Small Group Writing Guidance
When I am the teacher-artist, I consider the personalities and work ethic of students. If there are chatty students or students who are going to end up in a conflict, I cannot put them in the same group because of the nature of not being able to facilitate all of the students at once. In this instance, it is more important to create groupings that promote a harmonious learning environment. There are times when I form groups based on pre assessment or skill deficits. When the instructional focus is writing or the writing process, I found that grouping students with the same instructional need for that particular set of writing prompts has produced the most gains. These homogeneous groups allow students to practice a skill with their peers and for the small group instruction to be more targeted and specific to the needs of the learners. There may be a group of students who are struggling with the thesis statement for a particular prompt or may have difficultly connecting the content to writing process. These students would be placed in the same group.
My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.
At the end of every class, my students must take a computer-based exit slip. This is an essential part of my blended program because these exit slips tell me whether or not my students are ready to move on to the next skill. If a student gets 4/5 or 5/5, he or she can move on. If not, he or she will be assigned a different type of lesson on that skill the next day.
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 Aaron 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.