Using a blended learning model to facilitate personalization of reading instruction for primary students

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Issue Date
2018
Authors
Farrell, Gina F.
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Abstract
Recognising the need for personalization in the education of primary students learning to read prompted this project to examine how the implementation of a Blended Learning model could fulfill that potential. It addresses the Critical Challenge Question: How can a Blended Learning model be applied to facilitate personalization of reading instruction for primary students? The project specifically examined the use of a Station Rotation Blended Learning model in the K-3 primary classroom. The project includes three key areas: apps, models of delivery, and assessment. A variety of apps were examined to meet the individual learning needs of students. Some of the APPS were chosen to provide teachers with feedback, while others were selected to engage students in practice-based skills at their individual level. Models of delivery examines how to set-up the classroom, storage of technology devices and how the teacher will instruct students in regards to accessing technological devices. Finally, the area of assessment looks at how the use of devices can be used for teacher assessment as well as student self-assessment. This project was a collaborative design opportunity with two teacher colleagues, one who examined the subject area of Math, and the other Writing, in the primary grades. The co-created website is intended to provide teacher colleagues with the resources and information needed to start implementing a Station Rotation Blended Learning model, in their own classrooms.
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