Hybrid Learning Environment Assignment
Cheryl Gilbert-Hurley
Liberty University
February 15, 2019
Abstract
The traditional classroom provides certain elements of instruction and teaching methods, but implementing a blended learning environment offers a viable alternatives for students enrolled in special education services. The last decade has opened up new possibilities and opportunities for students with learning disabilities and cognitive deficits, but use of technology has provided academic growth and learning effectiveness within a school-based system. What are the targeted outcomes of using hybrid learning assignments for students with disabilities? Hybrid learning environment assignments will be studied, analyzed, examined and summarized in the following explained and fully defined.
Keywords: classroom, instruction, teaching methods, learning environment, special education
Hybrid Learning Environment Assignment
Implementation of Blended Learning in Special Education
Grades 6-8 – ELA
The Goal
The goal is to change the existing curriculum for ELA – Sped. Ed for grades 6-8 to increase online instruction from 20 to 30 minutes and decreasing face-to-face instruction from 30 to 25 minutes in a 55-minute class period that would increase academic growth and learning effectiveness. The intended goal is to increase a student’s knowledge content in these key areas; 1) parts of speech, 2) structured sentences, 3) writing and formatting a paragraph(s), and 4) properly formatting graphic organizers (Greer et al., 2014, p. 81).
Target Outcomes
- Increasing blended learning into modified lesson plans for students, grades 6-8, including increasing online instruction and completing classroom assignments to 30 minutes and 25 minutes of face-to-face instruction, thus allowing blended learning for academic growth and increasing learning effectiveness (Marteney & Bernadowski, 2016, p. 182).
- Increased learning effectiveness and student growth in learning proper sentence, paragraph structure and parts of speech. Teachers will determine and test accuracy in these key areas; 1) capitalizing the beginning of a sentence, 2) inserting correct punctuation marks, 3) content knowledge on the eight parts of speech, 4) formatting sentences, example determining if it’s a fragment or complete sentence, 5) writing a thesis statement, and 6) properly formatting a paragraph. Student Bench mark goals starting at 70% to 75% for the second semester and 80- 85% accuracy for the fourth semester which depends on a student’s educational goals (Herold, 2016).
- Teachers will train and teach students contextual, social and temporary frameworks used to support successful knowledge content in the area of English language arts. Teachers demonstrate and model the steps using the SMARTboard, and then given students the opportunity to try it using graphic organizers. This strategy should be prepared with the mindset of gradual release after a student has reached a predetermined point in his/her writing which is controlled by the teacher (Baradaran & Sarfarazi, 2011).
- Students will correct grammar by proofreading by reviewing these key areas; 1) comma splices/fused sentences, 2) coordinating conjunctions, 3) fragment sentences, 4) recognizing passive and active voice, 5) English sentence structures, 5) subject-verb agreement, 6) using a or an, 7) using lay or lie, 8) using who or whom, 9) sentence and paragraph development, 10) using pronouns, and 11) using strong verbs (Strunk & William, 1999).
- Teachers will train students how to proofread, revise, and edit work in order to understand the writing process—from prewriting to drafting, editing, revising, and writing a final draft. This process will provide students with accuracy in these key areas: 1) proofreading, 2) revising and 3) editing classroom and homework assignments (Strunk & White, 1999).
Target Audience
The targeted audience is intended for hybrid learning environment in a classroom setting for no more than 8 students per classroom for students enrolled in special education services, grades 6-8. Classrooms consists of Alaskan tribal natives, Caucasian, African American, Hispanic, Russian, Asian and European descent which the school-district accommodates all ethnicities by ensuring students are provided with interpreters, if non-English speaking (Tindle et al., 2016, p. 112).
Online Elements
- Teachers will ensure students have access to assisted technology including; laptops, iPads, tablets, PCs, ear phones, software, videos, and other technology to help students reach his/her anticipated academic goals of their IEP or 504 Plan.
- Students access assignments in the classroom shared file, then click on the thumbnail, open the assignment, answer the questions, save and turn in. Teachers will be able to receive a notification of completed assignments. Teachers will grade and provide meaningful feedback (edTechteacher, 2019).
- IXL Worldwide – Aligned with Common Core Standards, IXL Worldwide is a dynamic, immersive website offering adaptive learning for students with disabilities. From Pre-K through senior year, IXL will provide fun exercises for English language arts, and teachers can print out worksheets specifically for learning parts of speech, proper sentence and paragraph structure. Students can save completed assignments by logging into their classroom shared file, upload, attach and send assignments to his/her teacher (Miller, 2012).
