Blended learning model in Milpitas preschool classrooms¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

In 2012–2013 both child development centers began using "a blended learning model... that combines teacher-directed instruction and small-group learning with opportunities for children to work independently on computers or tablets." This instructional arrangement is the classroom context into which the CPAA assessment was integrated.

Design Implications¶

Context¶

Requirements¶

• Classrooms equipped with computers or tablets for independent children's work

Constraints¶

• Described only for the two Milpitas CDCs beginning in 2012–2013

Target Learners¶

• preschool children ages 3 to 5

Target Learning Goals¶

• literacy and mathematical skills through mixed instructional formats

Claims¶

• A formative evaluation of the ELTM was conducted in two preschool child development centers serving six classes of children ages 3 to 5 [+W]

Related Elements¶

• Milpitas Early Learning Transitions Model (ELTM)
• Children's Progress Academic Assessment (CPAA)
• Desired Results Development Profile-Preschool (DRDP-PS)
• Multiple child assessments used together to measure and evaluate preschool students' school readiness

Examples¶

• Use assessment data to inform teacher practice in preschool

Key Sources¶

• Emily Moiduddin, Celina Kamler, Lizabeth Malone, Kathryn Gonzalez. (2014). Milpitas Early Learning Transitions Model: Using Assessment Data to Inform Teacher Practice. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/milpitas-early-learning-transitions-model-using-assessment-data-to-inform-teacher-practice