{"id":6230,"date":"2014-06-10T00:00:00","date_gmt":"2014-06-10T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/interested-in-innovative-school-models-what-to-consider-to-make-sure-they-are-successful\/"},"modified":"2020-02-27T14:44:56","modified_gmt":"2020-02-27T19:44:56","slug":"interested-in-innovative-school-models-what-to-consider-to-make-sure-they-are-successful","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/interested-in-innovative-school-models-what-to-consider-to-make-sure-they-are-successful\/","title":{"rendered":"Interested in Innovative School Models? What to Consider to Make Sure They Are Successful"},"content":{"rendered":"
\"Anthony<\/a>
Anthony Kim<\/figcaption><\/figure>\n

In working with over 100 schools across the country on new approaches to integrating instruction and technology in order to personalize learning, we\u2019ve learned a lot about school models.<\/p>\n

For decades, many schools have looked to digital content and online instruction primarily as a way to move students on one axis, below grade level to at grade level or at grade level to above grade level. This is demonstrated by the proliferation of credit recovery programs as well as the massive use of programs like Khan Academy. Often, the use of these programs for individual students is geared towards having students start at one point and complete tasks at a level of proficiency to get to another point (Figure 1, click on images for larger view).<\/p>\n

\"Figure<\/a>
Figure 1<\/figcaption><\/figure>\n

The blended learning approach and subsequent new school models start to look at two axes, with x-axis being the one we already discussed, levels of learning (and acceleration of learning content), and the y-axis being the depth of learning (Figure 2).\u00a0 For example, we often show a three group rotational model and associate the potential of these rotations to focus on different levels of Bloom\u2019s (Figure 3). You can also apply Webb\u2019s Depth of Knowledge here, but in this example, we will use Bloom\u2019s for consistency. The independent station is great for students to learn at their own pace to be introduced to or practice new skills using adaptive digital content,\u00a0 which emphasizes the lower levels of Bloom\u2019s Taxonomy \u2013 remembering and understanding.\u00a0 At the small group instruction station, students receive instruction from the teacher to learn to apply and analyze skills. The project\/collaboration station is great for students to work together on projects and develop mastery (evaluating and creating). [As a note, we can describe other models using the same approach, but I\u2019m using the rotational model since it\u2019s the easiest to describe.]<\/p>\n

\"figure<\/a>
Figure 2<\/figcaption><\/figure>\n
\"figure<\/a>
Figure 3<\/figcaption><\/figure>\n

<\/p>\n

To create true personalized learning environments, we need to look at the z-axis, student agency (Figure 4). Without considering the z-axis, many school models will remain too teacher-centered. It is impossible to ensure that personalized learning produces results it is intended to produce if the students are not interested, involved and self-directed (Figure 5).\u00a0In fact, in order for students to demonstrate mastery through deeper learning activities and the upper levels of Bloom\u2019s, they need to be involved not just in completing activities, but also in choosing and designing them. Quite simply, if students do not have some level of choice and voice over their learning, then it is not personalized.<\/p>\n

\"figure<\/a>
Figure 4<\/figcaption><\/figure>\n
\"figure<\/a>
Figure 5<\/figcaption><\/figure>\n

So think about the xyz-axes as a three-dimensional space to place your instructional model. As I mentioned before, we have seen a lot of schools talking about blended learning from a physical standpoint with technology in the hands of students (Figure 6), which focuses on:<\/p>\n