The educational approach has evolved to incorporate various methodologies that seek to improve the learning of all students. One of these methodologies is blended learning, which integrates technology with traditional teaching. Within this approach, the rotation model has been highlighted as an effective strategy for the early development of language and mathematics skills, especially in inclusive classrooms serving students with and without special needs. This article will explore how this rotation model in blended learning can be implemented to enhance early learning in regular children and children with special needs in preschool classrooms.

 

Roger Schank, a pioneer in education and artificial intelligence, highlights the importance of creating meaningful and personalized learning experiences. Schank states that "learning happens when someone wants to learn, not when someone wants to teach" Schank, (1995). This principle is fundamental in the rotation model, where students are active and engaged, and learning is adapted to their interests and needs.

 

Furthermore, Schank emphasizes the importance of learning based on practice and direct experience. In his work, Schank argues that "stories are the basis of human knowledge. People understand and remember better when information is contextualized in a story" Schank, (1990). This approach is reflected in the station activities of the rotation model, where tasks are designed to be relevant and meaningful, thus facilitating more profound and more lasting learning.

 

Various research has demonstrated the effectiveness of the rotation model in inclusive classrooms. For example, a study conducted in a preschool school showed that students who participated in a blended learning program with a rotation model significantly improved their reading and mathematics skills compared to those who received traditional instruction. These results highlight the model's potential to close learning gaps and foster the comprehensive development of all students.

 

Implementing a blended learning model with a rotation strategy in our PK classroom is a transformative step toward enriching early childhood education in our community. This approach will help our young students build robust language arts and mathematics skills, preparing them for academic success and their future lives (Harapnuik, D. 2016).

 

We are committed to providing all our students with an inclusive, engaging, and effective learning environment. Blended learning combines traditional face-to-face instruction with digital tools and activities, creating a more dynamic and personalized learning experience. This method has proven effective in addressing diverse learning styles and needs, making it ideal for our preschool classrooms, where young children are just beginning to develop critical skills.

 

The rotation model involves students rotating through different learning stations, each focusing on specific activities to develop language and math skills. This approach ensures that each child receives individualized attention and can learn at their own pace.

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The Rotation Model

 

The rotation model is a blended learning modality in which students rotate between different learning stations, each with specific activities and focuses. These stations may include:

 

• Online Learning Station: Using digital resources and interactive platforms to practice language and math skills.

• Collaborative Workstation: Group activities where students can work together to solve problems and share knowledge.

• Direct Instruction Station: Time for personalized instruction and concept reinforcement with the teacher.

• Independent Activity Station: Individual assignments that allow students to work at their own pace.

 

Benefits of the Rotation Model in Inclusive Classrooms

 

The rotation model has multiple benefits, especially in classrooms that combine students with and without special needs:

 

• Personalization of learning: Allows activities to be adapted to the needs and rhythms of each student, offering a more individualized learning experience.

• Diversification of teaching methods: Different types of stations provide multiple ways to approach the same content, which benefits students with diverse learning styles.

• Inclusion and collaboration: Fosters an inclusive environment where all students can actively participate and learn, promoting interaction and empathy among peers.

• Development of digital skills: Using technologies in the online learning station prepares students for the future, developing digital competencies from an early age.

 

Implementation Strategies

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To implement the rotation model effectively in a preschool classroom, it is crucial to consider the following aspects:

• Planning and organization: Design a clear and structured rotation schedule, ensuring all students have sufficient time at each station.

• Resource selection: Choose digital tools and materials that are accessible and appropriate for students' ages and needs.

• Staff training: Provide ongoing training for teachers to handle the technologies and teaching techniques associated with the rotation model.

• Evaluation and adjustment: Implement evaluation mechanisms to measure the

 

The rotation model of blended learning can serve as an effective strategy to enhance early language and mathematics development in inclusive pre-K classrooms. This strategy focuses on the strengths of traditional teaching and educational technologies to improve student learning; furthermore, it makes a rich academic experience more accessible by fostering inclusiveness collaboratively. To be successful in this type of implementation, it is necessary to undertake precise planning and investment in resources as well as regular training of educational staff, but the gains for students come back invaluable.

