Osmo game, students own their own pizza shop. They are asked to quickly 'cook pizza' using toppings and calculate change for customers using money tiles. If they are on the right path, they can also invest their profits to upgrade the shop. They help each other collaborate within the virtual learning environment. They also help each other problem solve and achieve the tasks. This station helps with critical thinking and communication as well. The independent activity is never paper or pencil tasks. Each day is a different game or assignment. When they finish, they upload their work onto our class app, Seesaw. The Tech Station is a rotation of Sumdog math, where students create avatars and answer math questions to earn points. They use those points to go to a "store" to buy different things they might want for their personal avatar.
Description
In order to provide second-grade students with multiple assessments aligned with content and technology standards and use data to inform learning and teaching, I choose to implement the station rotation model of blended learning (in summer school). During second grade math, we have a unit where we study money. We learn how to identify every coin, their worth, and how to add and subtract with them. We also learn about what to do in real-world experiences using the money. This is the first time in all of their schooling that they will study money. In my building, 90% of my ELL students have no prior knowledge of coin identification or worth. My students are always very intrigued by this money unit and are very interested and motivated to learn all about money.
I created a unit called Gaming with Money for students to get involved in real life money experiences, using a blended learning model called Station Rotations. There will be 4 different assignments for them experience during this unit.
1. The independent activity is never paper or pencil tasks. Each day is a different game or assignment. When they finish, they upload their work onto our class app, Seesaw.
2. The collaboration station has students working together and feeding off of each other, engaging in flashcards or the Osmo math game, Pizza Co. In this Osmo game, students own their own pizza shop. They are asked to quickly 'cook pizza' using toppings and calculate change for customers using money tiles. If they are on the right path, they can also invest their profits to upgrade the shop. They help each other collaborate within the virtual learning environment. They also help each other problem solve and achieve the tasks. This station helps with critical thinking and communication as well.
3. The Tech Station is a rotation of Sumdog math, where students create avatars and answer math questions to earn points. The play math games against other students, in the building or around the world. They use points to go to a "store" to buy different things they might want for their personal avatar.
4. The Teacher Station is a small group of students interacting with myself and varying money topics. The teacher involvement is providing face to face tutoring, guidance and enrichment to supplement the online Sumdog lessons. If you walked into the room you would see a small group of students in face to face instruction.
Evidence
I first chose to introduce a station rotation model for our 80-minute math block. To connect technology successfully, I used this diagram to explain and show students how to facilitate the station rotations. I model each station multiple times, showing specific skills on the iPads and demonstrate how to use each app. The four stations are teacher station, technology station, an independent station, and collaboration station (also using technology). Projected on the board daily is a guide for students to see where and when they need to do each station. That document is here.
Practice Activity - Independent
Practice Activity - Independent
Student using the Osmo, playing the Pizza Co. game.
Technology Station
Teacher Station
Analysis
I wanted to start a Station Rotation model because students will not only be active and engaged, they have the opportunity to rotation through fun (teacher made) stations, but work directly with the teacher as well. One of the reasons I chose to have students work through the four stations of the station rotation model was because it perfectly aligns with ISTE Standard 3, Indicator A. Students are "fluency in technology systems and the transfer of current knowledge to new technologies and situations." This model teaches students to be self-motived, organized and independent. They are allowed to rotate through the stations flexibly, with plenty of time. It allows students to work through multiple types of lessons and assessments as some of the stations are hands-on, some incorporate technology, and one works face to face with me. With the different forms of technology (Sumdog, Seesaw, Osmo) I can gather data on all students at each rotation through either formative or summative assessment. By logging in to each app, I can then also monitor the other stations and modalities to see which students may need extensions and enrichment. I will be able to monitor students through the Seesaw App and see who is struggling with finishing assignments. Their Osmo profile will show their level of understanding of giving change. Sumdog shows their accuracy and fluency with adding and subtracting money.
I wanted to start a Station Rotation model because students will not only be active and engaged, they have the opportunity to rotation through fun (teacher made) stations, but work directly with the teacher as well. One of the reasons I chose to have students work through the four stations of the station rotation model was because it perfectly aligns with ISTE Standard 3, Indicator A. Students are "fluency in technology systems and the transfer of current knowledge to new technologies and situations." This model teaches students to be self-motived, organized and independent. They are allowed to rotate through the stations flexibly, with plenty of time. It allows students to work through multiple types of lessons and assessments as some of the stations are hands-on, some incorporate technology, and one works face to face with me. With the different forms of technology (Sumdog, Seesaw, Osmo) I can gather data on all students at each rotation through either formative or summative assessment. By logging in to each app, I can then also monitor the other stations and modalities to see which students may need extensions and enrichment. I will be able to monitor students through the Seesaw App and see who is struggling with finishing assignments. Their Osmo profile will show their level of understanding of giving change. Sumdog shows their accuracy and fluency with adding and subtracting money.
Reflection
The blended learning model and station rotations are perfect for students to collaborate, independently monitor their learning, and use critical thinking skills. My goal is to create a student-centered design that captures the benefits of personalization, equity, and access. I feel the students handled the project work with excitement and creativity. It also gave each student an opportunity to show their strengths. The lessons can be modified for students for differentiation. It can also be enhanced for students who do have background knowledge of technology. I want to be able to promote and model creative and innovative thinking with my students through the use of technology.
The initial implementation showed some weakness in app usage. Younger students need much consistent help with logging in to a new app and also take a couple of days to understand how to use an app honestly. There was a lot of modeling and guidance at first. I used patience as I introduce the latest technology, but also the idea of the station rotation model. In the past, the use of Daily 5 reading groups has been pretty successful in my classroom, but Rotation Stations, Sumdog, and the Osmo will enhance the experience of the blended learning environment.
Second-grade students thoroughly enjoy using technology, so I also want to reflect on whether or not blended learning enhanced their learning. Are students learning about digital tools that can help them communicate, along with creating original materials that visualize their ideas? For students to be successful, it is my job to ensure the rotation stations and the use of technology with clear expectations. I must continue to research and understand blended learning and model the specific skills repeatedly. I have confidence in this project and ready to dive into the anatomy of the blended learning classroom.
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