As a 3rd-grade math teacher, I would adopt the blended learning approach for my young students. A blended learning approach will ensure that I meet the learners’ cultural, ethnic, and language needs since they are in a diverse setting. Dwayne Harapnuik (2021) argues that the blended learning approach is critical in assuring students of their safety in culture-based environments and, thus, better outcomes. Some of the development and quality standards I will consider and adopt to ensure success for my participants include the adoption of technological devices and the provision of online student support services. Also, promoting peer engagement and support will be a crucial development. Knowledge management is an essential skill in education since it helps create a culture that can significantly improve the learners’ performances and efficiency (Singh & Panackal, 2019). I often manage the knowledge gathered by building collaborative networks and giving my content a purpose. Also, properly storing the information picked has been essential in achieving practical knowledge management goals. Regarding my students, I assist them in managing their knowledge in different ways. I often teach required courses to master math concepts and the best practices for storing them for future reference.

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       Considering the constructivism learning theory, I believe that as an instructor, I have managed to use my prior knowledge to develop new ideas to help my learners. The main change I would adopt is ensuring that parents are unquestionable part of the blended learning approach. My teaching often combines theories, primarily based on knowledge management and behavior change. Thus, I always consider constructivism and behaviorism theories to enhance my learners’ math abilities and performance.

      My subject is math, the level of instruction is shared, blended learning, and the intended audience includes the 3rd-grade students. The instructional instruments influencing my design include the syllabus, learning outline, students’ ability test results, and online learning standards. The design approach of my choice is the blended learning approach for a cultural setting. I chose this approach since it enables the learner to understand the syllabus better and integrate current technological advancements easily. As the teacher, I will be the one controlling the learning. I will use competency-based education since it will allow all students, especially slow learners, to master math skills at their own pace, regardless of the environment. I will balance assessment by developing a system of well-constructed formative and summative assessments for all students based on their abilities. Notably, I have recently started moving my learners into deeper learning.

 

                                                                                                 The Design Map

 

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     From my design map, it is clear that learning will be done in two distinct ways: traditional face-to-face learning and the online no-face-to-face strategy. The two methods will be executed independently. For instance, online learning will be done remotely, especially when the students are at home or in remote places. The strategy will be essential for follow-up and student monitoring activities. On the other hand, the traditional face-to-face learning approach will be crucial for in-classroom math activities.

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                                                                                          Implementation Schedule

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Activity

Gathering parents’ and learners’ views on the blended learning approach

Duration

1 week

Activity

Gathering the necessary resources, including the instructional documents, for implementation purposes

Duration

2 weeks

Activity

Acquiring the necessary technological devices to aid the blended learning approach

Duration

1 week

Activity

Developing the implementation plan and then implementing the approach

Duration

1 week

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                                                                                                       References

 

Dwayne Harapnuik. (2021). EDLD 5318 deeper learning [Video]. YouTube. https://www.youtube.com/watch?v=pYl_Ihns2P4

Singh, A., & Panackal, N. (2019). A study of knowledge management in education for research sustainability–An overview. Indian Journal of Commerce and Management Studies, 10(2), 01-07. https://www.ijcms.in/index.php/ijcms/article/download/83/74

 

 

 

 

 

 

 

 

 

 

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