 

How can this information help others?

 

This innovation idea is intended to help my students and encourage and guide other educators and communities. By making quality education available to everyone from an early age, this center will provide a space where all children can genuinely thrive, regardless of who they are and their abilities. I share my relevant experiences and findings and hope to offer how technology could be promoted to meet children's holistic learning and developmental needs everywhere.

 

My proposal can provide new perspectives and spark a debate among educators about how all children, including preschool students with special needs, should receive flexible instruction appropriate to their individual learning needs.

 

​Through our evidence of how blended learning fosters the early development of language and mathematics skills, we will inspire other educators to experiment with new methodologies and technologies to improve the teaching-learning process and help the education system continually evolve and improve.

 

​This proposal aims to change lives in my classroom and generate and encourage a broader community of local and distant educators.

 

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I want to carry out an effort that will help the majority of minor students in Cleveland, Texas, and Cleveland ISD. I will involve parents, family members, and community stakeholders in the educational process. We must better reach our community by embracing communication through the most convenient and universally acceptable methods. I aim to work in local schools to attend key community events and utilize school newsletters, social media, Facebook, and ClassDojo. I plan to hold public meetings to inform people about the benefits of blended learning. This initiative will improve the language and mathematics skills of our students. It will also deepen the connection between the school and the community to help cultivate and foster an enhanced learning community. I would also like to write for the Early Child Development Journal to tell the story.

 

Roger Schank identifies several vital educational principles: practice-based learning, personalization of learning, contextualization of knowledge, and interactive environment. Then, he presents the classification of proposed tools and resources using four principles.

 

1. Practice-Based Learning Schank believes students learn best when actively involved in their education and practicing what they are learning. Therefore, children must be able to carry out direct and continuous practice.

 

• Educational Games: Educational games allow students to practice language and mathematics skills more interactively and entertainingly. An example is the "ABC TREE" games, which teach letters and words.

• Educational Apps: These apps offer hands-on exercises and challenges that students can complete independently. An example is "123 Andrés"," which combines music with various educational activities.

 

2. Personalization of learning Schank's principle of adapting education to the needs of each child. To do this, it is essential to use tools with tailored content and exercises.

 

Online platforms allow users to customize activities according to each level and learning speed, promoting an advanced and personalized learning experience. Examples are ABC Mouse, Arbolabc, and the Sesame Street website, which offers a variety of customized activities in language and mathematics.

5 Monitoring and evaluation tools: These are used within the previous platforms to track the progress of each student and can adapt their education to their needs.

 

3. Contextualization of knowledge: For Schank, stories and visual experiences guarantee better understanding and memory of information. Therefore, tools that provide a visual framework and narrative help put knowledge in students' heads.

 

Tools:

Interactive screen: The interactive screen modality presents visual resolution in an attractive space to the eye, contextualizing lessons from educational videos, digital stories, and other interactive activities.

Example: stories such as showing stories or interactive games to once again reinforce what has been learned.

 

4. Use technology to create interactive environments. In summary, Schank's technologies should contribute to the transformation of education by providing interactive and attractive learning environments.

Tools are essential elements of direct interactions and activities.

 

Interactive display: The interactive display provides educational content that students can interact with directly, which means actively participating in the lesson.

For example, students can be part of a group where they solve a problem using this tool together.

 

Implementation in the PK classroom

These tools will be divided into a PK classroom using a blended learning rotation to create a dynamic learning environment. Students will rotate between learning stations, each equipped with tools classified according to Schank's principles:

Station 1: Online learning.

Tools: platforms such as ABC Mouse and Sesame Street.

Station 2: Workstation collaboration.

Tools: interactive screen for group activities.

Station 3: Direct instruction.

Tools: games and practical activities where the teacher supervises students.

Station 4: Activity of independent stations.

Tools: applications like 123 Andrés so they can practice on their own.

 

Classifying tools and resources according to Schank's approach allows us to structure implementation to maximize student learning. Educational games, educational applications, interactive displays, and currently used online learning platforms achieve a personalized, contextualized, and interactive learning environment for accurately demonstrating language and mathematics skills in an inclusive PK classroom.