Today I participated in an extensive, and fast paced field experience as I completed a Blended Learning Walkthrough of five classrooms. My observations were limited to only 15 minutes each, where I tactfully and purposefully gleamed valuable information.  I was fortunate enough to choose the school from which I gathered my information, and having three students of my own in the Tawas District, I wanted to see and apply the Walkthrough rubric to classrooms at Clara Bolen Elementary; meeting my own professional and personal needs. My personal strategies using technology was fostered mostly in the Secondary Education setting, so having the opportunity to see applications at the Elementary level was a great learning experience for myself as I prepare to transition back into the face-to-face environment and could potentially serve in an elementary classroom.  Focusing more on instructional strategies using (or not) technology, rather than actual content, I was able to put a fresh perspective on the learning environment. Below, I share how each classroom impeccably blends technology using instructional strategies.

Classroom One (Mrs. Short): This First Grade classroom had 4 student laptops (district provided) for students to use. The students were beginning their morning routines as they started their day. The teacher had a smart (touch) board that enabled the students to add to the slideshow as evidence to demonstrate understanding of the date, tally marks, and months of the year. The teacher used physical movement, through the use of a song, to deliver content and motivate the students. Students were fully engaged, had a strong sense of classroom expectations, procedures, and culture.

Classroom Two (Mrs. Ramsdell): During my observation, these First Grade students were working on Reading. The teacher displayed the text on the smart board. Using the “popcorn” method; students and the teacher would take turns reading the text “Lemonade.” Short breaks were taken between passages to discuss and collaborate the vocab terms. The teacher tied in a later project, which will be to make lemonade using knowledge from the text. Students were fully engaged and enthusiastic to participate. Technology was available for the students to use, 4 district provided laptops.

Classroom Three (Mr. Kanszewski): In this Fourth Grade classroom students were working on math enrichment to prepare for testing tomorrow, combined from two classrooms based on skill level. Students were working at their own pace to master the concepts. Book work, worksheets, and laptops were utilized (student choice, as shown in the picture below) to build on their knowledge. The teacher had students submit evidence of work, at their own pace during this enrichment period, where he analyzed the students’ understanding of the problem solving and then collaborated with the student to help them individually where they were “not yet” getting the concept. A classroom set of laptops were available, and district provided.

Classroom Four (Mrs. Decker): Students were working (whole class) with reading practice. The teacher introduced an Anchor Chart to discuss “Cause and Effect.” She then projected their worksheet on the board and they collaborated as a class to problem solve the scenarios. Then, she expanded the concept by offering abstract “causes” where students offered any “effect” they wanted. After a few examples, she opened up the floor for students to share complete “Cause and Effect” statements demonstrating mastery of the concept. The teacher used a headset (shown below) to amplify her voice for classroom management and to meet the special needs of her students. The teacher utilized transitional strategies as they progressed into another task.

 

Classroom Five (Ms. Spencer): I entered my observation at a transition time in this Kindergarten classroom and was able to see a fun method to move from one classroom to another using technology. The students engaged in a “Brain Break” where they were able to stand, move around, and express energy using music and cues. This was a special education classroom, so the teacher used this movement for classroom management and positive reinforcement. In the Writers Workshop, the teacher initiated conversation with the students to understand what it means to ‘think like a scientist.’ She read, and the class discussed, two age appropriate examples of text to enhance the inquiry-driven instructional strategies (enthusiasm and participation shown in the image below). The students then took this knowledge into their “Writers Workshop” to create representations of the information and creation of new ideas.

I was pleased, as a parent and educator, to see how effortlessly and seamlessly ALL FIVE of the educators blended technology into their instruction. All of the educators were knowledgeable with the technology strategies, tools, and applications that they used in their classrooms, which increases learning time and limits distractions.  Impressively, every piece of technology I observed was district provided! Kudos to the Tawas district on investing in our children’s’ education with a rich blended environment and highly qualified and tech savvy instructors!

I’m looking forward to my experience with Mrs. Plank in the near future, where I  can observe a Master educational professional for her thoughtful use of technologies to support teaching and learning in a range of educational environments. Drawing on current theories of learning and  further enhancing my development to understand the role of technology in learning and instruction.