Feedback Systems

Blended Learning Peer Data Reflection

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

Strategy Resources (4)
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
Lesson Plan
 
 
Following these discussions/as a closing students as a class decide whether we should or should not move our BL ship closer to our BL treasure or final goal for the month. Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like popcorn party, movie. pizza party, game time party, or student/class selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see blended learning become a game. The game involves them versus fictional characters on our map who are trying to get to the goal before we can.
Student Handout
 
 
Typically my students are given a prompt they create, or one we have been focusing on as a class centered on reaching the treasure/goal for that window. My students then debrief and share what they have written in a brief, informal, on-demand writing piece, prior to the data chat.
Lesson Plan
 
 
Following these discussions/as a closing students as a class decide whether we should or should not move our BL ship closer to our BL treasure or final goal for the month. Each week the boat on our ‘Treasure BL Wall’ is moved across three islands until the boat reaches the final island where a treasure awaits the class with a hidden treasure. Once we have reached the treasure the hidden prize usually is something like popcorn party, movie. pizza party, game time party, or student/class selected incentive. This is the last part of the reflection. This part involves students deciding if we should or should not move our blended learning tracking tool towards our end goal. Our tracking tool in my class is the treasure blended learning wall, where students can see blended learning become a game. The game involves them versus fictional characters on our map who are trying to get to the goal before we can.
Student Handout
 
 
Typically my students are given a prompt they create, or one we have been focusing on as a class centered on reaching the treasure/goal for that window. My students then debrief and share what they have written in a brief, informal, on-demand writing piece, prior to the data chat.
Student Work Sample
 
 
This artifact is used to record and track what our concerns and solutions are during each data chat and reflection time. This tool is used to help students verbalize and notice any patterns around concerns we are having, we then come up with potential solutions as a group. Each problem and solution varies during each reflection based on what current trends and challenges have arisen for students. This chart is priceless because it helps students realize they have similar concerns or challenges, and collectively can solve problems, reach out to one another both academically and emotionally.
Reflection Questions
Questions to think about when implementing the strategy
  • What could be challenging about this strategy, and how could you address any challenges in advance?

  • How could you modify this strategy for your students?
 
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
Similar Strategies
Blended Learning Model Overviews
Rotation Enables Small Group Lessons

At Aspire Titan Academy, we use a rotational model where some students engage with interactive software, enabling small group lessons for others. Our students have 90 to 120 minutes of individual computer time daily. Our rotational model is currently evolving to use more programs and create more rotations. The goal is to increase the opportunities for small group instruction where we can better meet individual needs.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 60 minutes--two 30  minute rotations (Math Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: DreamBox

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency


 
Collaborative Student Groups
Observation Chart

Observation charts are a type of inquiry chart that stimulate students’ curiosity. They build background information while providing teachers with a diagnostic tool. And they provide opportunities for language support from peers. During an observation chart, I use real pictures or paintings attached to white poster paper or butcher paper that contain a theme (e.g., food from a culture, ways of transportation, games a culture plays, etc.). My students walk around from observation chart to observation chart and write down either a question they're wondering about, a comment they'd like to make, or just an observation (i.e., statement of fact).  

 
Small-Group Instruction
Small Group Intervention

This strategy is a small group guided instruction, or in student friendly language, team time with Mr. Esparza. A group of 3-4 students is pulled as other teams are conducting a differentiated math investigation. Students are given a selection of materials to create models and formulate ideas. We work as a collective to identify our misconceptions by asking ourselves questions, explaining why, and checking for understanding. As a scaffold, students use hand signals and our learning goal success rubrics to check themselves for understanding throughout the process.

 
 
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