My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.
My students crave independence, but they are sometimes unable to prioritize, monitor, and regulate their progress. My students are also often unable at the beginning of a school year to articulate how or where to start an assignment. This strategy is designed to give my students a model of how to manage their own workflow. Having a Workflow Guide is a good strategy to teach in Social Studies because it gives my students a step-by-step pathway to competency. This strategy is particularly well suited for middle grades because they need an increased sense of agency that allows them work independently as they prepare to transition to high school, college, and their careers.
Once a day twice during a two-week unit, students will come back from their individualized assignments and group as cohort. This gives them opportunity to take their assessments as a class as well participate in full class discussions, mentoring, study sessions, and peer to peer advisory.
Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Aaron plans for instruction in his blended classroom.