[Matthew Allsopp]

in reply to: Establishing Relationships #18818

As an English Language Arts educator teaching 10th grade, one activity I have found effective for building relationships in my classroom is the “Ask Me About” card activity. At the start of the year, I give each student a notecard and ask them to write down 2 or 3 topics they feel comfortable discussing, such as hobbies, favourite books, or cultural interests. We then use these cards as conversation starters in small groups, allowing students to share about themselves and find common ground with peers. This activity not only helps students open up in a low-pressure setting but also provides me with valuable insights into their personalities and interests.

A helpful tip is to model the process by sharing my own card first, which encourages participation and sets a welcoming tone. Keeping the prompts accessible and allowing students to use some of their home language when needed ensures that English Language Learners feel included and supported.

[Matthew Allsopp]

in reply to: Station Rotation Ideas #18817

Station Activity Idea: Technology-Based Literary Analysis
As an English Language Arts teacher one station activity I would implement is a technology-based literary analysis station, where students use digital tools to explore themes and language in a selected text. At this station, students could access an online platform such as the AI powered educational tool called Diffit, and a shared Google Doc, where they read a short story or excerpt tailored to their reading level. Their task would be to highlight examples of figurative language, annotate key passages, and respond to guided prompts about the author’s purpose or the text’s central theme. To support English Language Learners, I would include vocabulary glossaries and sentence starters within the Google Doc, allowing students to work at their own pace while building both content understanding and academic language.

This activity not only encourages close reading and critical thinking but also leverages technology to provide immediate feedback and differentiation. Students can collaborate by leaving comments or questions for peers, fostering discussion even in an asynchronous format. For those who finish early, extension prompts might include recording a short video reflection or creating a digital infographic summarising their analysis. This station supports a blended learning environment by combining independent exploration, peer interaction, and scaffolded support, making it especially effective for students transitioning to more rigorous, international-style coursework.

[Matthew Allsopp]

in reply to: Station Rotation in My Classroom #18816

From the student perspective, the station rotation model creates a dynamic and engaging classroom environment where they move between different types of learning stations, such as independent online work, collaborative group activities, and teacher-led small group sessions. Students experience a mix of quiet focus while working individually on digital modules, lively discussions during group tasks, and personalised support when interacting with the teacher. This structure offers variety, clear expectations, and opportunities to receive help or clarification as needed, which is especially supportive for English Language Learners adapting to new content and instructional styles.

From the teacher perspective, the classroom feels purposeful and interactive, with the ability to circulate among stations, provide targeted instruction, and monitor student progress more closely. The model allows for differentiated support, immediate feedback, and intentional scaffolding of language and content, while also fostering student independence and collaboration. Overall, station rotation balances structure and flexibility, making it well-suited for guiding students through both the demands of the ASU course and the development of essential academic skills.

[Matthew Allsopp]

in reply to: Classroom Stations #18815

Among the stations in the Station Rotation blended learning model, I would most like to use the teacher-led instruction small group station in my classroom. This station allows me to work closely with students, provide targeted instruction, and offer immediate feedback, which is especially valuable for English Language Learners adapting to new content and academic language. It creates opportunities for differentiated support, clarifying complex concepts, and scaffolding language development in a supportive, interactive setting. By focusing on this station, I can address individual learning needs, foster deeper engagement, and help students build confidence as they navigate both the ASU course material and the demands of an international curriculum.

[Matthew Allsopp]

in reply to: Teacher-Led Instructional Activities #18814

In a teacher-led, small group setting, instructional activities in my context as an English Language Arts teacher that work best include guided discussions, close reading and text analysis, targeted writing workshops, and collaborative problem-solving tasks. These approaches allow me to provide immediate feedback, differentiate instruction based on student needs, and facilitate deeper engagement with complex texts or concepts. Small groups are also ideal for practicing speaking and listening skills, conducting peer reviews, and scaffolding challenging content, especially for English Language Learners, through modeling, think-alouds, and structured support. This setting fosters a supportive environment where students feel comfortable asking questions, sharing ideas, and building confidence in both language and content mastery.

