Jessi's Use of Assessments and Data
Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators need to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Jessi utilizes Assessment and Data here.
Experience Based Lab Introductions is a strategy I use to get students to start thinking about their prior knowledge and how it can be applied to a problem or challenge. For example, I use the story about Who Polluted the Clark Fork to set the stage for our water filter lab. The story allows students to use their knowledge-base to answer simple questions throughout the story. As the activity continues, I see students' perspectives change as more elements and variables are added to the story. The stories peak students' interest and bring a call to action into a classroom activity. This strategy is embedded in the Conceptual Change Model, where I'm trying to expose students' beliefs, confront and accommodate those beliefs, and then extend the concept to help students move beyond their misconceptions.
Genius Hour is an ongoing project in which my students identify and explore their scientific interests and passions. Developed every Friday for an entire semester during class, the project provides an opportunity for students to cultivate their research and critical thinking skills while engaging in a topic that is of interest to them. As part of the Genius Hour project, my students connect with "virtual partners" from outside our state in a collaborative effort to authenticate their projects even more. Genius Hour culminates in a demonstration of students' research findings in a format of the students' choosing. This year, I have included the use of Flipboard, an application that allows students to search for a variety of web-based resources and to curate these resources in a visually compelling and user-friendly way.
Small Group Sessions are used for student sharing or to conduct small-group direct instruction. Students within these groups are usually working on the same content in the level or are struggling with the same topic/skill and need further instruction from me. Small Group Sessions allow me to gauge a student's understanding of content and promote the importance of sharing and talking about learning. During Small Group Sessions, I actively listen to students talk about the content we are discussing. I also use this time as an opportunity to question their thinking and formatively assess their understanding of the material. In the days after a Small Group Session is over, I work one-on-one with students who have yet to master the material.