Feedback Systems

Blended Learning Peer Data Reflection

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

Strategy Resources (4)
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
Lesson Plan
 
 
Following these discussions/as a closing students as a class decide whether we should or should not move our BL ship closer to our BL treasure or final goal for the month. Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like popcorn party, movie. pizza party, game time party, or student/class selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see blended learning become a game. The game involves them versus fictional characters on our map who are trying to get to the goal before we can.
Student Handout
 
 
Typically my students are given a prompt they create, or one we have been focusing on as a class centered on reaching the treasure/goal for that window. My students then debrief and share what they have written in a brief, informal, on-demand writing piece, prior to the data chat.
Lesson Plan
 
 
Following these discussions/as a closing students as a class decide whether we should or should not move our BL ship closer to our BL treasure or final goal for the month. Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like popcorn party, movie. pizza party, game time party, or student/class selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see blended learning become a game. The game involves them versus fictional characters on our map who are trying to get to the goal before we can.
Student Handout
 
 
Typically my students are given a prompt they create, or one we have been focusing on as a class centered on reaching the treasure/goal for that window. My students then debrief and share what they have written in a brief, informal, on-demand writing piece, prior to the data chat.
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
Reflection Questions
Questions to think about when implementing the strategy
  • What could be challenging about this strategy, and how could you address any challenges in advance?

  • How could you modify this strategy for your students?
 
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
Similar Strategies
Collaborative Student Groups
Color Teams

Color Teams are teams that students form themselves within the rotation groups that I have created. Students usually work in their Color Teams when we conduct a group task. When students are working in their teams, I encourage them to use academic discourse and math vocabulary words. Given that students spend a significant amount of time working independently on digital content in my blended classroom, Color Teams are an important structure to foster productive group work among my students.

 
Routines and Procedures
Station Transition

Station transitions occur multiple times in a blended classroom. During station transitions, the team or group that’s coming out of the computers lines up and collects the materials ready to go into the whole group lesson on the rug. At the same time, the group that was just on the rug is now going to the computers and collecting their materials for the computers. We give each students 30 seconds to transition, after which we positively praise 3-4 students for making good transitions.

 
Routines and Procedures
Transition Time

Within my blended learning classroom, students transition between computers and their desks or the carpet at least twice during every class period. To ensure that we don't lose valuable time during these transitions, I have implemented a structured process to support my students in moving from one station to another. When it's time for transition, I call out the name of a station, and the students in the appropriate group call out their group's name, indicating to me that they know where they are going. As students rotate onto the computers, they know that they should walk counter-clockwise, starting from the scratch paper area to their work areas. 

 
 
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