Feedback Systems

Group Interventions

A huge benefit to operating in a blended learning setting is the ability to instantly generate data and make decisions based on the outcomes. As the class progresses, I can stay up to date with collaborative assignments on google docs/sheets/slides, while simultaneously checking how students respond to multiple choice questions I’ve assigned through socrative and CFUs embedded in video lessons through eduCanon. When formative assessment is ingrained as part of the learning process, students become more accustomed to feedback and get better at revising work to produce higher-quality finished products. Group interventions also establishes a collaborative environment between students and teacher where both parties are trying to accomplish the same goal - master difficult chemistry content. There’s nothing as powerful as targeted feedback, and in person check ups with each group serve to give students the support they need, exactly when they need it. Having a direct communication avenue between students and teacher enables students who feel unsure about their work to direct questions to me geared at clearing up misconceptions.

Strategy Resources (2)
 
Student Work Sample
 
 
By far my favorite formative assessment tool, goformative.com gives me the ability to designate any area of a pdf document or worksheet, and allow students to input text, pictures, drawings, or multiple choice responses directly into the platform. The teacher interface is updated immediately, and I can instantaneously get a snapshot of how well individual students, or the whole class, comprehend the content. So during lab activities, I can find groups that need my help and offer key insights into improving the quality of their work.
 
Student Work Sample
 
 
By far my favorite formative assessment tool, goformative.com gives me the ability to designate any area of a pdf document or worksheet, and allow students to input text, pictures, drawings, or multiple choice responses directly into the platform. The teacher interface is updated immediately, and I can instantaneously get a snapshot of how well individual students, or the whole class, comprehend the content. So during lab activities, I can find groups that need my help and offer key insights into improving the quality of their work.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Tenth grade
Similar Strategies
Assessment & Data
Mastery Zone

My blended classroom is based on the Flipped Mastery model (please see the "Introduction to Mastery Based Learning" strategy video). When my students think that they have mastered the skills and concepts in a particular lesson, they show their completed notes to me or my co-teacher and get a Mastery Quiz. Students then head to the Mastery Zone, which is a section of the classroom reserved for students taking Mastery Quizzes and Level Tests. There is no talking in the Mastery Zone and the only technology permitted is a calculator. If they achieve at an 80% or higher rate, students move forward in the curriculum. If not, they review the concepts and materials in the lesson and re-take the Mastery Quiz in the Mastery Zone when they are ready. The Mastery Zone assessment strategy is a concept I adapted from the Algebros Flipped Mastery program.

 
Instructional Closings
Closing Time

Science can be messy and my students are often in such a rush to take care of the priorities for the next class that they forget to clean up their work and physical area appropriately. Closing Time reminds my students of their obligations for the end of a class period and standardizes a system that promotes personal responsibility for all class materials. During this time, I list all of the upcoming class assignments and events on the board, so that my students can begin thinking about future activities when they've finished cleaning up and closing down. Coupling this strategy with a tool like Remind 101 keeps my students aware of what is expected of them outside of class time.

 
Academic Culture
Introduction to Mastery Based Learning

In the traditional classroom, time is constant and understanding is variable from student to student. The Flipped Mastery model inverts the traditional relationship between time and understanding, letting understanding be the constant and time be variable. All of my students are held to the same high standards, but they master standards at a pace they feel comfortable with and are ready for. Initially, many of my students are confused about what a self-paced mastery-based class is all about, so my co-teacher and I find it helpful to introduce the concept to our students in a very strategic and explicit way at the beginning of each school year. 

 
 
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