Since my students use several different online platforms to personalize their learning, it is crucial that my students review outcomes and trends in their technology usage. Once a week, the class meets to celebrate achievements by "shouting out" students with high performance and also hold students accountable by "calling out" students who have not spent enough time doing problems correctly. Topics that show lower levels of mastery are reviewed and explained, and upcoming assignments are previewed. This is also the time when I respond to the questions my students have asked via the platforms' messaging systems.
A positive classroom culture promotes student engagement, efficiency, and academic growth. Culture influences how and why students learn and ties the students to the teacher on a personal level. Check out the video below to see how Stephen's culture impacts student achievement!
Yoda Master is a way for students to learn, practice, and assess a skill that they previously did not master. Students utilize the Workshop strategy in a variation: everyone is remediating a past skill. They first access their formative data trackers and choose a skill they did not master. Then they create a playlist using approved resources and incorporating their learning styles. The teacher will approve the playlist and students begin the process. They have to check back in with the teacher once they have gone through the Learn, Teach, Practice,and Retake steps. The teacher serves as a true facillitator in this strategy, and can still pull groups or do data chats. This is the ultimate level of student agency and self driven learning!
Part of building a reflective classroom is giving students the space to reflect on all aspects of their learning from their behavior to the resources in the room. Goal setting is a way to teach this expectation, whole group, to students early in the year, and as a way to focus them during it. Each Monday, students write a Goal post it that has some sample questions to guide students. Ultimately, students can select their own topic, and that free range takes time to nurture into SMART goals. Many students write something like "listen in class" but when we discuss on Tuesday and say "Did you reach this goal?" the answer is not measureable. We want our students to see goals as a procedure that can guide their self-driven learning, not as a reaffirmation of the teacher's thoughts or wants for the student.