Publication Rough Draft
Title: Unleashing IXL for Elementary Math in a Station Rotation-Blended Classroom
Teachers need to adopt advanced instructional strategies that utilize technology in an attempt to improve mathematics instruction and promote deep conceptual understanding. Blended learning has become an increasingly popular approach in education; it combines face-to-face and online instruction to personalize student learning and promote student-centered instruction (Fazal et al., 2019). The Station Rotation Model approach in blended learning is one model that is garnering popularity in elementary classrooms. The station rotation model transforms an ordinary classroom into a dynamic, engaging learning environment. This includes switching between teacher-led classroom instructions to adaptive learning stations and collaborative tasks (Horn & Staker, 2014). Teachers create a personalized and differentiated learning experience and promote student engagement by combining many “stations” to meet the diverse needs of students in their respective classroom
Although the station rotation model can transform math instruction, its successful implementation depends on effectively using digital platforms and resources. IXL is an online learning platform tailored to personalized learning through adaptive assessment and real-time analytics that tracks student growth and achievement.
As elementary math teachers, we can maximize the impact of integrating learning by deliberately integrating IXL into each component of the station rotation model. This collaborative method uses technology’s strength to provide self-paced skills and practices, gamification activities, and scaffold instruction. It also provides important data for differentiation and remediation as needed. When used alongside teacher-led instruction and interactive activities. IXL becomes a great tool for creating a successful student-centered blended learning classroom
Station Rotation Model
The station rotation model reorganizes the classroom into a flexible learning environment. According to Horn and Staker (2014), The rotation model is one of the most popular models for blended learning implemented in elementary schools nationwide. It is a model where teachers do not rely solely on teacher-led instruction. Rather, it integrates multiple instructional modalities called “stations,” where students rotate on a fixed schedule.
In the elementary classroom, we can personalize learning by differentiating activities based on the student's academic performance. Students receive target small group mini-lessons in a station rotation model and can simultaneously work at their own pace online and collaborate to master mathematical concepts (Samur,2019). While the model requires teachers to plan strategically, by using IXL across the stations, teachers can enhance learning by differentiating content and maximizing learning time (Tucker, 2021)
Integrating IXL into the Online Station
The online station in a station rotation model is important for providing personalized instruction. IXL’s broad curriculum and technology make it an excellent resource for this station. As students complete assigned interactive tasks, IXL can analyze their responses and adjust the difficulty of the topic based on their ability (Anderson, 2019). Teachers can also differentiate IXL assignments by assigning skill plans based on the school district's state learning standards and curriculum. IXL also includes virtual manipulatives and visual representations that help students understand and master mathematical concepts. IXL provides teachers with real-time progress access, which can help teachers provide individualized learning paths. (IXL Learning, 2023)
Role of IXL in a Teacher-Led Math Instruction Station
While online station rotation can use IXL by personalizing learning features, the platform’s content can also improve teacher-led math instruction. Group Jam is an IXL feature where a class or a station can work together on an IXL skill. All students that are currently in the Group Jam are presented with the same questions at the same time; not only will this enhance teacher-led instruction, but it will also create a fun opportunity for the group to collaborate. Teachers will be able to evaluate the entire group’s understanding of the topic and make data-driven decisions accordingly. Teachers will be given a full summary of the Group Jam session; this will help teachers analyze data to see if any misconceptions need to be addressed or if there are skills that still need to be mastered by the students. These data can also be used for teachers to effectively differentiate lessons and make other adjustments as needed on the other stations of the class (Samur, 2019)
Collaborative Math Station and IXL
IXL has many resources that teachers can use to promote effective collaborative math stations, some of which are interactive challenges, games, and real-world scenarios in which students are able to apply their ability to work with their peers (Wolpert-Gawron,2022). Gamification experience in IXL is able to promote friendly competition while at the same time strengthening their mathematical ability. This gives the opportunity for the students to create a positive peer learning environment (Anderson, 2019)
Conclusion
I have personally used IXL in my blended learning classroom and loved how the students are able to collaborate with peers effectively, and I am able to use data to drive my instructions. Much research has already proven that the station rotation model for blended learning can transform elementary math instruction and make learning student-centered, especially when digital education tools like IXL are strategically incorporated (Tucker, 2021) IXL has several features and resources teachers can use during their blended station rotation instructions. Combining IXL with a station rotation blended model allows students to achieve individualized math instruction and take ownership of their learning. Integrating IXL is an innovative strategy for improving basic math teaching by utilizing unique methods of instruction and technology.
References:
Anderson, M. (2019). IXL Blended Learning Success at Oak Hill Elementary. https://www.ixl.com/resources/article/blended-learning-success
Fazal, M., & Bryant, M. (2019). Blended learning in middle school math classrooms. Education Sciences, 9(2), 99. https://doi.org/10.3390/educsci9020099
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. Jossey-Bass.IXL Learning. (2023).
IXL Overview. https://www.ixl.com/materials/brochures/IXL-Overview.pdfSamur, J. (2019, September 26). How to Make Blended Learning Work. Edutopia. https://www.edutopia.org/article/how-make-blended-learning-work
Tucker, C. R. (2021). Personalized Math Instruction Through Blended Learning in Elementary Schools. EdTech Evidence Exchange. https://edtechbooks.org/evidence_exchange/personalized_math_blended_learning
Wolpert-Gawron, H. (2022). The Station Rotation Blended Learning Model and How to Use It. https://www.weareteachers.com/virtual-stations/
Peer Assessment
My peer group has agreed to use this feedforward and feedback rubric, which rates the writer's the Understanding of the Topic, Quality of Research, Organization, and Structure, Writing quality, Originality, and Critical Thinking. The average score I got from the 5 peers who rated my work is 42.4/50. The research quality and writing quality are the categories that were rated the highest, and I need to improve my understanding of the topic by doing more in-depth research for my final draft. I am also thankful for their feedforward regarding my article; I will use them to improve my article for my final draft.