Michael Friedmann

SPED 841

M4: Blended Learning Unit

 

 

CASE STUDY DEMOGRAPHICS AND GUIDING DESIGN VARIABLES: CASE STUDY A

 

Design Variables (if not defined here, can be self-defined):

 

● When everyone is there, you have 22 students.

 

● Uses a modified block schedule: Two 50-minute periods (two days a week) and one 2.5-hour period.

 

● 12% of your student of population is known to have a disability.

 

● Student variability (includes but moves beyond disability): The most common concern is reading and writing at least 2 students read 3-4 grade levels below; many other students read 1-2 grade levels below. One student in the class has been identified with Aspergers. He generally likes science and math but has a hard time in other areas because has difficulty relating to the human condition. Is very focused but has a hard time socializing with others and can have difficult behavior if he is teased or becomes frustrated. Two students are labeled as gifted; one gets bored easy that leads to behavioral concerns that sets of three other students. Three students in your class (who are B or C students, are star runners) must leave early for a track meet. Three of your students have been identified with ADHD (one is on the track team) but do not have an IEP. One has missed the last week and returned the day of your lesson. Two students are not in class.

 

● Suburban student population with generally middle-class and upper-middle class families; most parents are well-educated. Students are well-versed with the use of technology and your school just started a BYOD policy last fall. About 80% of your students bring either laptops or tablet computers. 100% have phones. NOTE: There are still about 5% of your student population who do not fit this “suburban” financial model and are financially struggling.

 

● School also has carts of laptops and iPads that can be checked-out for use.

 

● There’s an interactive whiteboard in class that was installed 4 weeks ago (Brand: Promethean or Smart, your choice).

 

CLASSROOM DESIGN AND STRUCTURE:

 

The classroom for Case Study A, based upon the design variables, is a Student Resource Support Classroom in middle school, focused on 7th & 8th grade students struggling in Social Studies/Civics (which include reading and writing). The classroom will provide 7th and 8th grade students with direct and impactful learning experiences through hands-on interventions, and blended instructional methods to facilitate curriculum-based measurements/assessments. These specific students will be focused a CBM/CBA which addresses conflict and “why people move.”

 

PURPOSE AND STRUCTURE:

 

The purpose of a resource classroom environment is to provide students with a supportive environment where students can be provided with a supportive learning environment where diverse learning needs persist. This specific environment facilitates skill development with a focus on developing academic, social, and behavioral skills. The learning environment provides for individualized instruction where instruction can be tailored to meet the specific needs of each student, aligning with their Individualized Education Plans (IEPs). The environment also facilitates inclusion in the general education curriculum by providing necessary supports and accommodations.

 

The structure of a resource classroom environment will provide for flexible scheduling where students may spend part of the day in the resource classroom and part in general education classes. It facilitates small group instruction which typically involves small groups to allow for individualized attention and targeted instruction. It provides for specialized curriculum and uses a modified or specialized curriculum designed to address the unique needs of students. It relies on a multi-disciplinary team which collaborates with special education teachers, general education teachers, and related service providers, and administrators. It maintains progress monitoring by charting data and relying on regular assessment and monitoring of student progress to adjust instructional strategies as needed.

 

The key components of a resource learning environment focus on:

• Individualized Support: Tailored to each student's IEP goals.

• Academic Focus: Emphasis on core subjects such as math, reading, and writing.

• Skill Reinforcement: Reinforcement of executive functioning, social skills, and self-advocacy.

• Resource Integration: Integration of technology and adaptive tools to aid learning.

 

By providing a structured, supportive, and flexible environment, the resource learning environment helps middle school students with special needs achieve their academic and personal goals, ensuring they receive the individualized attention necessary for success. In this specific case, it will be successful completion of the CBM/CBA.

