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.

Strategy Resources (2)
Students In Action
 
 
 
Poster
 
 
The Blended Learning Criteria for Success is a chart that displays for students the steps and behaviors they need order to demonstrate what a successful blended learning session looks and sounds like, paying attention to behavior, noise level, materials, and effort. These colorful charts are displayed in kid-friendly language, are printed in color and laminated, then tape them in front of each computer so that students can refer to them and be reminded of the blended learning behavioral expectations.
 
Students In Action
 
 
Poster
 
 
The Blended Learning Criteria for Success is a chart that displays for students the steps and behaviors they need order to demonstrate what a successful blended learning session looks and sounds like, paying attention to behavior, noise level, materials, and effort. These colorful charts are displayed in kid-friendly language, are printed in color and laminated, then tape them in front of each computer so that students can refer to them and be reminded of the blended learning behavioral expectations.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
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.

 
Collaborative Student Groups
Peer Support on Computers

In my class, students are allowed to offer peer support on the computers. My students identify what is a problem or a need they have and it is my job to identify who might be their support. This has helped my students offer guidance and help in a structured way. Peer support on the computers has helped with increasing academic discourse and social interactions as well as give a structured place for students to provide assistance to each other. Cooperative learning and reciprocal teaching are benefits to this strategy as well.

 
Small-Group Instruction
Small Group Intervention

This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.

 
 
Something went wrong. See details for more info
Nothing to upload
details
close