Feedback Systems

Group Interventions

A huge benefit to operating in a blended learning setting is the ability to instantly generate data and make decisions based on the outcomes. As the class progresses, I can stay up to date with collaborative assignments on google docs/sheets/slides, while simultaneously checking how students respond to multiple choice questions I’ve assigned through socrative and CFUs embedded in video lessons through eduCanon. When formative assessment is ingrained as part of the learning process, students become more accustomed to feedback and get better at revising work to produce higher-quality finished products. Group interventions also establishes a collaborative environment between students and teacher where both parties are trying to accomplish the same goal - master difficult chemistry content. There’s nothing as powerful as targeted feedback, and in person check ups with each group serve to give students the support they need, exactly when they need it. Having a direct communication avenue between students and teacher enables students who feel unsure about their work to direct questions to me geared at clearing up misconceptions.

Strategy Resources (2)
 
Student Work Sample
 
 
By far my favorite formative assessment tool, goformative.com gives me the ability to designate any area of a pdf document or worksheet, and allow students to input text, pictures, drawings, or multiple choice responses directly into the platform. The teacher interface is updated immediately, and I can instantaneously get a snapshot of how well individual students, or the whole class, comprehend the content. So during lab activities, I can find groups that need my help and offer key insights into improving the quality of their work.
 
Student Work Sample
 
 
By far my favorite formative assessment tool, goformative.com gives me the ability to designate any area of a pdf document or worksheet, and allow students to input text, pictures, drawings, or multiple choice responses directly into the platform. The teacher interface is updated immediately, and I can instantaneously get a snapshot of how well individual students, or the whole class, comprehend the content. So during lab activities, I can find groups that need my help and offer key insights into improving the quality of their work.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Tenth grade
Similar Strategies
Collaborative Student Groups
Buddy Time

By its very nature, learning in a self-paced classroom with digital resources can be an isolating experience for some students. While I want my students to take personal responsibility for and ownership of their learning, I also want them to learn essential collaboration skills and to leverage social learning to grow as people and as students of Mathematics. Buddy Time is a grouping strategy that requires my students to collaborate with peers working on the same lesson at a prescribed point in each lesson. During Buddy Time, students can collaborate or discuss their work with other students at their tables and they can use their collective knowledge and skills to help each other move towards mastery. 

 
Learning Apps
Ben's Digital Content and Tech Tools

There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in his classroom. Check out how and why Ben uses specific digital content and ed tech tools!

 
Academic Culture
Jeff's Classroom Culture

A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Jeff’s culture impacts student achievement!

 
 
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