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Individual Rotation Progression

​The Individual Rotation Progression is a tool that identifies the necessary steps to take when implementing a Blended Individual Rotation Model.
Blended Individual Rotation Model
  • Allows students to rotate through stations, but on individual schedules set by a teacher or software algorithm. 
  • Unlike other rotation models, students do not necessarily rotate to every station; they rotate only to the activities scheduled for them. ​

Learn more about the Blended Individual Rotation Model by visiting the Blended Learning Universe at www.blendedlearning.org. 
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A progression is a pathway a learner might take to reach the end goal or learning target. This tool is carefully sequenced across three phases of implementation:
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Download Foundation Phase
Inspiration Bank
 Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective individual rotation. 
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Download Differentiated Phase
Inspiration Bank
Identifies the sequence of teacher and student actions that enables differentiation in an effective indivdiual rotation.
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download personalized phase
Inspiration Bank
Builds on the Foundation and Differentiated phases to identify the sequence of teacher and student actions that meet the need and interest of every learner. ​
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Below you'll find articles, research, practitioner training, and campus or classroom examples from Dallas ISD leaders to suggest the next move you (or for those you coach) might take.

Foundation Phase
​Identifies the sequence of teacher and student actions that must be mastered in order to establish the foundation and readiness for an effective individual rotation. 

Planning Before Lesson

 
1. Teacher has planned differentiated small group lessons.
Varied Learning Experiences +  Differentiated Learning Objectives, Data Driven Instruction​
Next Move: Create a schedule to ensure you can deliver your differentiated small group lessons.
  • ELAR Lesson Planning Think Aloud | Personalized Learning Department, Dallas ISD
  • How to schedule small groups without losing your mind! | Chalk & Apples, Blog
 
2. Teacher creates and shares an agenda for time that includes student groups, expectations, and transitions.
​Routines + Procedures 
Next Move:  Post schedule for small groups and use a timer. Set and practice transition expectations.
  • ​Rotation Schedule, Dallas PL Classroom | Anne Howell, Dan D. Rogers Elementary
  • Sample Daily Schedule, Dallas PL Classroom | Courtney Wade, IDEA 
  • Consistent Routines | Whole Child Model ​
 

Teacher Role 

3. Teacher monitors task completion while students are working and begins to provide feedback verbally or digitally that is compliance driven.
Student Feedback. Rapport with Students
PBL: Critique & Revision
Next Move: Create a system or identify a way to monitor and track task completion for all students.
  • Feedback Tracking Example | Amanda Huffman, Ben Milam Elementary
  • Task Tracking Example | Shelby Say + Connor Walker, Dan D. Rogers Elementary
  • Public Pacing Trackers in the Classroom | Modern Classrooms Project
 
4. Teacher delivers differentiated small group lessons and might monitor task completion simultaneously.
Varied Learning Experiences + Differentiated Learning Objectives
Next Move: Build time into your small group lesson to pause and monitor task completion for students not in your small group.
  • [Listen] Monitoring Student Progress in a Modern Classroom | Modern Classrooms Project 
  • Public Pacing Trackers in the Classroom | Modern Classrooms Project
 
5. Teacher provides individual, instructional feedback to some students in the small group as well as those working independently.
Student Feedback 
PBL: Critique & Revision
Next Move: Build time into your small group lesson to deliver real-time feedback to individual students both in your small group and working independently.
  • Giving Student Feedback: 20 Tips To Do It Right | informED
  • Research-Based Best Practices [Best Practice 3: Provide students with as much quality feedback as possible] | Modern Classrooms Project
 

Organization of Learning

6. Teacher provides access to the agenda at all times that includes when and where student groups will transition. 
Routines + Procedures
Next Moves: Ensure that the agenda is time-bound and is accessible to every student at any time.
  • Schedule Resources, UDL Strategies | Goalbook Toolkit
  • CICS Primary Blended Model Type: Individual Rotation | The Learning Accelerator
 
7. Teacher organizes tasks in a to-do list format.
Routine and Procedures, Varied Learning Experiences
Next Move: Create a to do list for your students to follow when they are not attending a small group lesson that includes on-demand directions for all tasks.
  • Motivating Students with To-Do Lists Webinar Recording and Slides | Personalized Learning Department, Dallas ISD
  • How A Simple Checklist Can Improve Learning | TeachThought
 
8. Teacher supports students to determine the order of to do list task completion.
Rapport with Students + Opportunities for Input
Next Move: Teach students to prioritize tasks to meet deadlines when they are not attending a small group lesson.
  • Time Management For Students Matrix | Mytimemanagement.com ​
  • ​​How to Use Covey’s 4 Quadrants Matrix for Effective Management | Make Use Of
 

