Blended learning, specifically through the station rotation method, is an innovative and effective strategy that has emerged to enrich the teaching and learning process of phonetic language development in preschool children. This pedagogical approach integrates in-person and online learning, enabling students to engage in various activities designed to strengthen their phonics skills in a dynamic and personalized manner.

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The purpose of this intervention time in the small group rotation model of phonetic language development in preschool children is to provide more personalized and specific attention to each student. This approach allows children to participate in various stations or activities to develop phonics skills such as phonological awareness, sound identification, and letter-sound connections.

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The carefully designed and implemented blended learning rotation model aims to address and overcome weaknesses in children's phonetic development in preschool. Staying a solid foundation for phonetic development at an early age is crucial for continued success.

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With a clear implementation plan, blended learning can be the key to optimizing phonetic language development in preschool children. The plan will include a clear layout of learning stations, each focusing on a specific aspect of phonetic language. These stations may include hands-on activities, phonics games, and interactive exercises.

Rotation activities will be structured to encourage autonomy and self-direction. Children can take control of their learning, actively identifying and addressing areas where they need to improve.

Technology is a strategic tool to individualize the learning experience through iPads, which provide access to various applications and interactive resources designed specifically for phonetic language development. The iPad plays an integral role in the blended learning implementation scheme for preschool phonics language development by providing access to interactive resources, personalizing learning, encouraging autonomy, offering flexibility and portability, and increasing student motivation and engagement with children with learning. The role of digital platforms and specialized applications is to provide personalized activities that align with the phonics needs of each student.

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Implementing the rotation model may take 45 minutes, but this schedule ensures that students move through all learning stations equally. Regular rotation ensures complete exposure to the various facets of phonetic language.

Station rotation in the blended learning model provides an effective structure to ensure that all students have access to various phonics development activities. This regular and equitable practice promotes a more robust understanding of phonics language and contributes to students' academic success.

 

Phase I: Identification of the problem

 Marzo-Agust (2024)

Objective: Prepare a detailed proposal (on implementing blended learning using the rotation model for phonetic development. I have also written a literature review to support this proposal. 

 

Activities:

• Collection of evidence and data that support the need for change.

• Carry out an initial evaluation of the student's level of phonetic understanding.

• Identification of technological resources and teaching materials suitable for developing phonetic language.

• Development of a preliminary plan.

 

Presentation

Objective: Present the proposal to the administration to obtain authorization.

Activities:

• Schedule a meeting with decision-makers.

• expose the benefits of blended learning and the rotation model.

• Answer questions and address potential concerns.

 

 Negotiation

 

Objective: Negotiate terms and conditions for its implementation.

Activities:

• any necessary adjustments to the proposal.

• Establish a schedule and evaluation plan.

 

 Authorization

 

 Objective: Obtain formal approval from the administration.

Activities:

• Finalize any required documentation.

• Obtain official signature or approval.

 

Phase II: Design of an implementation plan.

August (2024) February (2025)

Objective: Design a detailed plan that includes specific goals, activities, and resources for each stage of blended learning.

• Establish evaluation criteria and methods to minimize the students' process.

 

Presentation of the learning environment

 

Objective: Provide an overview to implementing teachers of how technological resources, such as iPads and interactive applications, will be used within the learning environment to enrich the educational experience and facilitate phonics learning.

Activities:

• Organize the classroom into rotating learning stations, each focusing on specific aspects of phonics development,

• Check and test necessary technological devices, such as iPads, and ensure they are ready for use.

 

Pilot with Ms.Mlagón

 

Objective: To evaluate the effectiveness of the blended learning approach in developing phonetic language in preschool by implementing a pilot in a selected group of students and educators.

Activities:

• Select a group of preschool children to participate in the pilot.

• Implement blended learning strategies and evaluate their impact on phonetic development.

• Collect data and evidence to support model expansion.

• Develop the schedule of activities in the different technological stations through rotation based on 45 minutes for implementation.

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          During the pilot implementation, in-school technology resources, such as CLI Engage, a comprehensive professional development and quality improvement platform for Texas early care and education programs, can view log data.

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I am currently training teaching staff and students in the use of technology.

 Necessary resources:

• Technological devices (computers, tablets) with internet access.

• Educational software and applications suitable for phonetic development.

• Printed and manipulated materials for in-person activities.

 

Phase III: Implementation

March (2025) Marzo (2026)

Objective: Start the implementation of blended learning through the rotation model.

Activities:

• Professional training of teaching staff.

Communicate the authorization to all personnel involved.

• Start the execution of the plan according to the established schedule.

• Introduce students to blended learning and explain how rotation stations will work.

• Guide students through the different stations by providing clear introductions and individualized support as needed.

• Initiation of synchronous learning activities.

• Monitor progress through digital platforms and tools.

• Establish phonics learning stations in the classroom.

• Monitor and adjust implementation based on identified needs.

 

 

Phase IX: Evaluation and feedback

 

Objective: To evaluate the current state of phonetic development in preschool children in Cleveland ISD schools.

Activities:

• Regularly evaluate students' progress through observations, formative assessments, and tests.

• Provide specific feedback and guidance to strengthen each student's phonics skills.

• Analysis of data on current phonetic performance.

• Review of teacher reports and observations.

• Collect data on children's phonics progress.

• Conduct periodic evaluations to adjust the approach based on results.

• Constant feedback from teachers and students.

• Adjustment of the rotation model according to the results obtained.

• Identification and solution of possible challenges.

Phase X: Monitoring and Adjustments

 

Objective: The objective of monitoring and adjusting a blended learning implementation plan in preschool phonetic language development is to ensure the effectiveness and continued success of the program by periodically evaluating its implementation and making adjustments as necessary.

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• Hold periodic meetings to review progress, identify areas for improvement, and make adjustments to the implementation plan as necessary.

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• Maintain open communication with parents to share their children's progress and provide suggestions to support learning at home.

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  The Cleveland ISD Preschool Phonics and Language Development Blended Learning Implementation Plan offers a comprehensive and effective strategy to improve students' language skills. By leveraging the station rotation model, a dynamic and personalized learning environment that adapts to the individual needs of each student is created.

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Integrating technology, such as iPads, into this plan provides access to various digital resources and interactive applications designed to strengthen the phonics development of preschool children. Enriches the learning experience and encourages active student participation.

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Additionally, collaboration between educators, administrators, and other stakeholders is critical to ensuring the successful implementation of this plan. It requires careful planning, faculty training, and a commitment to providing an equitable and accessible learning environment for all students.

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The blended learning implementation plan in preschool phonics language development in Cleveland ISD is a promising strategy that can significantly improve students' language skills and lay the foundation for academic success.