Abstract |
Rationale |
Providing equitable education opportunities for all students is a critical focal point in K-12 education. In social studies education, in which there are no remedial courses or academically gifted curriculum support provisions, differentiation is necessary in order to provide equal learning opportunities for students. Because many schools are incorporating 1:1 or 1:2 (student to personal device) technology models, differentiation is possible by using blended learning teaching methods. Blended learning incorporates face-to-face and online instruction in order to meet the paces and needs of learners at all levels within a classroom.
Differentiation is democratizing because students learn and master content at individual paces, regardless of ability, attendance, and learning preference. By providing blended learning models in the classroom, teachers can work with independent students or small groups in order to provide further assistance in concept and skill mastery. Using technology, instructors can provide a variety of resources and assignments such as video lectures, online assessments, face-to-face seminars, and collaborative projects. |
Findings |
Using the blended learning model, I created curriculum for my Advanced Placement AP United States History students. I posted video lectures, digital assignments, and online assessments on a Google Site, while students had regular, face-to-face meetings in the classroom. I found that the majority of students preferred this blended learning style to traditional face-to-face teaching models, though I faced time constraints, which limited class discussions, while providing students the opportunity to work on digital and physical assignments during class. Blended learning is an effective way to democratize education, though there are drawbacks to allowing students to pace themselves during K-12 courses.
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