[Matthew Allsopp]

in reply to: Hyperdoc and Playlist Choice Board #18813

Playlist/Hyperdoc Idea: Exploring Ethical Issues in Artificial Intelligence
Building on the structure of the “Choice Board Gorman and Baker” Hyperdoc, I would create a playlist for a unit on ethical issues in artificial intelligence, directly connecting to the ASU AI course. The playlist would guide students through a series of curated activities such as, watching a video introduction to AI ethics, reading a short article or case study on algorithmic bias, and choosing from a menu of creative responses such as recording a video reflection, designing an infographic that summarises ethical concerns, or writing a short argumentative paragraph. Each task would include clear instructions, scaffolds for English Language Learners, and opportunities for students to demonstrate understanding in diverse ways.

This playlist would be accessible in a single digital document, allowing students to work at their own pace and revisit resources as needed. The format provides both choice and structure, helping students build background knowledge before engaging in deeper analysis and discussion. By integrating multimedia, collaborative options (such as peer feedback or group discussions), and reflective prompts, the playlist supports varied learning preferences and language development, making it a practical and engaging tool for immediate classroom use.

[Matthew Allsopp]

in reply to: The World of Playlists and Hyperdocs #18812

I am most excited to experiment with playlists and hyperdocs as tools for increasing student choice and engagement, especially in a blended learning environment. The ability to curate a sequence of activities, including videos, readings, interactive tasks, and reflection prompts, allows for a more personalised learning experience. I look forward to designing hyperdocs that not only guide students through content but also embed scaffolds, checkpoints, and opportunities for collaboration. This approach is particularly appealing because it can support English Language Learners by providing clear structure, differentiated resources, and built-in language supports.

Playlists and hyperdocs have the potential to significantly impact my students by fostering greater autonomy and ownership over their learning. Students can move at their own pace, revisit challenging material, and select tasks that match their interests or needs. For those new to an international curriculum or blended learning, these tools offer a supportive framework that reduces overwhelm and encourages self-regulation. Ultimately, I believe that integrating playlists and hyperdocs will help students develop important skills such as critical thinking, digital literacy, and reflective learning, while also making the classroom more inclusive and responsive to diverse learning profiles.

[Matthew Allsopp]

in reply to: Favorite Hyperdocs and Playlists #18811

In my search for effective playlist and Hyperdoc examples tailored to high school English Language Arts and blended learning, I found a wealth of resources designed to support both content mastery and student autonomy. Many educators share playlists that guide students through a sequence of reading, writing, and multimedia tasks, often using Google Docs or Slides for easy access and organisation. Hyperdocs, in particular, stand out as interactive digital lessons that embed videos, articles, collaborative tasks, and formative assessments, all within a single document. These tools are especially valuable for English Language Learners, as they allow for differentiated pacing, embedded scaffolds, and opportunities for student choice and reflection.

One Hyperdoc that resonated with me is the “Robot Multimedia Text Set” designed for a novel study on The Wild Robot. This Hyperdoc curates a variety of multimedia resources, such as videos, articles, and interactive activities, that students can choose from before diving into the novel. I am drawn to this format because it offers students both structure and choice, allowing them to build background knowledge and vocabulary at their own pace. For my students, particularly those new to international curricula or developing English proficiency, this approach supports engagement and comprehension while fostering independence. I plan to adapt this model for upcoming units, integrating resources that align with our curriculum and the ASU course, ensuring all students have access to meaningful, self-directed learning opportunities.

https://wakelet.com/wake/1c5e98dc-a493-428b-8042-57a1e0e97c48

[Matthew Allsopp]

in reply to: Playlist Concerns #18809

One concern I have regarding student pacing and autonomy when using a playlist in blended learning is the risk that some students, particularly English Language Learners as is my context who are new to international-style instruction, may struggle to manage their time and learning independently. While playlists can empower students to move at their own pace and make choices about their learning path, this level of autonomy can be overwhelming for those who are still developing self-regulation skills or who may not fully understand task expectations due to language barriers.

In practice, this might mean that some students fall behind without realising it, skip foundational activities, or focus on tasks they find easier rather than those most beneficial for their growth. As a result, there is a need for ongoing monitoring and structured check-ins to ensure all students are progressing appropriately. Providing clear instructions, regular feedback, and scaffolding, such as visual progress trackers or guided reflection prompts, can help address these challenges and support students in building the independence required for success in a blended learning environment.

