Jeff's Model Overview
I would describe my classroom model as a tweak on a flex model of instruction. I start each class period by giving students a problem I want them to solve, such as “How would you use the gas laws to explain how popcorn pops?” Students then have the opportunity to create their own learning paths by accessing a variety of curated online and offline resources and activities. I determine if a student has achieved mastery on a given concept by evaluating the online and offline work products they have produced during class and by administering more traditional assessments. However, if a student fails an assessment, he or she can always go back and re-take it. My classroom is 1:1 with a mix of MacBooks and iPads, which have become the vehicle for my students to move at their own pace through difficult chemistry content.
Number of Students: ~ 36 students/period
Number of Adults: one teacher
Length of Class Period/Learning Time: 120 minutes (M, T, Th, F); 45 minutes (W)
Digital Content/Ed Tech Tools Used on a Regular Basis: CK-12 BrainGenie; Google Apps for Education; eduCanon; Formative; YouTube; Screencast-O-Matic; Wikispaces; Weebly; Versal; Common Curriculum
Hardware Used on a Regular Basis: MacBook computers (1:1); 2nd Generation iPads; SMARTboard; Surface Pro 3 (for teacher)
Key Features: competency-based; content in multiple formats; problem-based; gamification; student agency
Learning Targets are specific skill goals that align the work we do each day with the long-term goals my students and I have set at the beginning of the year. This strategy is a part of the larger mastery system in place in my self-paced blended learning classroom. By dissecting large skills into smaller Learning Targets, my students are more effectively able to self-assess their progress towards mastery in each of these skills. By emphasizing assessment for learning and achievement at high levels on specific Learning Targets, we take the focus off of assessment for the sole purpose of grading and gradually replace it with student ownership of their learning.
There are an infinite number of digital content providers and tech tools and education programs a blended teacher can choose to use in his classroom. Check out how and why Jeff uses specific digital content and ed tech tools!
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.