- Writing assignments or creating slide presentations, example a 2-page story on their favorite subject or pastime or slides on parts of speech, they will use G Suite. They will complete assignments by saving their work, example as Toms weekly writing assignments, hit save as and send the same way IXL and other assignments (Miller, 2012).
- Storyline Online – Storyline online is an excellent resource for children with learning disabilities like dyslexia. This website records free videos of narrators, and sometimes well-known actors like Eva Longoria, reading children’s books aloud. Students develop their literacy skills by following along with text as the literature comes alive (Miller, 2012).
Face-to-face Elements
- Teachers will demonstrate and model skills for writing mechanics, formatting a paragraph, developing a thesis statement and eight parts of speech using the SMARTboard. This allows teacher to provide face-to-face instruction with students by having students take turns answering questions, filling in the sentence, capitalizing and inserting punctuation marks, and underlining correct nouns, adverbs, pronouns, conjunctions, interjections, prepositions, verbs and adjectives. These learning tools and methods will increase student growth and academic progress.
- YouTube Kids – YouTube Kids provides educational videos on the eight parts of speech, writing mechanics, properly formatting sentences and paragraphs. Students will watch Schoolhouse Rock and take notes during the video, and complete their graphic organizers on a particular part of speech, writing mechanics, formatting sentences and paragraphs and developing a thesis statement using MLA (Miller, 2012).
- Worksheets – Worksheets will require students to underline the correct answer on parts of speech, example “Lilly went to the library today with her parents. Find and underline the noun in this sentence. Students will be required to complete 1-2 worksheets during face-to-face-instruction, then teacher will handback graded assignments to make necessary corrections as a group.
- SMARTboards – SMARTboards provide inclusive classrooms by offering many ways of learning knowledge content on ELA that allows students to express ideas, ask and answer questions, and demonstrate understanding in these areas; 1) proper writing mechanics, 2) parts of speech and, 3) properly formatting and completing graphic organizers.
- SMARTboards touch sensitive surface allows all students to participate through group collaboration. The SMARTboard also allows teachers to address different learning styles- kinesthetic, visual and auditory that fully engages students and facilitates differentiated instruction. SMARTboards can be used to create visually engaging and interactive lessons which students respond well to visuals, especially students with autism. Technology provides special education teachers with an easy way to project worksheets, pictures for background knowledge, or any other visuals to share with the entire class (Miller, 2012).
Resources/ Links
https://drive.google.com/file/d/1QMIIea1OcmPZokftJN1ouYRPeJ-HOVnN/view?usp=sharing
References
Bateman, A., & Soifer, D. (2015). Supporting special-needs students with personalized blended learning. Retrieved from http://lexingtoninstitute.org/supporting-special-needs-students- Baradaran, A., & Sarfarazi, B. (2011). The impact of scaffolding on the Iranian EFL learners’ English academic writing. Australian Journal Of Basic & Applied Sciences, 5(12), 2265-2273.
edTechteacher. (2019). What is G Suite for education? How G Suite for education works? Retrieved from https://edtechteacher.org/g-suite-for-education/
Greer, D., Rowland, A., & Smith, S. (2014). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46(5), 79-91. Retrieved from https://doi.org/10.1177/0040059914528105
Herold, B. (2016). Technology in education: An overview: Education Week. Retrieved from http://www.edweek.org/ew/issues/technology-in-education/
Ludlow, B. (2014). Special education: Ready for cyberspace? Teaching Exceptional Children, 46(5), 68. Retrieved from https://doi.org/10.1177/0040059914528104
Marteney, T., & Bernadowski, C. (2016). Teachers’ perceptions of the benefits of online instruction for students with special educational needs. British Journal of Special Education, 43(2), 178-194. Retrieved from https://doi.org/10.1111/1467-8578.12129
Miller, Andrew. “Blended Learning: Strategies for Engagement.” Edutopia. Herff Jones Nystrom, 12 Oct. 2012. Web. 20 May 2015. http://www.edutopia.org/blog/blended- learning-engagement-strategies-andrew-miller
Strunk Jr., William and White, E.B. (1999). The Elements of Style, 4th Edition. New York: MacMillan.
Tindle, K., Mellard, D., & East, T. (2016). Online Learning For Students With Disabilities: Recommendations For Parent Engagement. Lawrence, KS. Center on Online Learning and Students with Disabilities, University of Kansas.
