Blended Learning:  Strategies for 6th Grade Science Students

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Gudalupe Mata-Claflin

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Literature Review

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Lamar University

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EDLD 5305

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Introduction

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            As all educators are aware in today’ educational learning environment, the way students are learning is different in every school and classroom.  Therefore, it is of upmost importance that everyone involved with students make all adjustments necessary to assure that all issues in learning are solved.  Research states that Blended Learning models are successful in students’ learning.  “Blended learning is any formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path/or pace” (Horn, M.B., & Staker, H., 2015, p.33).  Therefore, many school districts are jumping onboard by implementing blended learning models.  If the model is implemented with success, there will be in increase in higher student test scores/grades, student engagement, intervention strategies and aligned teacher trainings.  The following literature reviews have supported the success in the issues stated above.

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Low Science test scores (STARR Test) and Six Weeks Grades

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            Smith (2015) states that the role of teachers is changing along with the growing role of technology in classrooms according to new National Education Technology Plan.  The National Education Technology Plan is focused on technology as a tool to close equity gaps in our country by working to ensure all learners have access to high quality learning experiences, no matter where they live." U.S. Secretary of Education Arne Duncan said during a conference Thursday in Washington D.C.  Instead, the latest plan sets up a series of bold calls to action designed to ensure technology helps close the achievement gap. Several recommendations are suggested such as, redesigning teacher preparation programs, implement universal design principles for accessibility and ensure equitable access to technology and connectivity to all students regardless of students’ backgrounds.

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             According to the 2015 report, Continues Progress:  Promising Evidence on Personalized Learning, when comparing schools with and without blended learning, a major key finding states, “scores grew substantially relative to national averages” (Pane et al., p.8).  With personalized learning, one can identify students’ unique needs and address them properly.  Personalized learning can consist of:  group/individual tutoring, flipped classroom model, individual computer designed lessons and others that the campuses design.

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Lack of Intervention Strategies

 

            Gupta (2016) recommends that vivid images, videos, and instantaneous information captures attention from students easily.  By using various multimedia resources, it can add zing to the classroom sessions.  Students can also enjoy distinctive resources and variety of these resources that will keep students engaged and interested in the classrooms throughout.  Multimedia could stimulate more than one sense at a time. Therefore, educators could succeed in reaching all different types of learners and hold their attention longer. This can also give students the ability to create and utilize different types of multimedia which can create a more collaborative classroom.

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               Almost no day goes by that teachers face the task of helping students staying engaged during the learning so they can succeed.  Many educators use ongoing formative assessments to determine the individual needs of the student which is called differentiated instruction (DI).   Differentiation can be defined as the instructive approach by which teachers needs to modify the curriculum, their teaching methods, the educational sources used, the learning activities and the evaluation methods developed for these students.  Supporters of differentiation and its effectiveness state that it is the only way for effective teaching for all students in mixed ability classrooms (Tomlinson, 1999, 2001; Koutselini, 2006).

In settings with increased student-centered activities and decreased teacher-led presentations, teachers will need to develop expertise in new roles, including how to: compile and assemble resources to support learning goals (Hill, 2006); facilitate student voice and participation over teacher presentations (Bakia, 2011). By following these strategies, teachers will realize that students will increase their comprehension.  Most likely, teachers’ stress level could also decline.

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Students Off Task

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            Blended learning has increased student engagement by using personalized problem-based learning with the social experiences and instructor led interactions. They tend to be comfortable during this learning environment.  “The type of engagement we should be striving for in education – the type that leads to deep and powerful learning – does not occur simply because technology is present” (Patnoudes, 2016).  The teacher needs to be motivated and informative during the process.

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            Technology can create an engaging curriculum for each learner which is what students need in their everyday learning.  Blended learning achieves this by offering students this choice which was not there previously.  Blended learning embraces the challenge “to create students who are lifelong learners rather than successful test takers” (Richardson, Fearless Learners, Fearful Schools, 2005).  As we all know, students are constantly using their cell phones, iPads, video game devices and other tech devices they can get their hands on.  If they are used to these types of devices during instruction, most likely, they will stay on task.  By using technology, we are preparing them for the future jobs which they can compete worldwide.

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            Blended learning coach, Marcia Kish indicates that, ‘By customizing the pace of instruction and learning to meet individual student needs, blended learning enables students to spend their time more productively” (Kish 2015).  When students work at their own pace, they will eventually be able to master concepts and grasp ideas. It can also cut down on the time teachers waste on negative student behavior.

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Lack of Teacher Trainings

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            Blended learning can refer to a variety of different teaching models and instructional strategies (Barenfanger, 2005; Benson et al., 2011).  Teachers need the proper training, continued supervision and guidance, especially of administrators.  Benson et al. (2011) suggest that a key advantage of blended learning is the ability to mix and employ different teaching strategies, with some best implemented in the classroom and others online.  Blended instructors should spend some time planning the most appropriate mix based on their learners’ experiences and capabilities, available resources, and how strengths in one strategy can be used to overcome weaknesses in another (Akkoyunlu & Yilmaz-Soylu, 2006; Osguthorpe & Graham, 2003).

