Time and Space

Music Time Indicator

Music is used to transition students at the beginning and end of the class period. Students spend the first four minutes of class logging into their learning management system Haiku and Classcraft account (gamification platform). We have established as a class that all iPads (we are 1:1) should be charged and open during this period of time. This length of time is indicated by a 4:34 minute clip of music. During this time, I take attendance, fill out advanced make-ups, and talk to students who have been absent or have questions.The last three minutes in our class are indicated by transition music. This music lasts 2 minutes. It indicates that students can log out of Haiku, close their apps and their iPads. If students are in the middle of an activity, they wrap-up what they are working on either by saving it as a draft or submitting their assignment. If students close their iPads before the music sounds and have stopped working, they are deducted health points (HP) on Classcraft. I do this because I want students to use every minute for learning as I would if I was using direct instruction in my class.

Strategy Resources (3)
Students In Action
 
 
Teacher Planning Resource
 
 
This audio is a free, open source music clip that I use for my beginning transition music. This clip indicates that students have four minutes to get logged into Haiku and ready to start class. The clip is programmed (using scheduler on my PC) to sound at a certain time. If students are not ready to go by the time the music ends, they are docked health points in Classcraft. See Classcraft.
Teacher Planning Resource
 
 
This audio is a free, open source music clip that I use for my end transition music. This clip is an indicator that there are three minutes left of class. The clip is programmed (using scheduler on my PC) to sound three minutes before the bell rings. When the music sounds, students are allowed to stop working and get ready to leave class. The last minute of class is used for announcements.
Students In Action
 
 
Teacher Planning Resource
 
 
This audio is a free, open source music clip that I use for my beginning transition music. This clip indicates that students have four minutes to get logged into Haiku and ready to start class. The clip is programmed (using scheduler on my PC) to sound at a certain time. If students are not ready to go by the time the music ends, they are docked health points in Classcraft. See Classcraft.
Teacher Planning Resource
 
 
This audio is a free, open source music clip that I use for my end transition music. This clip is an indicator that there are three minutes left of class. The clip is programmed (using scheduler on my PC) to sound three minutes before the bell rings. When the music sounds, students are allowed to stop working and get ready to leave class. The last minute of class is used for announcements.
Jessica Anderson
Powell County High School
Deer Lodge, MT


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Ninth grade
Similar Strategies
Instructional Planning
Jessi's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Jessi plans for instruction in her blended classroom.


 
Academic Culture
Storyline

The storyline of our academic game gives meaning to the students' presence in the game. It enhances the importance of the curriculum and gives students a goal to work toward. The theme our storyline is based around is a deserted island. In the game, students are elite plane crash survivors (PCSs) who must learn to live on the island after not being rescued. Throughout the levels, students are asked to build fire, build shelter, find food, filter water, and survive unexpected storms. By mastering each level, students complete the tasks and move onto the next scenario in the game. 

 
Assessment & Data
Digital Assessment Tools

I formatively assess students through digital technology like Plickers, Kahoot, and Poll Everywhere. Plickers (Paper clickers) is a free software tool designed like QR codes to collect students’ answers to questions. I create questions on the Plickers website (www.plickers.com) and assign each student a card number. I will read and display the question on the SmartBoard and scan the room to determine students’ answers. The answers are displayed on my device in two colors (incorrect/correct) and in graphical form. This gives me a good visual of where students excel in the curriculum and where they struggle. I also use Kahoot (www.getkahoot.com) as a whole group assessment of students’ understanding. Kahoot allows me to write questions, allows for an allotted amount of time for each question to be answered, and for students to be ranked on time and the correctness of their answer. The students are fully engaged in this activity because it’s over material they’ve all covered, there is music that is aligned with the timer, and they get instant feedback. I also get a report showing their answers to the questions at the end of the game. I use this report, which uses conditional formatting, to show me which answers are correct and which are incorrect. I love how the visual gives me feedback on what students still need to master. I’ve also found Poll Everywhere (polleverywhere.com) to be a great way to formally assess my students. For instance, I asked my students to give me an example of something that is within the hydrosphere. They messaged their answers to our classroom code. It was then displayed on our SmartBoard as a word cloud. I’ve also used Poll Everywhere in conjunction with small group discussion groups with a checklist of skills and standards students need to achieve. For instance, I first used Poll Everywhere to check to see if students understood what objects would be in the hydrosphere, atmosphere, geosphere, and biosphere. I wanted to see if they understood the definitions before we moved onto more complex tasks. The word cloud created a list of all the objects in each sphere. I then had students take words from the word cloud and create drawings showing how the four spheres would interact. The students then shared their drawings via Apple TV and the SmartBoard in small groups. I gave verbal feedback in front of the group as well as asked probing questions if I needed to.

 
 
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