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Problem-Based Learning in a Blended Environment Implementation Outline

Ashley Karr

Lamar University

EDLD 5305: Applying Disruptive Innovation

Dr. Dwayne Harapnuik

July 16, 2023

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June 2023 – July 2024

Phase I June 2023 – August 2024

 June 2023:
o Establish learning goals and objectives
 Research problem-based tasks and structures within a classroom (specifically
at the primary level in mathematics)
 Research blended learning as well as blended models to best serve learners
and campus
 June – July 2023: Explore and gather evidence based literature supporting learning goals and
objectives
o Complete literature review on problem-based blended learning in mathematics
o Reflect and revise innovation proposal and literature review based on feedback
 August 2023: Introduce and discuss the innovation proposal, plan, in addition to learning
goals and objectives with stakeholders
o Introduce to administration and instructional specialist team for approval
 Provide link to ePortfolio with innovation proposal, plan, and literature review
 Schedule follow up meeting for any questions, concerns, and feedback

Phase II August 2023 – December 2023

 August 2023:
o Introduce and discuss the innovation proposal, plan, in addition to learning goals and
objectives with stakeholders
 Introduce to Content Team
 Schedule a meeting with fourth grade mathematics team to present
innovation plan
 Address questions and document feedback
 Seek interested educator willing to join and allow me to pilot problem-
based learning in a blended environment in their classroom
 Schedule follow up meeting with interested educator(s) for initial
planning
 September – October 2023: Planning with pilot classroom educator(s)
o Learning goals and objectives for pilot
 How will problem-based learning in a blended environment enhance learning?
 Real-world problems or tasks
 Critical thinking skills
 COVA
o Review district provided scope and sequence
 Begin developing for a blended environment
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 Examine existing problem-based tasks provided within curriculum and outside

sources
o Analyze use of current platforms to establish blended learning environment
 Schoology, Google classroom, etc.
o Reflect and revise planning
 Schedule meeting with participating educator(s)
 Establish schedule for check-in meetings, classroom support, and observations
 September – December 2023: Establish classroom expectations with participating educator(s)
o Establish classroom structure and layout
 Create space for group collaboration during problem-based tasks
 Create space for students to utilize vertical whiteboards during problem-based
tasks
 Create space for station rotations and small-group instruction
 Create space for students to display work and evidence of learning
o Establish routines and expectations for problem-based tasks and blended learning
(station rotations)
 Establish expectations or norms for collaborative work during problem-based
tasks based off student input
 Students provide examples of what makes collaborative work go well
and what does not to establish problem-based task norms
 Three person collaborative groups
 Groupings will be randomized
o Establish routines for station rotation
 Introduce station rotation to students
 Students develop expectations
 Small-group instruction
 Rotations
 Responsible and safe use of technology
 Appropriate and responsible participation in online discussions
o Introduce fixed mindset versus growth mindset
 Students complete survey on ownership of learning and attitude towards
challenges
 Students come up with examples and non-examples of growth mindset
o Introduce setting goals and procedures
 November – December 2023: Reflection on learners outcomes as well as structure of
problem-based learning in blended environment
o Conference with participating educator(s)
 Discuss what is going well and what could be improved thus far
 Make any minor adjustments based on learners and educator(s) needs
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 December 2023: Collect participating educator(s) data and curriculum-based assessments

o Evaluate and analyze varied forms of student data
 Data can be, but is not limited to, common formative assessments, required
district curriculum-based assessments, etc.
 Compare participating classroom(s) progress to the campus
 Compare participating classroom(s) progress to the district
o Document and share current findings with participating educator(s)
 Plan and adjust learning goals and objectives as needed for the Spring
semester

Phase III January 2024 – May 2024

 January 2024: Reestablish classroom routines and implement any changes
 February – March 2024 : Collaborate with instructional specialist team and fourth grade team
o Define problem-based tasks
o Define blended learning station rotations
o Invite instruction specialist team for observation and feedback
 Provide observation opportunities based on participating educator(s) schedule
 Follow-up with instructional specialist team for feedback
 Staff feedback survey
 Reflect and adapt based on feedback
o Provide new opportunities in stations
 Incorporate blended learning station rotations during intervention time
 Establish routines, expectations, and any additional materials needed

Phase IV March 2024 – May 2024

 March 2024: Evaluation of data
o Gather and analyze variety of pilot classroom(s) data
 Beginning of the year (BOY) compared to Middle of the year (MOY) data
 Benchmark and interim data
 Student progress, engagement in learning, and district curriculum-based
assessments
 Compare participating classroom(s) progress versus non-participating
 Compare participating classrooms(s) progress to district
 What trends does the data show?
 Efficacy of problem-based learning with station rotation
 Student growth
 Educator satisfaction
o Based on findings, adjust pilot plan and expectations
 April – May 2024: Organize data and findings by individual students and learner outcomes
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o April 2024:
 Schedule meeting with participating educator(s) about individual student
concerns prior to end of year (EOY) assessments
 Design individualized plan of action for any students
 Students in need of intervention
 Students in need of learning extension
 Revisit goal setting with students
 Students evaluate their progress
 Create new goals
 Begin spiral reviewing content based on individual learning plans and goals
o May 2024:
 Student and teacher survey
 COVA
 Attitude towards learning and growth mindset
 Attitude towards problem-based tasks and blended station rotation
 Attitude towards academic success
 Compile data from all surveys to compare from beginning of the year
 Write a basic report summarizing findings
 Schedule a meeting to present to administration and instructional specialist
team
 Adjust presentation based on feedback
 Schedule a meeting with third and fourth grade content team to present
findings
 Feedback from all staff in attendance
 Seek any other possible teachers willing to participate in continuing
pilot in the following 2024 – 2025 school year

Phase V May 2024 – July 2024

 May 2024: Reflection and adjust based off all feedback from staff and students
o What worked well for students?
o What worked well for educator(s)?
o How does this align with district vision and goals?
 This will benefit when presenting to district and outside personal campus
 June – July 2024: Planning for sustaining and expanding in the 2024 – 2025 school year
o Plan for sustaining problem-based learning with station rotations
o Plan for expanding to other grade levels on campus (specifically third grade)
o Schedule meeting with math curriculum department to report findings
 Request feedback
 Ask if other schools within the district are implementing similar models
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 Plan to visit other schools in the 2024 fall semester

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References

Liljedahl, P. (2021). Building Thinking Classrooms in Mathematics Grades K - 12: 14 Teaching

Pracitces for Enhancing Learning. Corwin Press.