Instructor: Deborah Edens, Reading Intervention Teacher
Grade: 9-10
Subject: READ 180
Part 3: Strategies and Resources
Strategies-Blended Learning Model
For assessment purposes, students are expected to work with their group members to create and record a mock talk show segment that addresses music censorship. The rotational model allows the teacher to create small groups that are diverse for the purposes of this project. Learning styles and preferences can be addressed by allowing group members to choose a role within the group that supports their personal learning style. Group members will have the option to participate as script writers/editors, role-play actors, and/or videographers. Using a flipped model to introduce the project will allow each group member work at his or her own pace to develop a solid understanding of the expectations for the project and for each group role prior to collaborating with peers. Groups will also be able to return to the recorded lesson, as needed, for clarification as they progress through the project.
Resources
Selection Criteria for Resources
Grade: 9-10
Subject: READ 180
Part 3: Strategies and Resources
Strategies-Blended Learning Model
- Station Rotation Model: This lesson takes place within the context of a READ 180 classroom, which uses a rotational model, specifically a station rotation model. With this model, students start class in whole group instruction. During this time the daily lesson is introduced to students by the teacher. Students then spend the remainder of the class rotating to one of three stations: computer software, independent reading, and small group instruction. During the computer software rotation students work in the READ 180 software following the individualized learning path that is set by the software. The software provides them with the opportunity to build their reading fluency, comprehension, and spelling skills. During the independent reading rotation students read high-interest books within their targeted reading level. This rotation provides students with the opportunity to develop a love of reading, as well as build their comprehension skills. During small group instruction, the teacher continues the lesson introduced during the whole group instruction and provides direct instruction that targets the reading and writing objectives of the day’s lesson. The rotational model allows students to be grouped based on the specific objectives of the lesson and allows the teacher to provide targeted instruction to small groups of students.
- Flipped Model: This lesson will take place during the whole and small group rotation segments of the station rotation model. A flipped classroom model of the rotational model will be implemented during these rotations for the purpose of this lesson. During whole group instruction students will independently view a Nearpod lesson that introduces the purpose and objectives of the project, explains the steps that will need to be taken in order to complete the project, provides video examples of a completed project, and explains the rubric that will be used to score the project. During the small group rotation students will work within their groups to complete the project. Students will be expected to be self-directed as they work on the project during the small group rotation, with the teacher rotating to monitor progress and provide guidance as needed. Students will have three class periods to complete and present their project.
For assessment purposes, students are expected to work with their group members to create and record a mock talk show segment that addresses music censorship. The rotational model allows the teacher to create small groups that are diverse for the purposes of this project. Learning styles and preferences can be addressed by allowing group members to choose a role within the group that supports their personal learning style. Group members will have the option to participate as script writers/editors, role-play actors, and/or videographers. Using a flipped model to introduce the project will allow each group member work at his or her own pace to develop a solid understanding of the expectations for the project and for each group role prior to collaborating with peers. Groups will also be able to return to the recorded lesson, as needed, for clarification as they progress through the project.
Resources
- Nearpod: Nearpod will be used by the teacher to introduce and explain the project to students. Students will view the lesson individually prior to collaborating with group members. This will allow students to move at their own pace in order to develop a concrete understanding of the expectations for the project and the various roles required to complete the project. Once groups begin to work on the project they will have the freedom to return to the lesson as needed for clarification and guidance. This will serve to foster self-directed learning among the students.
- YouTube: YouTube will be used for two purposes. During the Nearpod lesson, students will view an example role-play video. This video will serve as a model for what is expected in the final project. Once students have completed their project, they will upload their video to the class YouTube page. They will use YouTube to share their video with classmates.
- WeVideo: Students will use WeVideo to create their videos. WeVideo will allow students to collaborate with their group members and to work on their video inside or outside of the classroom.
- Google Docs: Students will use Google Docs to create their scripts. Google Docs will allow students to collaborate on the scripts and to work on the scripts inside or outside of the classroom.
- KidBlog: Students will post their video on their KidBlog page. They will then blog about their experience making the video. This will allow students to reflect on their learning and to share their learning experience with other students within the school.
Selection Criteria for Resources
- Alignment with Standards, Objectives, and Outcomes: The media selected supports the standards, objectives and outcomes of the lesson.
- Age Appropriate Language: The media selected is appropriate for 9th and 10th grade students. Students can easily comprehend the written language used by each media application.
- Interest Level and Engagement: The media selected is high interest. The high school students are motivated by opportunities to video record themselves and others, as well as to blog about their experiences.
- Ease of Use: The media selected is easy to use for students and teacher. The project is intended to be self-directed. The media selected will foster the students’ abilities to complete the project with minimal assistance from the teacher.