[Matthew Allsopp]

in reply to: Getting Started with Playlists and Hyperdocs #18808

Supporting Students Who Need Extra Time
For students who require additional time to complete classwork, I prioritise flexible and supportive strategies that maintain engagement and confidence. I often allow extended deadlines or provide opportunities to finish assignments during study periods or after school. Breaking tasks into smaller, manageable steps with clear checkpoints helps students track their progress and reduces overwhelm. I also offer additional scaffolding, such as graphic organisers, sentence starters, or one-on-one check-ins to clarify instructions and expectations. In the context of blended or online learning, I make use of digital tools that allow students to pause and revisit materials as needed, ensuring they can work at their own pace without feeling rushed.

Supporting Students Who Finish Early
For students who complete their work ahead of time, I provide meaningful extension activities that deepen their understanding or encourage creativity. These may include enrichment tasks such as independent research projects, peer tutoring, or reflective writing prompts related to the lesson topic. In a blended learning environment, I might assign optional online modules, interactive discussions, or creative challenges that connect to real-world applications of the course content. This approach ensures early finishers remain engaged and challenged, while also fostering a classroom culture where all students are supported according to their individual learning needs.

[Matthew Allsopp]

in reply to: Your Flipped Lesson Plan #18807

A flipped lesson on “Ethics and Safety in Artificial Intelligence” for the ASU course would have students first engage with foundational materials at home, such as a video introducing ethical dilemmas in AI and a related case study. Students would complete a digital organiser to note key issues and questions, ensuring that they come to class prepared with background knowledge and initial reflections. This approach allows students to build understanding at their own pace and prepares them for deeper engagement during class time.

In the classroom, students would participate in small group discussions to clarify concepts and share perspectives, followed by collaborative analysis of new scenarios where they identify ethical challenges and propose solutions. The lesson would culminate in a class debate or written reflection, encouraging students to justify their positions using evidence from both the pre-class materials and in-class discussions. This structure incorporates multiple levels of Bloom’s Taxonomy, moving from remembering and understanding to applying, analysing, evaluating, and creating, while also supporting the English Language Learners in my school’s context through structured discussion and reflection activities.

[Matthew Allsopp]

in reply to: Blended Classroom Tools #18806

Part 1: Blended Learning Tool Plan
For the first 20 days of blended learning, I would implement a Digital Progress Tracker and Reflection Journal as a core activity. This tool would combine an online platform (such as Google Sheets or a Learning Management System feature) where students can log their daily progress on course modules, set short-term goals, and reflect on their learning experiences. Each day, students would record which activities or lessons they completed, note any challenges, and write a brief reflection on what they learned or questions they have. The tracker would also include checkpoints for peer and teacher feedback, encouraging students to monitor their own growth and seek support as needed.

Part 2: Tool Audience and Accommodation
This tool is designed for grades 10-11 students, the majority of whom are Thai English Language Learners with varying levels of proficiency and experience in international-style, blended learning environments. The digital tracker accommodates these students by providing clear, structured prompts in accessible English, visual progress indicators, and space for reflections in either English or Thai as needed. It supports self-paced learning while giving teachers insight into individual progress and areas where additional scaffolding or intervention might be necessary. By fostering regular reflection and goal-setting, the tool helps students build autonomy and language skills, while also allowing for targeted support and communication between students and teachers.

[Matthew Allsopp]

in reply to: Blended Learning Models #18805

A Station Rotation blended learning model is the most suitable approach for implementing the ASU Prep Global course at my school with predominantly Thai ELL students with grades 10-11 taking part. This model allows students to rotate between online independent work with the ASU course, teacher-facilitated sessions for targeted instruction and language support, and collaborative group activities. Such a structure accommodates varied English proficiency levels, provides opportunities for direct ELL scaffolding, and ensures students receive both content expertise and language development as they adapt to a more international, online curriculum.

In practice, the classroom would be lively and purposeful. Some students would engage quietly with online modules, others would participate in small-group discussions or hands-on projects, and the teacher would move between groups, offering explanations, clarifying vocabulary, and supporting comprehension. This environment balances independent digital learning with face-to-face interaction, making it well-suited for students transitioning from a traditional Thai educational background to an international, blended learning context, as many of the students at my school come from.

[Matthew Allsopp]

in reply to: Defining Blended Learning #18804

Blended learning combines face-to-face teaching with online components. It allows students to learn at their own pace and provides access to resources outside the classroom. This approach can increase engagement and offers teachers data to support student progress. However, it requires careful planning, reliable technology access, and support for both teachers and students. Effective blended learning depends on purposeful integration of digital and in-person activities, as well as ongoing professional development for educators.

[Author]

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