Dear Melissa,

The Conroe Independent School District science best practice expectations encourage us to
include small group instruction time in our schedule every day, with the goal being to meet with
every student, every day. Based on my past experiences trying to implement this type of
schedule in my math class, it can be a frustratingly difficult task. Some obstacles that I ran into
trying to implement consistent small group instruction in my day were:
1. Whole class teaching, note taking, and answering questions took up the bulk of my class
time.
2. Because everyone learns at a different pace, some students needed extra help that I was
unable to provide, while other students worked further ahead and waited for everyone
else to catch up.
3. Students had no ownership over their learning. Everyone, regardless of their level of
mastery, was given the same assignments and due dates.
I propose that these obstacles can be overcome through the integration of two blended learning
models in my class. “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, and/ or pace” (Horn&Staker, 2017, p. 33). The first model I would like to implement
is Station Rotation. Station Rotation involves students working through an assigned set of
learning modalities, one of which is a technology station. By slightly modifying my class work
to incorporate more student choice in their assignments and increasing authentic learning
opportunities using technology I could increase the chances of maximizing student success.
The second model of blended learning that I am proposing to incorporate is the Flipped
Classroom. In Flipped Classrooms students are required to do some type of “pre-work” before
coming to class in order to be prepared for the active learning that will take place during the class
period. Typically, this pre-work consists of a direct teaching video that students would watch the
evening before class. Moving the direct teaching from class time to homework frees up
additional time in my schedule for meeting with small groups on a more regular basis. Requiring
students to watch the lesson portion of class at home on videos enables them to learn at their own
pace by giving them the power to slow down and re-watch the lesson as many times as is
necessary for comprehension.
Benefits of combining these two blended learning models in my classroom include more time for
active learning during class, consistent small group time where I will be able to catch and correct
mistakes as they happen, and the ability to identify students who need extra help before they
develop gaps in their learning while also accelerating the advanced students who need more
challenging work options.
I am asking you for the autonomy and flexibility to pilot this new system in my classroom during
the 2021-2022 school year. Obviously, I would still be following the same lesson plans and
TEKS as everyone else, the two biggest changes would be in moving the passive learning of the
lesson delivery from class time to homework and incorporating more student choice in the
station work students will be doing.
Thank you,
Melanie Cockshott