Learning Targets are specific skill goals that align the work we do each day with the long-term goals my students and I have set at the beginning of the year. This strategy is a part of the larger mastery system in place in my self-paced blended learning classroom. By dissecting large skills into smaller Learning Targets, my students are more effectively able to self-assess their progress towards mastery in each of these skills. By emphasizing assessment for learning and achievement at high levels on specific Learning Targets, we take the focus off of assessment for the sole purpose of grading and gradually replace it with student ownership of their learning.
I was spending an hour every day filing students' graded quizzes when we realized, "Why are we doing all this filing? Students could easily do this themselves." Since the number one thing we are trying to get students to do is take ownership over their learning, we decided to have students file their own papers, cutting down on a lot of menial work for us and giving students a chance to see a physical record of what they had and had not mastered.
Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Jeff communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.
The Demo Discussion is a strategy I use to provide an interesting and memorable in-class demonstration of complex concepts that my students will learn about in class on a given day, using a variety of digital resources. The Demo Discussion is an excellent way to promote student curiosity about scientific phenomena. The "demos" provide access points for my students to witness and wonder about complicated chemical processes that they will eventually explore and understand at a much deeper level. By leveraging additional physical and digital tools, I can facilitate in-depth analysis and support the development of models to explain the science behind the demo. This strategy also allows me to surface my students' questions and interests about the day's Learning Targets (please see the "Learning Targets" strategy video), to which I can refer and make connections throughout our exploration of that content.