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I learned how to get each group to have content before the independent practice station.

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The blended learning model allows students to work at their own pace and more on their schedule. The use of checklists might also help students organize their thinking.

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I learned about how to design around the varying needs of students

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I learned about how to design around the varying needs of students

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Good to hear about the different strategies to use Blended Learning stretching across multiple classes.

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Good to hear about the different strategies to use Blended Learning stretching across multiple classes.

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Its good to know that when you don't use a timer you can continue your lesson onto the next class

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I learned some additional ways to used blended learning, or at least, begin to incorporate in my instruction.

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I learned some additional ways to used blended learning, or at least, begin to incorporate in my instruction.

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It's good to know that you can blend blended learning phases -- the flexibility is much greater than I originally thought.

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I learned you can have different learning targets for some of the stations as you would in any other lesson. 

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I learned you can have different learning targets for some of the stations as you would in any other lesson. 

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I learned that allowing choice of sequence can address the individual needs of students

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Checklists are an important way for students to keep track of where they are for each station.  It allows them to take more ownership in their learning.

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Checklists are an important way for students to keep track of where they are for each station.  It allows them to take more ownership in their learning.

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I like the idea of a Ghost Group to allow for more practice time!

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I like the idea of a Ghost Group to allow for more practice time!

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I really like the idea of providing students with the directions for each station in a creative means (QR). The ghost group information was beneficial as well and answered many questions in the room. This activity was well planned and a great way to expose us to Phase II of blended learning.

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I am interested in learning more about lightspeed as a way to monitor students speaking more.  maybe a group recording would be sufficient as a way to potentially check post class about keeping students using Spanish...more of a threat than the reality of actually listening to the whole recording for each group!!!  

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I am interested in learning more about lightspeed as a way to monitor students speaking more.  maybe a group recording would be sufficient as a way to potentially check post class about keeping students using Spanish...more of a threat than the reality of actually listening to the whole recording for each group!!!  

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I learned that I need to move onto phase 2 to allow more flexibility. It seems students are ready for it since many teachers are using phase 1 and they are becoming "well trained"

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WOW, I wished I would have know about GHOST groups before my formal observation

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WOW, I wished I would have know about GHOST groups before my formal observation

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(yes, my formal observation).

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Ghost groups  allows for a greater flexibility to support students and I like that idea of a rotation that is flexible to support the needs of the students such as vocabulary, research, or re-teaching/extension.

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Checklists are an important in outlining student expectations and preparing students for a Blended Learning Lesson.

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Ghost groups - would work well to add some review or study time into the lesson.  It might also work to front load content for literature. I like the idea. I also think digital content can take care of those students who won't be in the mini lesson. A self-paced menu format allows students to be directed to start at digital or a mini lesson.

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The goal is to get to phase II... phase I is too rigid to stay there for long!

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The use of checklists ensures accountability and provides teachers the opportunity to work with targeted students.

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Blue Jays SUCK!!!

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I learned that creating ghost groups will allow me more time to check on students and reteach concepts if needed.

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I learned that creating ghost groups will allow me more time to check on students and reteach concepts if needed.

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I learned about the versatility of Padlet, which I've only used a couple of times prior to today.

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I learned how to use ghost groups within the framework of Phase II blended learning.

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In my math classroom, I created "Ghost Groups" months ago. I learned that utilizing this model in with a skills based course made it difficult to start students at Independent Practice.

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Is it okay, according to the Spencerport definition of blended learning, not to include the "Future Ready" station every class?

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Future Ready Skills station.

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I still struggle with the idea of giving a small group mini lesson throughout a lesson rather than at the start of a lesson whole-group.

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In a skills based lesson, how do other teachers/disciplines start students off at "Independent Practice?"

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There is flexibility within the blended learning model in terms of how many stations you have, what those stations look like, etc based on the needs of the individual students in the class

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How do I create teacher directed mini-lesson that is not  dependent on the knowledge or skills used in the other stations?

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How do I create teacher directed mini-lesson that is not  dependent on the knowledge or skills used in the other stations?

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Is this an effective model for students who really struggle?

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Is this an effective model for students who really struggle?

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Could we create a catalog of resources  with options for each station section specific to content areas?

