My students crave independence, but they are sometimes unable to prioritize, monitor, and regulate their progress. My students are also often unable at the beginning of a school year to articulate how or where to start an assignment. This strategy is designed to give my students a model of how to manage their own workflow. Having a Workflow Guide is a good strategy to teach in Social Studies because it gives my students a step-by-step pathway to competency. This strategy is particularly well suited for middle grades because they need an increased sense of agency that allows them work independently as they prepare to transition to high school, college, and their careers.
The core ideas of my classroom are big ideas and themes that run through almost every lesson I teach. They are good math values, work values, life values. Whenever they come up during a lesson, I always explicitly make the connection. Next year, I plan on using a graphic for each value (some kind of eye graphic for core idea #1) to show, in my lessons, where the ideas come up.
I use the Closing Bell strategy to bring my students back together as a community at the end of each class to check for understanding, debrief the class, give "grows and glows," and/or preview what we will be doing the following day. Building in this type of closing at the end of class is especially important in a blended classroom when students are spending so much time working independently or in groups.
A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Aaron’s mindsets have helped to shape his blended instruction.