I noticed that students both needed and wanted a quick and engaging introduction to content. Instead of simply asking what do you know about this topic students prior knowledge is activated through a often funny yet very informative video segment on a topic. These videos are great for introduciing Social Studies content because they take often large and abstract topics and make them accessible for students.
Students rarely have the opportunity to show in an authentic what way what they have learned and what they can do with the knowledge they have obtained. To this end, it has been my philosophy to provide students with a task that requires a deeper depth of knowledge rather than traditional paper-pencil assessment. Performance task data that reflects a deeper understanding of content and tasks students to transfer their knowledge to novel situations matters most. As a school community, the transition to a competency based learning model has signaled a change in the way teachers deliver content and the way students are assessed. Independent Performance Tasks measure student learning when they are ready to assess. Similarly, leveraging the power of technology has been instrumental to making the assessment process a positive experience for students.
My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.
The grouping algorithm employed by School of One assigns students a new lesson every day based on the student's most current learning needs. The algorithm actually learns the students' needs from the previous day's exit ticket. One of the learning styles or lesson types, Live Investigation, assigns students to me who are ready for whatever the assigned skill is. However, within that group, there are still varying levels of ability. I can see all of this on my data report and then I can group within my group. I call this micro-grouping.