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What are the next levels of blended learning?

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If I am passionate about a topic, how can I convey that passion in a blended learning lesson

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If I am passionate about a topic, how can I convey that passion in a blended learning lesson

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Can you split up Blended Learning over Multiple lessons?

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Students were engaged at each station and were able to work at their own pace

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1. For students at different levels the teacher I work with and I decided to do some pre-teaching of material to help . Another option is to differentiate the stations for level.
2.  Utilize spacing differently. In classes with co-teachers perhaps using another class for a station.

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Do students of differing abilities really get their needs met in this model?

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With my own lesson, my mini lesson changed slightly every time, and by the 12th mini-lesson that day I would have liked to go back to my first and have record of what was changed.

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When students were working together on future ready skills how do you ensure everyone is an active participant (so would have designed something so all students were accountable)

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Whole instruction should have been done in smaller groups

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Whole instruction should have been done in smaller groups

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I would add more checks for understanding in my independent practice.

I would have the students refer to some of the digital content prior to coming to class. 

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I would add more checks for understanding in my independent practice.

I would have the students refer to some of the digital content prior to coming to class. 

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How do other teachers implement the "Future Ready Skills" with newer content?

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Do not force stations. At times, only 2 or 3 stations may be appropriate.

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Students were very engaged....teacher was able to complete mini lesson and then still check on other three groups towards the end of eac rotation

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1. I liked how this format forces student-centered instruction; it made me think about a concept I had taught in the past in a new way.
2. This is  an incredibly work-intensive process. It took quite a while to create materials, and then assessing the work they did took a long time as well.
3. I noticed that you have to be crystal clear with your directions because if you're the only adult in the room, students may be confused on the independent stations.

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Is everyone on the same page when it comes to "future ready" and what that really means?

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students coming to us from a 75% self paced blended model are not as prepared as years past. Has research shown that this is the most effective method for all content areas?

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1.  I wouldn't change much, I have done this lesson for two years and it runs smoothly each time
2.  I wish I had more prior knowledge on the lesson I observed, so I had a better understanding of the student perspective.

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1.  I wouldn't change much, I have done this lesson for two years and it runs smoothly each time
2.  I wish I had more prior knowledge on the lesson I observed, so I had a better understanding of the student perspective.

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More information on Future Ready skills and how to implement this station in all content areas

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When students in Phase I have the same objective~ if students start with Independent learning, then go to digital, lastly my mini lesson how can I create the mini lesson more effectively for students who started with Independent lesson first? 
How would that mini lesson change? or would it? 

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When students in Phase I have the same objective~ if students start with Independent learning, then go to digital, lastly my mini lesson how can I create the mini lesson more effectively for students who started with Independent lesson first? 
How would that mini lesson change? or would it? 

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2nd - what is a good way to track student progress? Graphic organizer? excel spread sheet?

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Provide more supports for primary source readings.  I would also change the expectation that you can achieve four station rotations in one class period.

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Provide more supports for primary source readings.  I would also change the expectation that you can achieve four station rotations in one class period.

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I have concerns about students working in groups and off-task, chit-chat happen.  I know this is management and purposeful tasks, but it inhibits me from wanting to do more Blended Learning

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A great way to support students with disabilities

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Keep better track of time to ensure transitions ran more smoothly
Closely monitor for off task behavior

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Keep better track of time to ensure transitions ran more smoothly
Closely monitor for off task behavior

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Future Ready Skills....I would like more explanation/examples of these being incorporated into an actual lesson

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1-I would want the collaboration between students to be more deliberate and planned for
2-I think that I would have students do less sharing verbally and do more trading and "test driving" of one another's creations

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1. I would try and be more creative, especially with higher level classes.
2. Allowing for students to have input in the lesson plan/design.

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Is it okay to split up blending learning lesson over multiple class periods or should they all really be implemented within one class period?

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Is it okay to split up blending learning lesson over multiple class periods or should they all really be implemented within one class period?

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possibly give the min-lesson to everyone 1st, then rotate
update a video that was used

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formataive assessment and adjust

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observed students engaged in their independent practice

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observed students engaged in their independent practice

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Great way to support students with disabilities

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I would have chosen a better lesson to blend.  The one I 

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I would have chosen a better lesson to blend.  The one I 

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observed was way better than the one I taught.

