When I work with school districts shifting to blended learning, I often train teachers on the station rotation model and the flipped classroom. Both of these strategies for blending face-to-face and online learning work well for teachers in a traditional school setting.
The station rotation model does exactly what its name suggests. Students rotate around the classroom to different learning stations. For this to be considered a blended learning model, at least, one station must be an online learning station. If teachers have access to ample to technology, they can design multiple stations that use technology.
The flipped classroom is a model in which the transfer of information takes place online, where students can pace their own learning. Then the practice phase of learning takes place in the classroom, where students have access to the subject area expert and a community of their peers with whom they can get support.
When I present on the flipped classroom, many teachers express concern about students 1) not having access to technology outside of school and 2) not completing the flipped homework and coming to class unprepared. One way to address both of these concerns is to combine the station rotation model and the flipped classroom with an in-class flip.
The in-class flip can be set up as one of the online learning stations in a station rotation lesson. Teachers can record videos explaining a concept, introducing vocabulary, or modeling a process. Then students can watch that video in a station where they can still pace their learning by pausing or rewinding the video. Once they’ve seen the video, they can engage in a collaborative task attempting to apply the information from the video as a group. This is a great way to take the benefits of the flipped classroom and embed them into the station rotation model.