Student Role

9. Students use the rotation schedule to transition and can access the on-demand directions at the next station.
Routines + Procedures
Next Move: Explicitly teach and post the rotation schedule and time for students. Ensure there are procedural directions through the completion of each task.
  • On-Demand Directions | Personalized Learning Department, Dallas ISD
  • Record Video Directions and Maximize Your Minutes | Catlin Tucker
 
10. Students track task completion by checking off tasks from the to do list.
Routines + Procedures
Next Move: Provide students with their own to do list to track task completion.
  • Printed off to-do list | Emily Person, Solar Prep for Boys, Dallas ISD
  • To-Do List Student Tracker | Emily Prieto, PL Prep, Dallas ISD
 
11. Students track progress on software only using metrics of time or lessons completed.
Data Driven Instruction
Next Move: Incorporate opportunities for student reflection so that students start to make the connections for what helped them be successful in learning.
  •  Comprehension Self-Assessment Checklist | BetterLesson
  • Strategies for Student Self-Assessment | New South Wales Government 
  • Power of Reflection | PBL Works
 
Differentiated Phase​
Identifies the sequence of teacher and student actions that enables differentiation in an effective individual rotation. 

Teacher Role

1. Teacher plans small group lessons aligned to the learning goal and uses real-time data to pull students for small groups.
Data Driven Instruction + Differentiated Learning Objectives
Next Move: Open the lesson with a Demonstration of Learning (DOL) or diagnostic questions to gauge mastery towards the daily learning goal.
  • Open With a DOL | Personalized Learning Department, Dallas ISD
  • Student Response Graphic Organizer and Supporting BetterLesson Module | BetterLesson
 
2. Teacher uses real-time data to determine which student(s) need what pre-created small group lessons.
Data Driven Instruction, Differentiated Learning Objectives, + Routines and Procedures
Next Move: Create small group lessons based on anticipated misconceptions.
  • Planning for Misconceptions | Knowledge Network for Innovations in Learning and Teaching (KNILT) project
 
3. Teacher may not meet with every group of students during the lesson.
Differentiated Learning Objectives + Collaborative Grouping
Next Move: Maximize teacher time by using student data to prioritize small group instructional time with students.
  • Using Data to Group Students | BetterLesson
 

Organization of Learning

4. Teacher creates differentiated to-do lists to meet needs of student groups.
Differentiated Learning Objectives + Self-Direction
Next Move: Create different to-do lists based on student misconception of mastery of learning goals.
  • Motivating Students with To-Do Lists Webinar Recording and Slides | Personalized Learning Department, Dallas ISD
 
5. Teacher creates a work plan to meet student learning goals.
Differentiated Learning Objectives, Self-Direction, + Opportunities for Input
Next Move: Create a work plan that breaks down tasks into Must Dos and Mays Dos.
  • ​Building Self-Directed Habits with Work Plans (Google Slides) + Video | Personalized Learning Department, Dallas ISD
  • Would you Rather: Designing with Choice in Mind | Catlin Tucker
  • When Choice Motivate and When it Does Not | Educational Psychology Review
  • Example Staircase Unit 5 ELA | IGNITE!, Durham Public Schools
  • Example 3rd Grade: Writing a Fiction Summary | Modern Classrooms Project
 
6. Teacher supports students in building or strengthening self-directed habits.
Rapport with Students + Growth Mindset
Next Move: Explicitly teach students skills such as breaking down tasks into bite-sized chunks, managing time, and ensuring their environment is distraction free.
  • Students before Content: The True Power of Relationships in the Classroom | Next Gen Learning [NGLC]
  • Helping Students Develop Executive Function Skills | Edutopia
 

Student Role

​7. Students understand when to work independently and when to collaborate with their peers.
Opportunities for Input + Access to Materials
PBL: Student Voice & Choice
Next Move: Write and ensure every task has clear and explicit directions and/or roles for collaboration.
  • ​Student Collaboration That Counts | Next Generation Learning Challenges (NGLC)
  • Deeper Learning: A Collaborative Classroom is Key | Edutopia 
  • Listening to My Students Changed My Project Plans [for the Better] | PBL Works
 
8. Students use strategies to manage their time to meet deadlines set by the teacher.
Opportunities for Input + Growth Mindset
Next Move: Coach students to use strategies such as breaking down tasks into bite-size chunks, managing time, and ensuring their environment is distraction free.
  • Work-Planning Skills: Plan, Work, Evaluate, Adjust | Intervention Central
  • Power Tool: Procrastination vs. Prioritisation | Laura Cho Yee Swe Myint
 
9. Students reflect on their ability to meet deadlines and progress towards learning goal(s).
Self-Direction, Opportunities for Input, + Growth Mindset
PBL: Reflection
Next Move: Incorporate opportunities for student reflection on progress towards building self-direct habits.
  • Power of Reflection | PBL Works
 
Personalized Phase​
Builds on the Foundation and Differentiated phases to identify the sequence of teacher and student actions that meet the need and interest of every learner. 

