Catch Up Time: Catch Up Time.mp4

 
 
 
Catch Up Time.mp4
Strategy Explanation
 
 
While it is a self-paced class, there is an end goal of material that students need to learn by the end of the year. If they feel totally off track, this Catch Up Time can be very useful.
Strategy Explanation
 
 
While it is a self-paced class, there is an end goal of material that students need to learn by the end of the year. If they feel totally off track, this Catch Up Time can be very useful.
 
Academic Culture

Catch Up Time

Many students fall behind the class pace as the school year progresses, so I build in time to the class schedule for students to catch up. Before or after a break or towards the end of a trimester I won't move the lesson pace forward, giving students the opportunity to get back on pace.

Strategy Resources (2)
Strategy Explanation
 
 
While it is a self-paced class, there is an end goal of material that students need to learn by the end of the year. If they feel totally off track, this Catch Up Time can be very useful.
 
Online Student Resource
 
 
After winter break I scheduled a week for students to catch up. This week was towards the end of the second semester when students are entering panic mode. This takes a little pressure off and prevents some students from feeling that the class pace is out of their reach.
 
Strategy Explanation
 
 
While it is a self-paced class, there is an end goal of material that students need to learn by the end of the year. If they feel totally off track, this Catch Up Time can be very useful.
Online Student Resource
 
 
After winter break I scheduled a week for students to catch up. This week was towards the end of the second semester when students are entering panic mode. This takes a little pressure off and prevents some students from feeling that the class pace is out of their reach.
Benjamin Siegel
New Visions Charter High School for the Humanities II
Bronx, NY


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Tenth grade
Similar Strategies
Feedback Systems
Group Interventions

A huge benefit to operating in a blended learning setting is the ability to instantly generate data and make decisions based on the outcomes. As the class progresses, I can stay up to date with collaborative assignments on google docs/sheets/slides, while simultaneously checking how students respond to multiple choice questions I’ve assigned through socrative and CFUs embedded in video lessons through eduCanon. When formative assessment is ingrained as part of the learning process, students become more accustomed to feedback and get better at revising work to produce higher-quality finished products. Group interventions also establishes a collaborative environment between students and teacher where both parties are trying to accomplish the same goal - master difficult chemistry content. There’s nothing as powerful as targeted feedback, and in person check ups with each group serve to give students the support they need, exactly when they need it. Having a direct communication avenue between students and teacher enables students who feel unsure about their work to direct questions to me geared at clearing up misconceptions.

 
Blended Learning Model Overviews
Flipped Mastery Model

I use a Flipped Mastery model of instruction. In this model, students watch videos of lessons that I have recorded and posted on the class website, answer a set of practice problems to hone their skills, and take a Mastery Quiz when they feel ready to show they have mastered the material. I provide 1:1 coaching and support throughout the process. If students pass a quiz, they move onto the next lesson. If they fail, they are required to do another practice assignment before re-trying the quiz.  There is no failing in my class.  Either you know something or you’re still learning how to do that thing, but there’s no in-between.

Number of Students: ~22-28 students

Number of Adults: two teachers (co-teaching model)

Length of Class Period/Learning Time: 110 minutes

Digital Content/Ed Tech Tools Used on a Regular Basis: IXL; SMART Notebook; Screencast-O-Matic; Weebly; PowerSchool; Kahoot!; Google Forms

Hardware Used on a Regular Basis: SMARTboard; Wacom Tablet; Amplify Teacher Tablet (for teacher); Mac PowerBook (for teacher)

Key Features: flipped-mastery; competency-based; student agency; co-teaching

 
Independent Student Learning
Mastery Checklist

At the beginning of each trimester students are given a checklist to track their own mastery. As they progress through the lessons, they mark off what they have completed, in addition to the grade they received on each lesson. This acts as planner, letting students know at any given moment what they have completed, and what is left for them to learn to finish the trimester.

 
 
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