Blended and personalized learning in a secondary English classroom: Reflection and data driven instruction to address student literacy needs

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The aim of this study is to describe how teachers reflect in their blended and personalized learning classroom, particularly through data driven instruction, to meet the literacy needs of their individual students. Teachers are currently facing a literacy crisis in this country, and this study demonstrates how three different teachers in secondary English classes have learned to address their students’ individual literacy needs through data reflection in a blended and personalized learning classroom. The following research questions were asked: 1. How do secondary English teachers trained in BLPL perceive how reflection is part of the DDI process; and how do they perceive reflective DDI to affect their lesson preparation to address their students’ literacy needs? A. How does a secondary English teacher trained in BLPL use reflection to determine what data is most meaningful for their lesson preparation? B. What are the teacher’s perceptions around ways that data can be used to specifically address students’ literacy needs? C. How does the teacher know reflection of the DDI process ensures that data analysis informs the lesson plan and addresses students’ literacy needs? D. How does the teacher reflect on the implementation of the lesson to inform future decisions around lesson preparation? Texas Tech University, Emily Hill Ottinger, August 2023 vi A descriptive qualitative case study was used and data was collected through in-depth interviews, reflection journals, and lesson plan documents. Then a thematic analysis was conducted, where four themes were developed to answer each question and the themes were as followed: BLPL with DDI Benefits for the Teacher, BLPL with DDI Challenges the Teacher Faced, BLPL with DDI Reflection as a Regular and Necessary Process, BLPL with DDI Use and Information Provided to the Teacher. Participant vignettes, or exact quotes and citations from the participants, with commentary were provided within each theme. Through these themes and vignettes, it was determined that, without data, teachers cannot purposefully plan, there is a need for a trial and error process, and as a teacher, always having an end goal in mind for your students, having a growth mindset, and reflection are keys to future lesson planning. As a result, these findings indicate the need for teacher training in reflation over and using data, how the data is relatable to the Every Students Succeeds Act, and how accountability systems are being reflected to adopt the growth mentality it takes to reflect and use data in a blended and personalized learning classroom.

Embargo status: Restricted until 09/2028. To request the author grant access, click on the PDF link to the left.

reflection, blended and personalized learning, data driven instruction, literacy needs