Within my blended learning classroom, students transition between computers and their desks or the carpet at least twice during every class period. To ensure that we don't lose valuable time during these transitions, I have implemented a structured process to support my students in moving from one station to another. When it's time for transition, I call out the name of a station, and the students in the appropriate group call out their group's name, indicating to me that they know where they are going. As students rotate onto the computers, they know that they should walk counter-clockwise, starting from the scratch paper area to their work areas.
Color Teams are teams that students form themselves within the rotation groups that I have created. Students usually work in their Color Teams when we conduct a group task. When students are working in their teams, I encourage them to use academic discourse and math vocabulary words. Given that students spend a significant amount of time working independently on digital content in my blended classroom, Color Teams are an important structure to foster productive group work among my students.
A blended teacher’s personal mindsets shape his decisions as an educator. These mindsets influence general pedagogies, instructional approaches, and short-term decision making, alike. Check out how Jeff’s mindsets have helped to shape his blended instruction.
I ask Student Scouts to identify peers who demonstrate the three class standards/rules (showing respect, solving problems, and making good decisions) to reinforce the idea that good behavior is rewarded both intrinsically and extrinsically. Student Scouts identify their peers who are showing these standards at various pausing points throughout the lesson and give out Literacy Awards. Pausing points are planned purposefully and serve as opportunities for students to practice monitoring and assessing their own behavior.