 

BLENDED LEARNING UNIT DESIGN PLAN AND FOCUS:

 

The blended learning unit for these students will focus on history in steps, beginning with the causes of the American Revolution, the American Revolution, the outcome of the American Revolution, which will then lead into conflicts such as the Whiskey Rebellion in the aftermath of the American Revolution, and eventually the Corps of Discovery, the mission of Lewis & Clark, the Louisiana Purchase, and the outcome of the Corps of Discovery’s mission to the Pacific Northwest, which then opened up the ability for people to travel West into unknown territory, and proliferated the expansion of the United States into Native American territories and began the race west with railways crossing the American landscape. While this may seem like a great deal for these students to absorb, the goal is for them to absorb these fascinating events from history through the use of technology, interaction, discussion, research, in order to help them grasp the details which shaped our nation, and further grasp the reasons why conflict occur and inevitably be able to answer the question “why do people move.”

 

OUTLINE OF VARIOUS INSTRUCTIONAL APPROACHES IN EDUCATION:

 

There are a variety of instructional approaches in education, and they can include the following:

 

1. Direct Instruction

• Definition: Teacher-centered approach focusing on structured lessons and clear, explicit teaching of specific skills.

• Key Features: Lecture-based, guided practice, immediate feedback, frequent assessment.

• Benefits: Effective for teaching foundational skills and knowledge.

 

2. Inquiry-Based Learning

• Definition: Student-centered approach encouraging exploration and questioning.

• Key Features: Problem-solving, critical thinking, research projects, hands-on activities.

• Benefits: Enhances critical thinking, creativity, and deeper understanding of content.

 

3. Project-Based Learning (PBL)

• Definition: Students gain knowledge by working on projects over an extended period.

• Key Features: Real-world problems, collaborative work, presentation of findings.

• Benefits: Develops teamwork, problem-solving, and time management skills.

 

4. Differentiated Instruction

• Definition: Tailoring instruction to meet individual student needs.

• Key Features: Varied teaching materials, flexible grouping, ongoing assessment.

• Benefits: Addresses diverse learning styles and abilities, promoting inclusion.

 

5. Blended Learning

• Definition: Combines online digital media with traditional classroom methods.

• Key Features: Mix of face-to-face and online instruction, flexible pacing, use of technology.

• Benefits: Personalizes learning, provides flexibility, integrates technology effectively.

 

6. Flipped Classroom

• Definition: Students learn new content at home and practice in class.

• Key Features: Pre-recorded lectures, interactive in-class activities, emphasis on application.

• Benefits: Maximizes classroom interaction, allows self-paced learning at home.

 

7. Collaborative Learning

• Definition: Students work together to achieve learning goals.

• Key Features: Group work, peer tutoring, discussion, shared responsibility.

• Benefits: Builds communication, teamwork, and interpersonal skills.

 

8. Experiential Learning

• Definition: Learning through experience and reflection.

• Key Features: Hands-on activities, real-life simulations, field trips.

• Benefits: Enhances retention, applies learning to real-world contexts.

 

9. Montessori Method

• Definition: Child-centered approach developed by Dr. Maria Montessori.

• Key Features: Mixed-age classrooms, self-directed activity, collaborative play.

• Benefits: Promotes independence, self-regulation, and intrinsic motivation.

 

10. Constructivist Approach

• Definition: Learners construct their own understanding and knowledge.

• Key Features: Active learning, building on prior knowledge, inquiry-based activities.

• Benefits: Encourages deep understanding and application of knowledge.

 

11. Universal Design for Learning (UDL)

• Definition: Framework for designing accessible learning experiences.

• Key Features: Multiple means of representation, expression, and engagement.

• Benefits: Supports diverse learners, removes barriers to learning.

 

By understanding these various instructional approaches, educators can select and combine methods to best meet the needs of their students, fostering an inclusive and effective learning environment.

 

INSTRUCTIONAL APPROACHES AND MODELS FOR K-12 ONLINE LEARNING:

 

There are a variety of instructional approaches and models for K-12 online learning, and they can include the following:

 

1. Synchronous Learning:

• Definition: Real-time, online instruction where students and teachers interact simultaneously.

• Key Features: Live lectures, real-time discussions, virtual classrooms, immediate feedback.

