Station Rotation Method

 

As a preschooler, I applied the Schank model and cognitive science to my students and, based on this premise, succeeded in their language development.

I use the conceptual process, which includes modeling, experimentation, and evaluation. Below, I identify and develop these aspects of the conceptual process within the station rotation system I implement in my classroom.

 

Prediction:

I start at the beginning of the school year with specific objectives for children, such as learning to recognize sounds and letters based on Schank (1976). I predict how many seasons and with what strategies I can achieve my goal. Students' ability to accomplish these goals should enhance their language development.

 

Modeling:

At each learning station, we demonstrate activities and exercises using traditional methods with digital tools to give children a clear picture Schank (1990). At each station, they will find specific materials such as phonics cards, phonetic matching games, and interactive programs that will allow them to practice sounds and letters. By modeling these exercises at all stations with station rotation, students can observe how to do things before and learn later. However, interest in the activities may change. I must modify them to obtain optimal results for my students since they are always flexible in developing meaningful and objective learning.

 

Experimentation:

For Schank (1995), thinking and experimenting are crucial to acquiring knowledge. To this end, I implemented a station rotation system in my preschool classroom. Students occasionally switch between different stations every 10-15 minutes. Each station is trained to practice different phonics skills. This allows children to experience various blended learning activities and methods, adapting to their interests and ways of learning.

 

Assessment:

I continually observe children's behaviors throughout the school year and use digital tools to facilitate this. I advocate some of Schank's (1997) comments within certain necessary margins. I use educational applications that track student progress to do personalized follow-ups at each station. This allows me to adjust activities and methods based on your experience with me, ensuring that each child receives the support they need to improve their phonics skills. 

 

This station system will improve my students' speaking skills and ensure a positive environment, allowing them to accelerate their studies through blended learning. As a byproduct, each child will achieve critical skills beyond knowing and interacting with correct phonological awareness. Uniting prediction, modeling, experimentation, and evaluation in the station rotation system effectively carries out the Schank model in education, achieving the comprehensive development of my preschool students in my organization and obtaining beneficial results for them. 

 

The connection with the Innovation Plan Proposal

 

Based on the station rotation system, I have developed an Innovation Plan Proposal for teaching phonics to preschool children. This plan aligns with the goal theory, modeling, testing, and verification of the conceptual process developed by Schank and cognitive science. 

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According to Schank (1977), clear objectives help children understand and relate their learning to their interests. In the context of the Cleveland ISD public education system, the goals of this theory are tailored to the specific needs of each child, especially those from different linguistic backgrounds.

 

My proposal integrates interactive software and platform technologies, providing more verification and practice, both essential components of Schank's modeling process. My Innovation Plan Proposal's phonics activities and exercises involve traditional activities and digital tools Schank, (1990).

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Children have opportunities to practice sounds and letters at stations designed to keep them interested and dynamically develop their learning. Additionally, my proposal emphasizes self-assessment and immediate feedback. It incorporates results from practices and assignments using data from the Induction Skills Record (CIL) to personalize each student's learning program. This approach follows Schank's (1997) principle that continuous feedback is crucial for effective learning. With interactive applications and online forums, each child's learning pace can be closely monitored, allowing new individual activities to be adapted to promote an effective teaching environment. 

 

How can this information help others?

 

 As a preschool teacher, I believe this information could be valuable to other educators in my organization as they work to establish effective preschool programs within Cleveland ISD. Roger Schank's (2004) theory of practical, relevant, and problem-oriented learning provides a solid foundation for implementing a hybrid system within the school. By combining in-person instruction with digital activities, indeed! "Teachers can establish an engaging and significant learning atmosphere for their students."

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This approach allows flexibility and provides opportunities for children to engage in independent exploration. Consequently, activities can be tailored to meet each child's needs, improving her reasoning skills. Schank (2004) suggests that incorporating technology in the classroom allows teachers to give immediate feedback and offer personalized monitoring of each student's progress. This improves phonics skills and encourages a positive attitude towards learning, better-preparing students for their adult lives. By adopting this method, other educators can diversify the learning environment, present real-world challenges to students, and equip them with a foundation for lifelong learning. Effective learning benefits teachers and students, leading to a more meaningful education. 

 

What digital resources are included in this article?

 

Using innovative digital resources plays a crucial role in developing phonetic and linguistic skills in my preschool students. These interactive and personalized devices bring engaging activities to the classroom through platforms such as iPads and Smartboards. Various educational tools, such as Starfall, ABCMouse, and Epic!, can be used. Reading Eggs, Hooked on Phonics, Teach Your Monster to Read, Raz-Kids, Google Classroom, ClassDojo, and Khan Academy Kids, students receive immediate and personal feedback, enhancing their learning experiences.  

According to Schank (2001), technology and virtual learning can revolutionize education by providing practical, problem-solving learning experiences. Integrating these digital tools in the classroom improves students' phonetic skills and encourages a playful and critical attitude toward learning. This personalized and interactive approach helps prepare students for the technology-driven world they will live in, fostering a dynamic, individualized learning environment that benefits their academic and social-emotional development.

 

Describe your digital resources and busy technologies.

 

I use various digital resources and technologies to help preschool children improve their phonics skills. Intelligent media and iPads are crucial in implementing the station rotation model based on Roger Schank's theories of authentic and meaningful experiences (Schank, 2001).

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I use free sites and apps like Starfall, ABCMouse, Reading Eggs, Hooked on Phonics, Teach Your Monster to Read, Raz-Kids, Google Classroom, ClassDojo, and Khan Academy Kids. These resources offer interactive activities and online games to make education fun and engaging for children, with opportunities for parents, friends, and colleagues to participate daily. 

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Additionally, I use a smart board to teach phonics charts and simplify vocabulary, creating a lively learning environment. iPads allow students to access e-books, complete reading exercises, and document their learning through photos and videos, making the study experience more enjoyable.

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Platforms like Raz-Kids Google Classroom and ClassDojo help me track my student's progress and adapt their learning experiences accordingly. By integrating these technologies, I aim to improve children's critical thinking and problem-solving skills, enhance their cognitive abilities, and foster a positive attitude toward learning Schank (2001). I also aim to provide my students an active platform to interact with the world and become quick learners. 

 

Where do you plan to submit my publication?

 

I plan to submit my post to two popular free blogging platforms: WordPress and Blogger. I use WordPress. I want to publish my articles in a professional and attractive style. The tools provided by WordPress help me achieve this. Blogger makes it easy to get started with a one-click setup and seamless integration with primary Google tools, making it a strong contender. In addition, I will also be presenting electronic portfolios that integrate my work and team, allowing us to publish articles and locate similar academic content. Evaluation comments from my team members will be included to improve the work.

 

Yunuen Malagon

Nelyda Rodriguez

Siary Rodriguez