Assess Digital Learning Instruction

Blended Learning with Station Rotation: An Action Research Plan

I am a 4th-grade bilingual teacher; all my students are considered at-risk because they are bilingual and attend Title 1 schools. They struggle to learn content in their second language but are eager to learn. Besides learning the content, students face many adversities, such as low-economic retention and learning abilities. My implementation plan focuses on the impact of blended learning in the reading classroom.

Fundamental Research Question

Summary of the Literature Review

With enough research, results have shown that student achievement in their education increased when manipulating blended learning. This Literature Review helps others in the education field be informed about Blended Learning.  It provides background knowledge,  its benefits, and boundaries on blended learning. The Literature review will also bring more questions into focus, bringing awareness; others will research blended learning. Blended learning transforms classroom settings into a more creative, collaborative, and engaging environment.  Teachers will create a significant learning environment for students to achieve mastery proficiency levels in reading.

Study Information

Every three weeks, students’ progress will be analyzed. Based on the progress monitoring results, students will be in groups based on their needs. Students will have ample time to work on their target skills. Students will set goals and make a commitment plan to meet their goals. Teachers will guide students to achieve their goals. Every three weeks, students will compare their progress and skills learned.

Research Design

I will use qualitative and quantitative mixed methods for my research design. Qualitative data will provide opportunities for students and teachers to express opinions, while quantitative data will provide a statistical analysis using various collection methods (Mertler, 2016). Using both quantitative and qualitative gives us well-rounded results; we see strengths and weaknesses with quantitative. Qualitative investigates reflections.

Data Collection and Analysis

In this study, we will collect data based on students’ demographics, such as previous knowledge and understanding as growth from previous test scores; we will observe the same data and have the same goals. The data I collect will be on the fifty-eight students I have in three classes. In one class, I have twenty students, two students in the special education program, two students in the dyslexia program, two students with Irlen, and eight students who have been retained. Class two has eighteen students; six are recent arrivals, and four are previously retained students. In the third class, there are twenty students, four in accelerated reading, four previously retained students, and three with Irlen. Qualitative data collection techniques: student and teacher surveys, student journals, students’ goal-setting journals, and student conferences. Quantitative data collection techniques: MClass scores, data from technology applications like Flip, Amplify Reading, and test results. Based on the data I collect, I will alter my lessons to meet students’ reading fluency and comprehension skills needs. This data will reflect in my action research. 

The results that will be useful for this research are mixed; qualitative data will offer the needed information to evaluate how students benefit from the blended learning experience, while quantitative data provides the information that the district value.

Qualitative data collection techniques: student and teacher surveys, student journals, students’ goal-setting journals, and student conferences.

Through the process of implementation, teachers will complete surveys so that we can collect data on their experience and progress.

Questions for teachers will be structured to answer questions to collect information, such as

– How often is blending learning used in the class?

– How effective is time management withing station rotation?

-One a score of 1-5, what is the level of effectiveness of each station?

– Which station provides more evidence of assisting growth?

Students will also participate in a survey in the form of exit tickets; data will also be used from small groups.

Timeline:

Sharing and Communicating Results

Data that will be collected is the beginning of the year (BOY), Middle of the year (MOY), and end of the year (EOY) will be collected, compared, and analyzed. The data will be shared with administrators, literacy and math coaches, technology specialists, 4th-grade teachers, and other teachers interested in blended learning across the school district. Administrators and literacy and math coaches will review the data to decide if the program is effective based on the student’s needs and progress. The data will be shared with the 4th-grade teachers, so they know the effects of blending learning with station rotation in the reading classroom. Data will also be shared with other educators in the district because keeping student engagement is vital in all schools, and blending learning can help increase student engagement. Others can see the effects of blending learning and how it will affect their organizations.

Final Reflection

Blending Learning with station rotations in the classroom benefits everyone who is a part of the school organization, like principals, teachers, students, and families. Families place their trust in the educational system, and we must guide students to connect and grow their innovative ideas to create something unique. This allows a variety of learning opportunities and modalities to increase 21st-century skills. Students can collaborate, work independently or work in small groups with teachers. Blended learning also benefits teachers because teachers can support all levels of students. Students who need a more rigorous environment have the opportunity to keep on working, while the students that need a slower pace, the teacher can slow down and work with them independently. Personalized learning for every student is like a fingerprint, unique to oneself.

References

Mertler, M. C. (2019). Amazon.com: Action Research: Improving Schools and Empowering Educators eBook: Mertler, Craig A.: Kindle Store.

Harapnuik, D. (2015, May 8). Creating significant learning environments (CSLE) [Video file]. Retrieved from https://www.youtube.com/watch?v=eZ-c7rz7eT4