Student Lab Development Rubric
By allowing my students to assess other students' work and then providing them with a Student Lab Development Rubric to evaluate their own work, they learn to design and refine high-quality experimental procedures. The Student Lab Development Rubric is one of the tools I use to help students build the experiments they've created and then display results and lab analyses. When students are the ones dictating how they will conduct their experiments, they invest more fully in the activity and come to realize that science involves constant critical analysis and reiteration. I like to move conversations away from "right" and "wrong" and more towards how we can improve each component of our lab activities. Initially, some students feel uncomfortable identifying that their work isn't up to the high standards of the rubric, but over time most come to realize that this process helps them improve their final products and understand the underlying purpose behind labs.
The Class Forum is a 2-5 minute portion of the Class Meeting (please see the "Meet and Greet/Class Meeting" strategy video) at the beginning of each week in which my students propose solutions to learning barriers that they have experienced or may see arising in class. This strategy ensures that my students' voices will be heard and empowers them to be change agents in shaping the class environment. While it is important to offer other avenues for individualized contact between myself and my students, having a space for a public discussion emphasizes the collaborative atmosphere that I want my students to work in every day. As a blended learning teacher, my practice is evolving from day to day and week to week. The Class Forum creates a safe and regular channel for my students to give me feedback about their needs and experiences. My commitment and responsiveness to my students' suggestions motivates them to be more invested in their learning and to our classroom community, which is critical to their success in my self-paced blended learning model.
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.