Blended Learning with Schoology and Project-Based Activities using a Flex Model
Thought Leaders Shaping Learning Concepts
Thought leaders, like Dewey, Bruner, Vygotsky, Papert, and Piaget, say that learning is active, and dynamic. Learning is building on what you already know. It works best when it is purposeful, social, and hands-on. Another contemporary thought leader, Roger Shank, former professor at Stanford and Yale, supports cognitive science, or the study of how people think, learn, and remember (Schank, 2024). He says teachers can help students learn in a way that makes sense to them, so that they remember it, more than just memorizing facts (Schank, 2011). He shares that learning should be meaningful and based on real world experiences (Schank, 2011). Learners connect lessons to their life situations which improves learning skills, and critical thinking strategies. Therefore, to support my innovation plan for blended learning with flex models using an LMS, project based learning, and guided instruction, I designed a lesson in Schoology guiding students through a project based activity connecting to the real world allowing group collaboration using digital tools, and guided instruction as needed.
Integrating Digital Resources and Project Based Learning
In this project, 3rd grade students had to design a mini amusement park, and apply their math skills, using addition or multiplication to find area and perimeter, budgeting, as well as some basic geometry in a personalized learning path thriving in a safe, supportive, and inclusive space. In teams, they created a mini amusement park layout by using Google Jamboard to brainstorm ideas of different rides to include, such as roller coasters, bumper cars, carousels, and ferris wheels in real time using a digital whiteboard. Food or snack stands, and various game booths were added too. Each team member had a role, like project manager, design lead, financial advisor, and research anaylst, to share in the project responsibilites.
Throughout the activity, digital tools were applied to benefit learning, and empower students to have an individualized experience where they could explore and grow. They were able to use Google apps to document their research, and share ideas as a team. In Schoology, they explored content lessons, viewed area and perimeter videos, and completed interactive quizzes at their own pace, path, and time. This gave students opportunities to be self-directed and self motivated, which matches with Shanks ideas of learning (Schank, 2011).
Students calculated the area of space, found the perimeter measurement, and considered sticking to a planned out budget. For example, they used grid paper to calculate the area being used for each attraction, and made sure this would fit within the parameters of the total park space. Each group had to stay within budget constraints while designing out their park layout by adding up the total cost of concrete and fencing used based on the square foot for area, and yards for the total perimeter. For guided instruction, there were mini lessons on calculating a budget, finding the area using length and width, then adding up all the sides around a figure to find the total perimeter. Groups were able to check in with the teacher, and each other, to ask questions and get feedback on their design and layout.
As students completed their mini amusement parks, they could present their work to the class to explain how they used math concepts to decide on the placement of attractions, the cost of budgeting for the concrete and fencing that was used throughout the amusement park, and how they used digital tools to extend their understanding. They used COVA through this learning process in a significant learning environment where they were able to share with their peers.
Students also learned how to use Padlet to have collaborative group discussions. They wrote a short reflection on what they learned, what they enjoyed, and what was challenging to them. They also talked about what it was like to work in a team setting with different roles, and were able to use Flipgrid to give reflections of their experience in a creative manner. This project allowed students to practice their math skills, in an engaging way, that made it fun, and interesting, which is something that they will remember for years to come.
Reflections of Flex Model with Blended Learning
Lifelong learning sees mistakes as opportunities to use a growth mindset. This learning builds confidence and resilience, and occurs way past the classroom. Even though students struggled with self pacing and staying on task, I would use project based activities with blended learning again because students were engaged and enjoyed relating math skills to the real world using various types of technology. I would promote the importance of working together to accomplish end goals by adding more checkpoints to help students stay on track, and include guided instruction for math calculations, and content. For example, checkpoints with budget planning, layout and measurement, or presentation prep would provide better guidance for success. I would also incorporate digital apps like Progress Learning or Khan Academy to link math concepts and project learnig, allowing self-paced, independent practice and filling learning gaps. With these digital tools, teachers have access to immediate data and results, and can continue to guide students through what they need.
As a future instructional designer, I will focus on hands-on activities relating to real life situations that allow peer sharing and reflection using different types of technology supporting student engagement, collaboration, and flexibility for diverse learners. I would use Schoology, project based learning, and guided instruction in a blended learning with a flex model. Students can have self-directed learning in a deeper and more meaningful way using a significant learning environment with COVA, offering smooth, active, dynamic learning for both the students and teacher (Harapnuik & Thibodeaux, 2023). Conclusively, students will learn most through projects, simulations, and experiences which are very much aligned with Schank’s ideas of how we learn because all of this relates to real life situations that make school relevant, memorable, and effective. (Schank, 2024).
References
Harapnuik, D. & Thibodeaux, T. (2023). COVA: Inspire Learning through Choice, Ownership, Voice, and Authentic Experiences. Amazon.com Services.
Schank, R. (2011, September). Real Learning, Real Memory. Education Futures. https://educationfutures.com/blog/post/roger-schank-invisible-learning
Schank, R. (2024). Teaching Minds: How Cognitive Science Can Save Our Schools. https://www.rogerschank.com/teaching-minds-how-cognitive-science-can-save-our-schools
Jackie Bittner M.Ed. 