Independent Student Learning

Like It, Love It, Gotta Have It

Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own. 

Strategy Resources (3)
Students In Action
 
 
This is a time-lapse video of a 20 minute work session where students are doing Like It-Love It-Gotta Have It. The very first second of the video is students getting up from the middle table where they all sat for the lesson. They are about to choose which level of activity they will go to. Notice how many students choose to start at Like It on the far left and move their way to Love It and even Gotta Have It by the end of the video.
Students In Action
 
 
This is a picture of my students right after they self-assessed and grouped themselves. Notice the one boy who chose Gotta Have It at the far left. He ended up asking me a bunch of questions so I had to bump him down to Love It. The majority of the students started at Like It at the far right of the room and moved their way up.
Students In Action
 
 
This is a time-lapse video of a 20 minute work session where students are doing Like It-Love It-Gotta Have It. The very first second of the video is students getting up from the middle table where they all sat for the lesson. They are about to choose which level of activity they will go to. Notice how many students choose to start at Like It on the far left and move their way to Love It and even Gotta Have It by the end of the video.
Students In Action
 
 
This is a picture of my students right after they self-assessed and grouped themselves. Notice the one boy who chose Gotta Have It at the far left. He ended up asking me a bunch of questions so I had to bump him down to Love It. The majority of the students started at Like It at the far right of the room and moved their way up.
Aaron Kaswell
Middle School 88 Peter Rouget
Brooklyn, NY


 

About this strategy

Prep Time:
Long
Subject:
Math
Grades:
Sixth grade, Seventh grade, Eighth grade
Similar Strategies
Learning Apps
Virtual Wonderings

I use this strategy to activate my students' interest and prior knowledge on a topic. This gives me a good starting point on the curated video and reading list for the independent station. It also gives my students a visual representation of the range of interests in the class. In my opinion, using the interests of my students to guide instruction is the core of a student-centered classroom.   

 
Instructional Closings
Closing Check-In

To take a quick pulse of the class I may do a fist to five (students hold up a fist if they had difficulties or were unable to get in synch with the rest of class to a five which means they felt successful and are ready to transition to the next station). This Likert scale type voting gives me the opportunity to be responsive to specific student needs and quickly ascertain which students need my immediate attention or which student’s work/submissions I should review. There are also times when I feel it is appropriate to hear from students and give them the opportunity to exercise their student voice. During this exercise I take both volunteers and non-volunteers to give me their “thrills and chills/roses and thorns/high and lows of the day”. I think it is important for students to see me receive critical feedback or praise and be able to appropriately respond. It is extremely powerful for students to make a suggestion on how our class should operate and see it implemented almost immediately.

 
Routines and Procedures
Launch

Launch is a quick and efficient way for students to prepare themselves to start working on digital content in my blended classroom. This strategy is a student-led process that includes passing out usernames and passwords on paint chips and issuing devices. Student helpers handle the devices and also provide light technical assistance to their peers as they get their assigned devices. Having a student-led Launch process helps to build a culture of student ownership and responsibility in my blended classroom. It also frees me up to complete other last-minute tasks before the beginning of each class.

 
 
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