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            The goal of education is not preparing them for jobs that have not been created yet, it is preparing students for life (Dahil, Karabulut, & Mutlu, 2015).  Education philosophies have shifted from teacher-centered environments to student-centered environments. Competing interests and attention from technology, teachers must find creative ways to infuse technology into their lessons. Administrators need to be aware of teachers needing assistance in developing lessons integrating technology, using the different types of technology devices and any other issues they might have.

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            In the 2016 Horizon Report article, “Rethinking the Roles of Teachers, it states that the duties of today’s teachers are changing to one that requires that they embrace a role of curator and facilitator of student learning and one of the factors contributing to that shift is blended and online learning (Adams, 2016).  Although finding the time and resources for professional development can be major issues for the school district/campuses, they need to find them.  This new type of learning must also occur during the teacher preparation program.  High expectations need to be set for all teachers to help all students achieve their learning outcomes.  Many times, administrators require teachers to learn on their own by viewing online training.  If we compare this kind of training versus face to face and hands on learning, most likely, the online training will not be very successful.  Teachers need to have facilitators around to guide and answer their questions.

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Conclusion

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            Schools are hoping that the blended learning model will assist their students to succeed in all the issues that are blocking their learning.  If they implement this model with success, their students’ test scores/grades should increase while using their intervention strategies.  Well-developed professional development trainings can assure that all issues can be resolved with success.

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References

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Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016).  NMC/CoSN Horizon Report: 2016 K-12  

           Edition. Austin, Texas: The New Media Consortium.

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Akkoyunlu, B., & Yilmaz-Soylu, M. (2006). A study of students’ views on blended learning environment. Turkish Online Journal of  

           Distance Education, 7(3). Retrieved October 12, 2012, from http://tojde.anadolu.edu.tr/tojde23/articles/article3.htm.

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Bakia, M., Anderson, K., Heying, E., Keating, K., & Mislevy, J. (2011). Implementing online learning labs in schools and districts:    

           Lessons from Miami-Dade’s first year. Menlo Park, CA: SRI International.

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Barefanger, O. (2005). Learning management: A new approach to structuring hybrid learning arrangements. Electronic Journal of     

          Foreign Language Teaching, 2(2), 14-35.

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Benson, V., Anderson, D., & Ooms, A. (2011). Educators’ perceptions, attitudes and practices:  Blended learning in business and    

          management education. Research in Learning Technology, 19(2), 143-154.

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Dahil, L., Karabulut, A., & Mutlu, I. (2015). Reasons and results of no applicability of education technology in vocational and

          technical schools in Turkey. Procedia – Social and Behavioral Sciences,176, 811-818.   http://dx.doi.og/10.1016

          /j.sbspro.2015.01.544.

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Grupta, P. (2016).  5 Teaching Strategies to Engage Students Using Technology.  EDTECH REVIEW.

         http://edtechreview.in/trends-insights/insights/2271-effective-teaching-strategies

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Hill, J. R. (2006). Flexible learning environments: Leveraging the affordances of flexible delivery and flexible learning.

          Innovative Higher Education, 31(3), 87-197.

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Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.

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Kish, M. (2015, August 20). Empowering Students and Teachers with Blended Learning [Web logpost]. Retrieved October 15, 2016, 

          from http://www.p21.org/news-events/p21blog/1723-empowering-students-and-teachers-with-blended-learning.

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Koutselini,M. (2006b). Differentiation of Teaching and Learning in mixed ability classrooms.  Nicosia (in Greek).

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Osguthorpe, R. T., & Graham, C. R. (2003). Blended Learning Environments: Definitions and Directions. The Quarterly Review of 

          Distance Education, 4, 227-233.

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Pane, John F., Elizabeth D. Steiner, Matthew D. Baird and Laura S. Hamilton. Continued Progress:  Promising Evidence on 

          Personalized Learning.  Santa Monica, CA: RAND Corporation.

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Patnoudes, E. (2016, 07 20). Engagement from Technology Use is Different Than Engagemen From Learning. Retrieved from

          EDTech: http://www.edtechmagazine.com/k12/article/2016/07/engagement-technology-use-different-engagement-learning

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Richardson, W. (2005, May 17). Fearless Learners, Fearful Schools. Retrieved from Will Richardson:

          http://willrichardson.com/fearless-learners-fearful-schools/

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Smith, D. (2015).  6 Ways the New National Education Technology Plan Could Help Close Achievement Gap.        

          http://www.edtechmagazine.com/k12/article/2015/12/6-ways-new-nationaleducation-technology-plan-could-help-close-

          achievement-gap

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Tomlinson, C.A. (2001).  How to differentiate instruction in mixed-ability classrooms, (2nd ed). Alexandria, VA: Association for 

          Supervision and Curriculum Development.

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