• Benefits: Facilitates direct interaction and immediate clarification of doubts.

 

2. Asynchronous Learning:

• Definition: Instructional materials and activities are available for students to access at their own pace.

• Key Features: Pre-recorded lectures, discussion boards, assignments with flexible deadlines.

• Benefits: Provides flexibility for students to learn at their own convenience.

 

3. Blended Learning:

• Definition: Combines online digital media with traditional face-to-face classroom methods.

• Key Features: Mix of synchronous and asynchronous activities, integration of online and offline resources.

• Benefits: Balances flexibility with structured learning opportunities.

 

4. Flipped Classroom:

• Definition: Students learn new content online at home and engage in interactive activities in the virtual classroom.

• Key Features: Video lectures for homework, in-class problem-solving, group discussions.

• Benefits: Maximizes interactive and application-based learning during virtual class time.

 

5. Self-Paced Learning:

• Definition: Students progress through course materials at their own pace.

• Key Features: Flexible deadlines, personalized learning paths, mastery-based progression.

• Benefits: Supports individualized learning and accommodates different learning speeds.

 

6. Project-Based Learning (PBL):

• Definition: Students gain knowledge by working on projects that involve real-world problems.

• Key Features: Collaborative projects, interdisciplinary approach, real-world applications.

• Benefits: Enhances critical thinking, collaboration, and practical application of knowledge.

 

7. Competency-Based Learning:

• Definition: Students advance based on their ability to demonstrate mastery of a subject.

• Key Features: Personalized learning paths, regular assessments, focus on mastery.

• Benefits: Ensures students achieve a deep understanding of material before moving forward.

 

8. Gamified Learning:

• Definition: Incorporates game design elements into the learning environment.

• Key Features: Points, badges, leaderboards, interactive challenges.

• Benefits: Increases engagement and motivation through game-like elements.

 

9. Collaborative Learning:

• Definition: Students work together to achieve learning goals.

• Key Features: Group projects, peer reviews, online study groups.

• Benefits: Develops communication, teamwork, and problem-solving skills.

 

10. MOOCs (Massive Open Online Courses):

• Definition: Courses available online to many participants.

• Key Features: Open enrollment, diverse content, interaction through forums and peer assessments.

• Benefits: Provides access to a wide range of courses and learning opportunities.

 

11. Adaptive Learning:

• Definition: Uses technology to adapt the learning experience to the individual needs of students.

• Key Features: Personalized content, real-time feedback, data-driven instruction.

• Benefits: Customizes learning experiences to meet individual student needs.

 

By utilizing these diverse instructional approaches and models, K-12 online learning can address various student needs, preferences, and learning styles, ensuring a comprehensive and effective educational experience.

 

UTILIZING PURPOSEFUL RESEARCH-BASED DESIGN CONSIDERATIONS AND STRATEGIES TO SUPPORT LEARNER VARIABILITY:

 

Universal Design for Learning (UDL):

• Multiple Means of Representation: Provide information in various formats (visual, auditory, tactile) to ensure accessibility for all learners.

• Multiple Means of Action and Expression: Allow students to demonstrate their knowledge through different methods (written, oral, projects).

• Multiple Means of Engagement: Offer choices in learning activities to cater to interests and motivations.

 

Differentiated Instruction:

• Flexible Grouping: Organize students into groups based on their current skills and needs, allowing for targeted instruction.

• Varied Pacing: Allow students to progress through material at their own pace, providing acceleration or remediation as needed.

• Personalized Learning Paths: Tailor learning experiences to individual student profiles, using assessments to guide instruction.

 

Assistive Technology:

• Tools for Accessibility: Use screen readers, speech-to-text, and other technologies to support students with disabilities.

• Adaptive Software: Implement software that adjusts difficulty based on student performance and needs.

 

Research-Based Instructional Strategies:

• Explicit Instruction: Clearly outline learning objectives and provide step-by-step teaching.

• Scaffolding: Break down learning into manageable chunks and provide support structures to gradually build independence.