To position myself so that I could observe the entire group while working with my groujp.

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students knew responsibilities
all students were engaged
nice opportunity for students to work with smaller groups

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Students asked one another for assistance and/or sought assistance from one another, not just the teacher

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1) There was a lot of prep work that went into the lesson, including purposeful student groups and differentiated mini-lessons.                2) The students were engaged in the learning.
3) There were multiple layers of formative assessment embedded in each station.

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Planning time decreases if you have plenty of materials and know websites that will help with digital content.  Otherwise - very time consuming.

In the lesson I observed, I loved that students were talking and sharing their thoughts related to the holiday.  

The mini lesson that Melanie had allowed for discussion of images of the celebration.  I think this was awesome because it was more personal.

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Planning time decreases if you have plenty of materials and know websites that will help with digital content.  Otherwise - very time consuming.

In the lesson I observed, I loved that students were talking and sharing their thoughts related to the holiday.  

The mini lesson that Melanie had allowed for discussion of images of the celebration.  I think this was awesome because it was more personal.

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1.Kids were engaged in their activity
2. with clear directions it runs smoothly, 
3. timing is important

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1.Kids were engaged in their activity
2. with clear directions it runs smoothly, 
3. timing is important

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50 minutes is not enough time for what I had planned after going over directions/expectations. Possibly splitting up over multiple classes?

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50 minutes is not enough time for what I had planned after going over directions/expectations. Possibly splitting up over multiple classes?

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This was a very well thought out and designed lesson...considerable planning went into this

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This was a very well thought out and designed lesson...considerable planning went into this

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Create a graphic organizer for students that addresses the lesson's salient components.

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Students were engaged
Some students were distracted by the mini lesson, but were easily refocused

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1. Space utilization is a key component
2. Groupings are important - the class class I worked with had a wide range of abilities and groups were finishing at various rates.
3. For many students the self-pacing was beneficial.

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Observations from my lesson  were that setting up the lesson requires a great deal of pre-planning. 

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Observations from my lesson  were that setting up the lesson requires a great deal of pre-planning. 

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an engaging way to teach content and skills surrounding the same topic. The blended learning lessons that I planned took a tremendous amount of time to prepare. I enjoyed smaller groups of students to work with during the mini-lesson.

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engaged.
Time went fast.
Teacher was very active with management.

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The pace of each station was adjusted based on progress.

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by working electronically, students created a record or living document of their individual creations

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1. The directions for 2 of the centers weren't totally clear to the students, even though I explained them and had them typed up. Next time, I will quickly touch base with some of the groups right at the start of the activity.
2. I may cut down on some of the work I expected them to do; there were some stations in which it was unlikely they could finish their work in the time allowed.

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PE class was extremely organized.  Students used phones for digital content.

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PE class was extremely organized.  Students used phones for digital content.

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Evident that the teacher did a lot of proactive planning and students followed a path specific to their individual needs.

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1.  The opportunities for creative instruction in SS makes me jealous.
2. The students were engaged and worked continuously.
3. The math lesson works smoother with a "Review" station.

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timeline (remove timer)
modify one of my activities

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Students were engaged in demonstrating the work which they had created

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1.A lot of work to plan/set up
2. Increase in student engagement
3. Students are familiar with the blending learning model "oh one of these lessons?!" 

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1.A lot of work to plan/set up
2. Increase in student engagement
3. Students are familiar with the blending learning model "oh one of these lessons?!" 

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The students that were participating in the mini lesson had an opportunity to ask the teacher for clarification on topics. 

The lesson I observed did a nice job using digital content to maintain student engagement.

The students that completed the mini lesson did a better job with the independent practice second. 

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The students that were participating in the mini lesson had an opportunity to ask the teacher for clarification on topics. 

The lesson I observed did a nice job using digital content to maintain student engagement.

The students that completed the mini lesson did a better job with the independent practice second. 

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Planing is pretty intensive
Having a second person in the room facilitates the stations
putting written descriptions out is helpful

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Planing is pretty intensive
Having a second person in the room facilitates the stations
putting written descriptions out is helpful