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 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 Stephen’s mindsets have helped to shape his blended instruction.
Communicating and collaborating with both colleagues and students' families is crucial in a blended environment. This is especially true if a teacher is doing something that looks very different from other teachers at his school. Check out how Daniel communicates and collaborates with both his colleagues at school and his students' families and how his methods of communication and collaboration have evolved over time.
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.