• Formative Assessment: Regularly assess student understanding to inform instruction and provide timely feedback.

 

Collaborative Learning:

• Peer Tutoring: Pair students with peers for mutual learning and support.

• Group Projects: Encourage collaborative projects to build social and cognitive skills.

 

Culturally Responsive Teaching:

• Inclusive Curriculum: Integrate diverse perspectives and materials that reflect students' backgrounds.

• Building Relationships: Foster a classroom environment where all students feel valued and respected.

 

Behavioral Supports:

• Positive Behavior Interventions and Supports (PBIS): Implement strategies to promote positive behavior and create a supportive learning environment.

 

By integrating these research-based design considerations and strategies, educators can create a flexible, inclusive learning environment that accommodates all learners, including those with disabilities. This approach ensures that every student can succeed, regardless of their individual differences and learning needs.

 

UNIT PLAN AND ASSOCIATED MATERIALS:

 

As previously stated, the blended learning unit for these students will focus on history in steps, beginning with the causes of the American Revolution, the American Revolution, the outcome of the American Revolution, which will then lead into conflicts such as the Whiskey Rebellion in the aftermath of the American Revolution, and eventually the Corps of Discovery, the mission of Lewis & Clark, the Louisiana Purchase, and the outcome of the Corps of Discovery’s mission to the Pacific Northwest, which then opened up the ability for people to travel West into unknown territory, and proliferated the expansion of the United States into Native American territories and began the race west with railways crossing the American landscape. While this may seem like a great deal for these students to absorb, the goal is for them to absorb these fascinating events from history through the use of technology, interaction, discussion, research, in order to help them grasp the details which shaped our nation, and further grasp the reasons why conflict occur and inevitably be able to answer the question “why do people move.”

 

As my block schedule is two days a week for 50-minutes each, and one day a week for 2.5 hours, the focus will be to integrate interactive material into the 2.5-hour window, with more focused work in the shorter 50-minute windows.

 

50-MINUTE UNIT PLAN AND ASSOCIATED MATERIALS:

 

The 50-minute windows will allow for a more structured learning environment, scaffolded with materials that meet the academic abilities of the students in the classroom. The Unit Plan will incorporate videos, research, discussions, small writing assignments, reading, and imagination play. Please refer to the attachments for associated materials.

 

2.5-HOUR UNIT PLAN AND ASSOCIATED MATERIALS:

 

The 2.5-hour window will incorporate a much more flexible learning method, which will include going outside to reenact Lexington & Concord where the Minutemen met the British, utilization of the Total War platform where students will be able to play the Battle of Bunker Hill and decide the outcome of the American forces by moving soldiers on the battlefield in a strategic manner. Another option would be to build the Battle of Bunker Hill on the classroom floor in a three-dimensional model and have the students choose whether they want to be British generals of American generals and then they engage in a turn-based strategy play moving troops on the battle map to see what the outcome may be. The immersion method of these type of instruction will allow for a distinctive type of learning from interaction, it will allow the two students who are not in the classroom to connect via Zoom and interact in the instruction or interact from home if the Total War platform is utilized. Alternatively, if the students themselves are unable to access the Total War platform, then I can do so, but allow the students to discuss and take turns on moving the American units on the map on the Promethean board. With the 2.5-hour window being so large versus the 50-minute window, the burn out will be greater with students with limited attention spans, the goal here would be to keep them engaged by utilizing new strategies that will excite them and make them discover how fun and engaging learning can be. This would also incorporate my dressing in appropriate attire for the instruction, which might be silly, but I have found that students enjoy it when their teacher can get into the role and engage them. It makes learning fun. Please refer to the attachments for associated materials.

 

VISION OF BLENDED LEARNING UNIT PLAN AND VARIOUS COMPONENTS OF THE UNIT:

 

Please refer to the attachments outlining the vision of the blended learning unit and the various components of the unit.

 

UPDATE NOTE:

 

The website does not include the Corps of Discovery or Manifest Destiny and Westward Expansion web pages.