Learning Journey Review
The Learning Journey Review is taking an essential question or a big idea from a content unit and making it visual for the students, usually in a chart or poster. The chart, illustrating a timeline or taxonomy chart, is created at the beginning of an ELA unit and is constantly referred to at the beginning of each week and at the end of the week, thereby helping to connect the week's lessons together.
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.
Numbered heads is a practice we use to randomize and create an element of excitement at the beginning of lessons/investigations. Each student draws a random number from their team cups to start lessons once a week.
This strategy is a biweekly problem solving investigation on recently learned content. Typically students will be given sample scanned answers that I have hand selected. These problems have been previously solved. Students meet on the carpet for the mystery problem reveal. We also cover what the goal of our session will be using a checklist/success rubric. They are then dismissed to investigate in teams. The students select manipulatives to discuss, develop an agreed upon idea, and critique which student(s) response they agree with/why. If a team finishes early they can work on they "Step ahead" which is harder differentiated task. Finally they use the checklist to self reflect if they were successful during the mystery problem session.