Closing Bell: ClosingBellDailyAssessment.pdf

 
 
 
DailyAssessment.pdf
Student Data
 
 
It is good pedagogy to have a closing for lessons especially in a blended classroom. There are several activities and groupings that I want to not only review what each group did, but also a preview for the next group so they will know what to expect. This is also a time to conduct exit tickets or other formative assessments to check for understanding.
  • ClosingBellDailyAssessment.pdf
  • ClosingBellDailyAssessment.pdf
  • ClosingBellDailyAssessment.pdf
  • ClosingBellDailyAssessment.pdf
  • ClosingBellDailyAssessment.pdf
Student Data
 
 
It is good pedagogy to have a closing for lessons especially in a blended classroom. There are several activities and groupings that I want to not only review what each group did, but also a preview for the next group so they will know what to expect. This is also a time to conduct exit tickets or other formative assessments to check for understanding.
 
Instructional Closings

Closing Bell

I use the Closing Bell strategy to bring my students back together as a community at the end of each class to check for understanding, debrief the class, give "grows and glows," and/or preview what we will be doing the following day. Building in this type of closing at the end of class is especially important in a blended classroom when students are spending so much time working independently or in groups. 

Strategy Resources (1)
Teacher In Action
 
 
 
Teacher In Action
 
 
Tanesha Dixon
Wheatley Education Campus
Washington, DC


 

About this strategy

Prep Time:
Moderate
Subject:
Social Studies
Grade:
Eighth grade
Similar Strategies
Independent Student Learning
Like It, Love It, Gotta Have It

Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own. 

 
Learning Apps
Aaron's Digital Content and Tech Tools

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 Aaron uses specific digital content and ed tech tools!


 
Assessment & Data
Kahoot! Quick Assessment

Feedback is important to student growth and the mastery of content. My students can receive feedback informally in class through whole-class or small-group instruction or formally in writing. I give both types of feedback to my students on their performance to give ongoing and constructive feedback on their progress because I want to take the guesswork out of how each student is doing in class and on what each student needs to do to improve. Using Kahoot!, I can get a quick formative assessment in a way that engages my students. 

 
 
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