Environment, Shmironment…First graders shouldn’t have separation barriers, or should they?

Oh yes they should, if you don’t want them to hug each other, chat nonstop, then together, with arms around each other, collaboratively choose right or wrong answers!

In so many ways, the facilitation of a conducive environment, in which blended learning could succeed, eluded the mindset of our first grade teachers by conflicting with their vision and philosophical beliefs of what a first grade, developmentally appropriate classroom, should look like, as well as how a first grader should, ultimately, learn. 

In previous years, (many, many previous years), the first graders were conditioned to collectively engage, in every way, every day. It was a rarity to separate one student from another using walls, then require a six year old to focus on a computer program for 10-15 minutes, without talking.

Perhaps the practice of segregating young children, for the purpose of providing adaptable data driven, differentiated instruction, is developmentally inappropriate. One thing, however, is certain, when children perform in isolation there is a high chance of acquiring authentic results of a student's acquisition, or not, of grade level required skills.

Because the first grade teachers had the most difficulty accepting the nature of isolated, independent workspaces, used over an extended time, their student data results were the least comprehensive of all the grade levels.

Were the first grade teachers correct in their strong beliefs that isolation in cubicles was not developmentally appropriate for first graders? Perhaps. Although, the kindergarten teachers trained their students, from day one, to put up their desk walls and focus on what they needed to do.  Successfully proving that conditioning can produce extremely focused participation in very young children. Was it the best use of the 5 year olds’ learning time? The question still remains.

Will the lack of first grade digitally generated student data be detrimental in the educational development of the first grade students?

Not if the teachers were able to promptly identify individual needs and propel learning at an appropriate pace through differentiated instruction….so much easier said, than done!

Alas, first grade teachers, this is the benefit of blended learning.

Maybe next year, they'll try again!

Rotation/Commotion, Station/Relaxation…What’s going on?

Just when teachers thought the station-rotation model would facilitate learning in a perfectly choreographed pattern of performance, the students had distinct ideas of their own! The movement between stations increasingly became less than graceful, and definitely not harmonious; while the computer station began to look like a rest stop, brain included. So, what was going on, and why?

The described situation was becoming more common, than not, especially in the older grades and required situational examination and immediate behavioral-remediation.

As with anything repetitious, the students were beginning to demonstrate discontentment with mundane routine. Questions arose concerning digital content challenges and teacher facilitation of student engagement, including motivational reinforcement procedures.

The teachers, in whose classes disruption of flow existed, conducted class meetings in which explanations and suggestions were elicited from the students.  

Collectively, the students and teachers examined each element and concluded that in as much as there may have been glitches, within the digital content program, the importance of persevering with maximum effort was paramount. The mere fact that the students’ input was heard, as well as acknowledged as being relevant, produced increasing intrinsic student motivation to succeed.

A reward system was put in place that reinforced transitioning between stations quickly, quietly and efficiently. The teachers also varied the digital content offerings; allowing students to have free choice of digital content programs, after successfully completing the required digital content assignments.  Teachers began to conference with students, individually, empowering them with the view of their learning path, data results and digital lesson plans.

Each changed component contributed to the development of student empowerment for self-directed behavior and ultimately increased the pace of student learning.