Model Design Samples

Variations on rotation and flex designs

Education Elements

Overview
Each unique personalized learning environment calls for distinct design considerations,
including usage of instructional time, classroom and building space, and staffing roles.
The following slides depict a series of designs developed in different settings for schools
and districts with different needs.

Dynamic Rotation Model: Slides 3 and 4 present an in-class model that a teacher
could implement tomorrow. The design is extremely flexible and asks teachers to first
consider their instructional purpose for a lesson, then choose a classroom layout that
best supports the goal. Having flexible furniture greatly eases the implementation of
this model.
2/3 Group Rotation Model: Slide 5 presents a situation in which a district asks
schools grouped into two cohorts to implement a rotation model with either 2 or 3
groups; schools who still want a lesson to open with daily direct instruction have the
choice to use up to 1/3rd of instructional time to do so.
4 Group Detailed Rotation Model Slide 6 highlights a detailed breakdown of a 90minute class period in which teachers can map out exactly how to use time across 4
groups while thinking about the lesson in 15 minute increments.
School-wide Flex Model Slides 7-8 depict a flex model which requires a 1:1
hardware allocation, large open space for students to work independently, and
several well-defined staff roles to support project-based work and 1:1 conferencing
Education Elements

Dynamic Rotation Model (1 of 2)

Instruc(onal Focus

Structure

What kind of learning is happening

during the day/throughout the unit?

How is the classroom structured to

accommodate the instruc:onal focus?

Intro to New Material

Prac(ce
Reteach/Accelera(on
Explore/Create (PBL)
Assess

Whole Group
Two-Group Rota(ons
Whole group w/Pullout
Whole Group to Small Group
Class-wide Small Groups
Centers (teacher, digital, peer-to-
peer)

Reect

Education Elements

Dynamic Rotation Model (2 of 2)

Whole group instruc(on will shiJ to a
variety of classroom arrangements that
emphasize small group instruc(on at
some point during a class period.

Open

Teachers make grouping and

class structure decisions based
on student data and instruc(onal
focus
Close
Two-Group Rota:ons

Open

Close

Whole group w/pullout

Open

Close

Whole Group to Small Group

Open

Close
Education Elements

Class-wide Small Groups

Open

Close

Three Centers

Open

Close

2 and 3 Group Rotation Models: Cohort Selection

Cohort 2

Cohort 1
Op#on 1: Whole group to
2-groups
33%

Op#on 1: Two-Group
Rota:on

Op#on 2: Three Group

Rota:on
Open

5%

80%

80%
or

66%

Close

Op+on 1 includes
signicant whole group
instruc#onal #me at start
of class to meet
instruc:onal objec:ves
and 2 sta#ons for daily
lesson planning

15%

15%

90%

or

Op#on 2: Three-Group
Rota:on

5%

Op+on 2 includes minimal

whole group instruc#onal
#me and 3 sta#ons for
lesson planning; smaller
groups than Op:on 1; for
schools with shorter class
periods, 3 sta:ons may be
completed over 2-days

Close

5%

Op+on 1 includes whole

class open and close to
introduce content but
most instruc:onal goals
completed during
rota:ons; requires daily
lesson planning for 2
sta#ons

Education Elements

Close

5%

Op+on 2 includes whole class

open and close to introduce
content but most instruc:onal
goals completed during
rota:ons; for schools with
shorter class periods, 3
sta#ons may be completed
over 2-days
5

4-Group Rotation Model: 4:15 Rotation

The 90 minute class period is broken down into six 15-minute blocks. Students rotate
through 4 sta(ons. Teachers meet with all small groups. The model contains 4 groups
rota(ng at 15 minute intervals, hence the 4:15 designa(on.
15 mins
Group 1
Group 2

Whole class
opening

Group 3
Group 4

15 mins

15 mins

15 mins

15 mins

Teacher

Collabora(on

Online

Flex(me

Collabora(on

Online

Flex (me

Teacher

Online

Flex (me

Teacher

Flex (me

Teacher

Collabora(on

Overview

Collabora(on

15 mins

Whole class
closing

Online

Benets / Considera(ons

Teacher meets with all 4 groups

15 minutes of digital content work per
group
Students work in a variety of se]ngs at a
fast pace may be be_er for younger
students to keep groups moving
Flex (me may include more online work,
independent reading, games, or increased
(me for collabora(on

Conducive to centers when a variety of learning

ac(vi(es are available
Students should be using a content provider
with learning ac(vi(es that take 15 minutes or
less
Two 15-minute days in a week would call for
120 minutes of digital content over the
remaining three days, or 40 mins/day in the
remainder of the week

Education Elements

Flex Model (1 of 2)
Instructional Model
Facili+es
Online instruc(on occurs
in a computer lab that
accommodates all 75
students

Project-based
Coursework

Goal
Se]ng

Class Size & Stang

3 teachers who provide
workshops in math, ELA,
history, science, and
project-based learning
1 course manager who
oversees digital learning
1 rela(onship manager
that works with
students to set weekly
academic and personal
goals

Online
Instruc(on

Hardware
1:1 student-to-computer
ra(o

Blended Grades: 9

Education Elements

Blended Subjects: Math,

ELA, History, Science,
7
Foreign Language

Flex Model (2 of 2)

Education Elements
Education Elements

8
8