Model Des ign Samples

Variations on rotation and flex designs

Education Elements 1

O v e r v i e w

Each unique personalized learning environment calls for distinct design considerations, including usage of instructional time, classroom and building space, and staffing roles. The following slides depict a series of designs developed in different settings for schools and districts with different needs. Dynamic Rotation Model: Slides 3 and 4 present an in-class model that a teacher

could implement tomorrow. The design is extremely flexible and asks teachers to first consider their instructional purpose for a lesson, then choose a classroom layout that best supports the goal. Having flexible furniture greatly eases the implementation of this model.

2/3 Group Rotation Model: Slide 5 presents a situation in which a district asks schools grouped into two cohorts to implement a rotation model with either 2 or 3 groups; schools who still want a lesson to open with daily direct instruction have the choice to use up to 1/3rd of instructional time to do so.

4 Group Detailed Rotation Model Slide 6 highlights a detailed breakdown of a 90-minute class period in which teachers can map out exactly how to use time across 4 groups while thinking about the lesson in 15 minute increments.

School-wide Flex Model Slides 7-8 depict a flex model which requires a 1:1 hardware allocation, large open space for students to work independently, and several well-defined staff roles to support project-based work and 1:1 conferencing

Education Elements 2

D y n a m i c R o t a t i o n M o d e l ( 1 o f 2 )

Education Elements 3

Instruc(onal Focus What kind of learning is happening during the day/throughout the unit?

Structure How is the classroom structured to accommodate the instruc:onal focus?

Intro to New Material

Prac(ce

Reteach/Accelera(on

Explore/Create (PBL)

Assess

Reect

Whole Group Two-Group Rota(ons Whole group w/Pullout Whole Group to Small Group Class-wide Small Groups Centers (teacher, digital, peer-to-

peer)

D y n a m i c R o t a t i o n M o d e l ( 2 o f 2 )

4

Whole group instruc(on will shiJ to a variety of classroom arrangements that emphasize small group instruc(on at some point during a class period.

Open

Close

Open

Close

Open

Close

Open

Close

Open

Close

Open

Close

Teachers make grouping and class structure decisions based on student data and instruc(onal focus

Two-Group Rota:ons Whole group w/pullout Whole Group to Small Group Class-wide Small Groups Three Centers

Education Elements

2 a n d 3 G r o u p R o t a t i o n M o d e l s : C o h o r t S e l e c t i o n

5

Cohort 1 Cohort 2

33%

66% or

90%

Open

Close

15%

80% or

5% Close

80%

Close

15%

5%

Op#on 1: Whole group to 2-groups

Op#on 2: Three Group Rota:on

Op#on 1: Two-Group Rota:on

Op#on 2: Three-Group Rota:on

5%

5%

Op+on 1 includes signicant whole group instruc#onal #me at start of class to meet instruc:onal objec:ves and 2 sta#ons for daily lesson planning

Op+on 1 includes whole class open and close to introduce content but most instruc:onal goals completed during rota:ons; requires daily lesson planning for 2 sta#ons

Op+on 2 includes minimal whole group instruc#onal #me and 3 sta#ons for lesson planning; smaller groups than Op:on 1; for schools with shorter class periods, 3 sta:ons may be completed over 2-days

Op+on 2 includes whole class open and close to introduce content but most instruc:onal goals completed during rota:ons; for schools with shorter class periods, 3 sta#ons may be completed over 2-days

Education Elements

4 - G r o u p R o t a t i o n M o d e l : 4 : 1 5 R o t a t i o n

6

Overview Benets / Considera(ons Teacher meets with all 4 groups 15 minutes of digital content work per

group Students work in a variety of se]ngs at a

fast pace may be be_er for younger students to keep groups moving

Flex (me may include more online work, independent reading, games, or increased (me for collabora(on

Conducive to centers when a variety of learning ac(vi(es are available

Students should be using a content provider with learning ac(vi(es that take 15 minutes or less

Two 15-minute days in a week would call for 120 minutes of digital content over the remaining three days, or 40 mins/day in the remainder of the week

The 90 minute class period is broken down into six 15-minute blocks. Students rotate through 4 sta(ons. Teachers meet with all small groups. The model contains 4 groups rota(ng at 15 minute intervals, hence the 4:15 designa(on.

Online

Online

Flex (me Online Collabora(on

15 mins

Group 1

Group 2

Group 3

Whole class opening

Whole class closing

Teacher Collabora(on Flex(me

Collabora(on Teacher Flex (me

Teacher

15 mins 15 mins 15 mins 15 mins 15 mins

Group 4 Flex (me Teacher Collabora(on Online

Education Elements

Facili+es Online instruc(on occurs

in a computer lab that accommodates all 75 students

Class Size & Stang 3 teachers who provide

workshops in math, ELA, history, science, and project-based learning

1 course manager who oversees digital learning

1 rela(onship manager that works with students to set weekly academic and personal goals

F l e x M o d e l ( 1 o f 2 )

Blended Grades: 9 Blended Subjects: Math, ELA, History, Science, Foreign Language

Instructional Model

Online Instruc(on

Goal Se]ng

Project-based Coursework

Hardware 1:1 student-to-computer

ra(o

7 Education Elements

F l e x M o d e l ( 2 o f 2 )

Education Elements 8 Education Elements 8