Council for Character Development: Council Session topic discussion 5.6.15.pdf

 
 
 
Council Session topic discussion 5.6.15.pdf
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
  • Council Session topic discussion 5.6.15.pdf
  • Council Session topic discussion 5.6.15.pdf
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
 
Academic Culture

Council for Character Development

Every Friday we meet to discuss a topic around character development and 21st century skills. This is a vital classroom practice in my class. Because blended learning is so high paced and intense, students need support as not only learners but people as well. Students transition from their seats to prepare to watch videos or form a circle around the perimeter of our carpet. Our council pieces are brought out. Council pieces are small items that both the students and I have brought which hold major meaning to us. Once we meet, the only person who can speak is the one holding the council piece. We begin by making a dedication to someone in our life or someone we have beeng thinking about. At the end of the dedications, we begin our council. The talking piece is passed around and all students share their thoughts or may pass. Sometimes we will bring an on-demand journal to share, or students may respond to a posed question.  


Strategy Resources (2)
Students In Action
 
 
 
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
 
Students In Action
 
 
Presentation
 
 
We normally start council by reflecting on a topic we are discussing or that is relevant to what students need for motivation and focus.Students respond to the prompt on the bottom of the slide using their interactive journals. Once they have all had enough time to respond in their interactive journals, they music-pair-share what they have written. We then meet on the carpet to share out our thoughts. We have a whole group discussion using the sentence stems students were given with the prompt or students may freely respond to our topic.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
Similar Strategies
Blended Learning Model Overviews
Rotation Enables Small Group Lessons

At Aspire Titan Academy, we use a rotational model where some students engage with interactive software, enabling small group lessons for others. Our students have 90 to 120 minutes of individual computer time daily. Our rotational model is currently evolving to use more programs and create more rotations. The goal is to increase the opportunities for small group instruction where we can better meet individual needs.

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: 60 minutes--two 30  minute rotations (Math Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: DreamBox

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

Key Features: station rotation; student agency


 
Assessment & Data
Using Multiple Sources of Data to Inform ELA Instruction & Grouping

As a blended school, sometimes there is an overwhelming amount of data. Knowing how to use it and when is critical in making sure that the data is both purposeful and useful. Included is both offline (DRA, RAZ, and Interim Benchmark assessments) and online (iReady) assessments to inform instruction and make groups (guided reading, computer groups, and skills-based groups).

 
Stakeholder Collaboration
Freddy's Approach to Collaboration & Communication

Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Freddy communicates and collaborates with both her colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.

 
 
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