Teacher Role

1. Teacher monitors misconceptions while students are working and begins to provide feedback on some tasks verbally or digitally that are instructionally driven.
Data Driven Instruction
  + Student Feedback 
PBL: Critique & Revision
Next Move: Create an exemplar for highest leverage tasks to guide your coaching/redirection prompts for students.
  • Learning at a distance...Using work examples, Mathematics | Doug Fisher and Nancy Frey
 
2. Teacher pauses small group lesson to provide feedback to multiple groups.
​
Student Feedback
PBL: Critique & Revision
Next Move: Teacher schedules time within the block to give feedback on multiple tasks.
  • ​Microgrouping | BetterLesson
  • Guide for Providing Feedback | Visible Learning
  • Critique Protocols | PBL Works
 
3. Teacher uses a system for students to access an example or provide an answer key to check their work that does not interrupt small group instruction.
Student Feedback + Routines and Procedures
Next Move: Create a system for students to receive on-demand feedback before they move on to another task.
  • Answer Key Example | Conner Walker, Dan D. Rogers Elementary
  • Critique Protocols | PBL Work
 

Organization of Learning

4. Teacher scaffolds instruction by branching so that students complete a check for understanding that differentiates the next move for the student.
Personalized Learning Pathways + Student Feedback
Next Move: Organize instruction to be adaptive for students to complete a check for understanding before they advance.
  • Branching with Google Forms Recorded PD Session and Slides | Personalized Learning Department, Dallas ISD
 
5. Teacher uses data to assign a playlist to an individual or group based on student needs.
Data Driven Instruction, Self- Direction, + Routines and Procedures
Next Move: Create a playlist that is sequential and has a: pre/post assessment, uses multiple modalities to teach or opportunities for practice, and embedded checks for understanding.
  •  
 
6. Teacher uses a system for mastery data to be accessible for all students.
Data Driven Instruction, Personalized Learning Pathways, + Access to Materials
Next Move: Create a system that makes data visual for the individual student.
  • The Power of Student Conferencing | John Spencer
  • Student Data Tracking Binders | Young Teacher Love
  • Data Tracker Example | Sudhir Vasal, Dan D. Rogers Elementary
 

Student Role

7. Students use on-demand feedback to correct their mistakes(s). Student Feedback, Growth Mindset 
PBL: Critique & Revision
Next Move: Embed additional practice for students who don’t achieve mastery the first time.
  • Branching with Google Forms Recorded PD Session and Slides | Personalized Learning Department, Dallas ISD
 
8. Students reflect on progress towards mastery data and engage in authentic learning.
Self- Direction + Advocacy Beyond Self
PBL: Authenticity + Reflection​
Next Move: Create opportunities for students to understand real-world connection to what they are learning.
  • ​Top 12 Ways to Bring the Real World Into Your Classroom | Teach Hub
  • Authentic Tasks (Authentic Assessment Toolbox) | Jon Mueller, Authentic Assessment Toolbox
 
9. Students apply learning and co-create authentic products with their peers.
Peer Accountability, Collaborative Grouping
PBL: Authenticity, Sustained Inquiry, Critique & Revision, Public Product, + Student Voice & Choice
Next Move: Design opportunities for students to share and/or define their summative work with an authentic audience for feedback and celebration.
  • Collaboration in a Modern Classroom Webinar + outline |  Modern Classrooms Project
  • Design Projects with Students, Not for Them | PBL Works
Individual Rotation Extended Progression 2.0
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Individual Rotation Progression | Foundation Phase 2.0
File Size: 176 kb
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Individual Rotation Progression | Differentiated Phase 2.0
File Size: 168 kb
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Individual Rotation Progression | Personalized Phase 2.0
File Size: 169 kb
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation in Teaching Fellowship >
      • 2022-2023 Fellows
      • 2021-2022 Fellows
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • Innovation Showcase
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Road Trip 2023
  • The Lighthouse