Using Multiple Sources of Data to Inform ELA Instruction & Grouping
As a blended school, sometimes there is an overwhelming amount of data. Knowing how to use it and when is critical in making sure that the data is both purposeful and useful. Included is both offline (DRA, RAZ, and Interim Benchmark assessments) and online (iReady) assessments to inform instruction and make groups (guided reading, computer groups, and skills-based groups).
Every Friday we meet to discuss a topic around character development and 21st century skills. This is a vital classroom practice in my class. Because blended learning is so high paced and intense, students need support as not only learners but people as well. Students transition from their seats to prepare to watch videos or form a circle around the perimeter of our carpet. Our council pieces are brought out. Council pieces are small items that both the students and I have brought which hold major meaning to us. Once we meet, the only person who can speak is the one holding the council piece. We begin by making a dedication to someone in our life or someone we have beeng thinking about. At the end of the dedications, we begin our council. The talking piece is passed around and all students share their thoughts or may pass. Sometimes we will bring an on-demand journal to share, or students may respond to a posed question.
At the conclusion of our team sessions my students self-assess, give feedback/compliments to one another, and agree or share out their disagreements with one another. Our two areas of focus right now are collaboration and accountability. My students score themselves on a scale from 1-4 on these habits and then track their progress daily/weekly in order to consider their next steps or provide feedback to one another. Perhaps most importantly, the sentence stems within the rubric help my students develop a repertoire of conversational skills they will need in the 21st century and beyond.
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 Mark plans for instruction in his blended classroom.