Blended Learning Self-Monitoring: BL Self monitoring Key sample.JPG

 
 
 
BL Self monitoring Key sample.JPG
Poster
 
 
These sentence stems are used as descriptors for students to evaluate themselves. These descriptors are student friendly and instill a sense of purpose and reflection for students.
  • BL Self monitoring Key sample.JPG
Poster
 
 
These sentence stems are used as descriptors for students to evaluate themselves. These descriptors are student friendly and instill a sense of purpose and reflection for students.
 
Routines and Procedures

Blended Learning Self-Monitoring

Students self monitoring- At the closing of each session students turns and talk to their neighbor about how their session went, what went well, and what a challenge was. This is done so students have support for their sessions, and so the teacher can visually evaluate how the students feel they are doing. The self monitoring also helps students consider what their next steps should be, as well as offer up suggestions on who to ask for help with certain lessons or who the 'ask an expert' go to would be. 


Strategy Resources (3)
Students In Action
 
 
Video sample of students self-monitoring.
Strategy Explanation
 
 
The student desks each have their own labeled and initialed headphone buckets. Each student also has a self monitoring clothespin with their picture to move their clip according to how they felt their session went. This is a great informal way for the students and teacher to know how students are doing.
Poster
 
 
These sentence stems are used as descriptors for students to evaluate themselves. These descriptors are student friendly and instill a sense of purpose and reflection for students.
Students In Action
 
 
Video sample of students self-monitoring.
Strategy Explanation
 
 
The student desks each have their own labeled and initialed headphone buckets. Each student also has a self monitoring clothespin with their picture to move their clip according to how they felt their session went. This is a great informal way for the students and teacher to know how students are doing.
Poster
 
 
These sentence stems are used as descriptors for students to evaluate themselves. These descriptors are student friendly and instill a sense of purpose and reflection for students.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Math
Grade:
Third grade
Similar Strategies
Mindsets
Mark's Mindsets

A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Mark’s mindsets have helped to shape his blended instruction.

 
Blended Learning Model Overviews
Rotational Model with Two Groups

We began to pilot blended learning three years ago starting with K-2. So our 3rd grade students have had three years of blended learning and we have a solidified understanding of what works. At Aspire Titan Academy, we use a rotational model in both math and ELA, which provides students 90 to 120 minutes of individual computer time daily. In both math and ELA, students are divided into two group, each spending half their time in teacher-led instruction and the remainder of working on the computers. While they’re on the computers, students use either DreamBox Learning (math), i-Ready or myON (reading), or an enrichment program, such as a typing software program.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 120 minutes (Reading and Writing Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: MyOn; i-Ready

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency

 
Collaborative Student Groups
Problem Solving Investigation

During the Problem Solving Investigation, students are in their teams and are delegating/agreeing on what their next steps and strategies will be during a problem solving investigation. Once they are ready to begin they show the teacher a silent signal, in this case a thumbs-up. They are then dissmissed to begin their investigation using manipulatives and materials they have are given/may select from. During this time each student is given a randomized role based on their drawn number for the session. Then students select strategies to solving the problem and collaborate using the strategies they've selected from our marh strategies card. Once they agree they provide feedback or ask questions in ways to proceed forth/close out the investigation task. The students identify their next steps and are in control of their own learning. I implement this strategy to catalyze stronger teamwork skills and lifelong collaborative abilities.This strategy is developing skill sets students will need in the upper grade levels as well as in college. Basic interpersonal communication and academic language profficiencies can only flourish when ample opportunities are created in the classroom.  

 
 
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