Explanation of the Rotation Model
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The model includes variations like station rotation, lab rotation, flipped classroom and individual rotation as sub-types (Horn & Staker, 2015). Typically in the Rotation Model, students rotate among learning modalities either as directed by a teacher or through the use of personal algorithms (Horn & Staker, 2015). These stations could include online learning, small-group instruction, whole-group instruction and pencil-and-paper assignments at student desks, in labs or other classrooms. Monitors rather than teachers may staff computer labs freeing up teachers to “focus on concept extension and critical thinking skills” (Horn & Staker, 2015 p. 41).
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Examples of the Model
The following example is a case study of two schools using the rotation model with at-risk students. The New Orleans Public School Board has a public charter alternative high school called the ReNew Accelerated High School that is geared toward at-risk students, specifically those who are too old for traditional high schools and still need a number of credits to graduate. Each student has a computer and the students attend school alternating between the online learning and face-to-face learning with a traditional teacher in 4 hour shifts.
The same New Orleans school district next opened the public charter Arthur Ashe Academy as a blended learning school. The decision to be blended was due to the school having the “highest percentage of special education students of any school in New Orleans (26%)” and “they felt that special education students would experience the biggest benefit from blended learning because of its inherent personalized instruction capabilities” (Watson et. al, 2014, p. 49). During their eight-hour school day, students rotate between small groups, whole class instruction and the computer lab with adaptive digital content. In “2012–13, Ashe saw a 17% growth in math on state assessments over the previous year” (Watson et. al, 2014, p. 49).
The same New Orleans school district next opened the public charter Arthur Ashe Academy as a blended learning school. The decision to be blended was due to the school having the “highest percentage of special education students of any school in New Orleans (26%)” and “they felt that special education students would experience the biggest benefit from blended learning because of its inherent personalized instruction capabilities” (Watson et. al, 2014, p. 49). During their eight-hour school day, students rotate between small groups, whole class instruction and the computer lab with adaptive digital content. In “2012–13, Ashe saw a 17% growth in math on state assessments over the previous year” (Watson et. al, 2014, p. 49).
Suitability for Outreach
While many variations on this rotation model are proving successful, the daily attendance requirement and the expectation that facilities can hold all the students each day, is way above what most Outreach schools can currently offer. The attendance requirement could potentially reduce the current flexibility observed in Outreach schools but on the other hand, could be linked to the students’ success. Specific research on attendance versus nonattendance policies may be something to consider in the future. There is no doubt that lessons can be learned from these blended approaches but it is important to understand the limitations of adopting these models fully in an Outreach school setting. This study provides an example of a blended learning model that improved student achievement. Unfortunately the study does not specifically look at the at-risk student population separately from the larger student group so the specific effect on the at-risk student population remains unknown.