Johanna's Use of Assessments and Data
Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Johanna utilizes Assessment and Data here.
A Gooru Collection is a strategy I utilize frequently in my blended classroom to personalize learning for my students. Students log into our class on the Gooru site to access a curated "digital playlist" of engaging resources that I have found online or created myself. These different "texts" can be videos, images, articles, websites--basically anything that can be accessed online. Students interact with the resources in the Collection at their own pace, and I make time in each class period to check in with each student while they are engaged in the Collection (this is facilitated by my students' use of headphones). Students can review an uploaded resource multiple times if necessary to gain understanding. I include questions after every resource to prompt my students' thinking and/or to assess what they are learning from the resource. Given the media-driven world in which we live, it is important for my students to have this opportunity to synthesize their understanding of concepts and literary elements through multiple text formats.
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 Johanna plans for instruction in her blended classroom.
A valuable routine not only for my students but for my own learning as well is the use of video recording in the classroom. Key events to record are our academic discussions, their individual oral presentations, and as much as possible, their learning process as they build their skills. My students have a Senior Capstone Project and are expected to be able to present their research findings in both live and digital form. This is one example of a project where video recording becomes a necessary tool. From day one of the school year, the video camera slowly becomes a part of the village that is my classroom. Before students are recorded themselves, I show a significant amount of footage from previous years, whether it be past seniors giving advice about student mindset or a snapshot of a Socratic seminar. Students learn quickly that the video camera can be an amazing tool for helping them to become excellent presenters, and we discuss its value in capturing individual "isms" where a student has a particular presentation habit that needs adjusting. I also find it useful to record students giving each other peer feedback in addition to my own feedback. There is an added level of accountability when students know their feedback will also be recorded, which then leads students to focus on the language of the rubric to understand what is truly being assessed.