The basketball problem is a built in way to teach the students about rigor. At the beginning of the year, we discussed how math is like an onion. There are many layers and each one is more complex than the last. The "shot" is an opportunity to reward risk-taking and get the students really thinking about the most high-complexity questions that I can ask. For this reason, students are doubly invested in this part of class. One because they want to challenge themselves, and two because they want to get up there and take the shot.
While the majority of students are working on leveled online practice, I pull groups for leveled interventions. In these targeted small gropus, I give support to students practicing the same level so they can advance to the next level. We identify the skill at hand, work on some practice problems using white boards, and then spend time working on the online practice individually. Students have the opportunity to collaborate, supporting each other in figuring out the skill to pass the level.
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.
I encourage my students to evaluate their peers whenever they are involved in discourse--both in side conversations as well as in class discussions. I implemented a system of Peer Evaluations, a process that involves students using silent hand signals, in order to give my students more voice in class. Some of my students want to say what they think and exert their opinions, but there isn't enough time for every student to share. Other students easily get distracted and need physical engagement to stay focused. Through Peer Evaluations, my students can share their thoughts and are pushed to stay focused throughout student discourse.