Background information:

• CFISD committed to a 1-to-1 solution for its students. 

• CFISD purchased the Schoology Learning Management System (LMS). 

• CFISD encourages the use of a station-rotation blended learning model.

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What is the Plan?

In the fall of 2020, CFISD had to make several changes to its learning environment to address the needs of students during the COVID pandemic. These changes included a 1-to-1 chromebook solution for students, a hybrid learning environment where students were able to learn remotely, and implementation of a learning management system (Schoology) to use as a learning communication technology tool. These changes cleared the way for teachers to experiment with online learning. There were some successful experiments during this time. One of these experiments was the use of interactive lessons to reach learners both in and out of the classroom. These lessons allowed students to learn in their own place. Beyond that, these lessons allowed students to learn at their own pace and take their own path through the learning. They could pause a lesson to investigate questions they had without feeling rushed during class time.

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Prior to the pandemic, CFISD had implemented a station-rotation blended learning model based on the ideas of Marcia Kish (2015). This particular model of blended learning allowed students to learn in different modalities, but the teacher still delivered a lecture-style lesson in the classroom, and students were rushed through each station. This detracted from the main goals of blended learning: students choose pace, place, and path.

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With the successful implementation of 1-1 chromebooks and the Schoology LMS for learning communication, CFISD can address the issues with the current model of blended learning to meet the needs of their scholars. This plan has been prepared to incorporate interactive lessons for first time instruction to allow students to move through a lesson at their own pace, in their own place, and on their own path, and provide time for student discussion to deepen the learning by connecting to prior learning experiences. Read why this plan is important.

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What Worked for Others

The idea of using interactive lessons to teach students is not new. It has been used in several places around the world. Research has shown that interactive lessons allow students to influence the content, activities, materials, and pace of their learning (Collins & O’Brien, 2003, p. 446). Teachers found that students formulated mathematical conjectures as they engaged with interactive lessons (Calder et al., 2006), and felt as though they were better able to keep up in class (Alnajdi, 2018). 

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Research also showed that class discussion based on interactive lessons provided an atmosphere for student-inquiry (Calder, 2013). Properly executed class discussion was a safe space where students could pose questions they wanted answers to, which led to enhanced student ownership, engagement, and understanding (Brough, 2012; Dowden, 2010).

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What Challenges Were Faced?

Some challenges noted in the research were a loss of control felt by teachers (Brough, 2012), a lack of student confidence in sharing their ideas with others (Seng, 2014; Brough, 2012), and student discomfort with self-paced learning (Rowe, 2019).

 

Teachers felt overwhelmed when stepping away from the front of the classroom and allowing students to control the pace and path of their lesson (Brough, 2012). They were concerned that students setting the pace would take time away from learning. They were also uncomfortable not knowing what questions the students would have and if those questions would veer their lesson plans off the path of the predetermined curriculum pacing guide (Brough, 2012).  

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Not every student will be comfortable with making the shift to an environment where students drive their learning (Wanner & Palmer, 2015).  An interview-based study done in Malaysia with teachers found that students lacked confidence in sharing their ideas with others because they didn’t feel that their opinions and ideas would be given serious consideration by their teacher or peers (Seng, 2014). Katherine Rowe (2019) found that her students were uncomfortable with self-paced learning first, but that they adapted quickly and became more engaged. Ultimately, they demonstrated better self-reliance, problem-solving skills, and time management. 

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Applying Lessons Learned

To address student discomfort with self-paced learning, Rowe (2019) suggested: tracking student progress, using flexible groupings,  frequently assessing learning, and pushing for mastery. Giving the students a way they can track their learning progress can help them see where they need help and what questions to ask. Grouping students with different students for discourse can help them work better with others, and give them new insights into what they have  learned.  Frequent, informal assessments can give the students valuable feedback on their learning and increase student comfort with the pace and path of their learning. Pushing for mastery means that students should be encouraged not to race through assignments, but to master the skills and turn in their best effort. 

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A study by Chris Jane Brough (2012) found that allowing students to engage in lessons at their own pace took additional time and that teachers needed to be skilled in facilitating conversations for interactive lessons to be successful. Utilizing online learning tools will enable our students to learn anywhere. Students who require extra time can finish their lesson at home, or start the lesson the day before in a flipped classroom design.

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Brough’s research also found that when teachers showed interest and consideration toward student perspectives, skepticism and reluctance to join the discussion quickly waned (Brough, 2012). Teachers can help build confidence and a safe space for discussion by supporting their innovative and influential students as models for classroom behavior so that other students quickly realize it’s a safe place to share their ideas and engage with the conversation.

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Implementing the Plan

Teachers are the key component to successfully implementing this plan. Teachers run their classrooms and influence their students. To gain buy-in from the teachers, this plan will need support from the leaders who influence them: The Director of Instruction (DI), the Curriculum Instructional Coach (CIC), and the Team Leaders (TL). I detail the plan for influencing the influencers on my page Leading Change as well as discuss the support and training that will be necessary to help teachers be successful.

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In addition to support and training, our teachers will need milestones to keep them focused on the goal. These milestones will help them know if they are successful or if they need additional support. I detail how we can provide milestones to the teachers in my plan to Execute Change.

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Below is an update to the implementation timeline. The first Implementation Plan described steps I took during the 2020-21 school year to pilot interactive lessons in the classroom. The timeline below details the rollout to teachers in the math department for the 2021-22 school year.