Daily Exit Tickets
I use Daily Exit Tickets to assess mastery of the day's objectives and to make sure students have a clear understanding of how they're doing. Students answer a few targeted questions on a Daily Exit Ticket, and the following day we review mastery shown by each student and celebrate their achievement (please see the "Data Review" strategy video). I read out each student's name who achieved mastery, and we quickly celebrate to recognize their hard work. For the students who have not reached mastery yet, this motivates them to keep striving to get that checkmark on the board. Rather than just using outdated student data from summative assessments, Daily Exit Tickets give me and my students a quick read on how they're growing throughout the week. Though these mini-assessments do not connect to my grading system, they allow me to track my students' daily progress throughout each week.
Before my students begin our system of rotations at the beginning of the year, I take time to make it very clear where they will go, what they will do, and what materials they will need. I also make sure to do frequent checks for understanding. Dedicating extra time to review Rotation Expectations at the beginning of the year helps to ensure that rotations will run smoothly throughout the year. Class tutors are also selected for each rotation. They walk around to support their peers who need help and even help to manage class behavior. Class tutors are given an iPad with access to our ClassDojo site, where they award "positive points" to students following expectations and "needs improvement points" to those who are not following expectations. Through explaining my expectations and leveraging the class tutor to reinforce these expectations, I ensure that my students are giving their best efforts during our rotations.
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.
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.