Individual Writing Guidance
Even in a 1:1 environment it is essential to provide students with teacher feedback. Students in my class are submitting work electronically and receive feedback in the same format. The challenge has been (as with written feedback on paper) getting students to incorporate the feedback. Conferencing with students gives me the opportunity to have more facetime with students and deconstruct the feedback they have received. Giving students indivudal guidance makes the personalized classroom a reality because students are having a unique exchange with their instructor.
My students crave independence, but they are sometimes unable to prioritize, monitor, and regulate their progress. My students are also often unable at the beginning of a school year to articulate how or where to start an assignment. This strategy is designed to give my students a model of how to manage their own workflow. Having a Workflow Guide is a good strategy to teach in Social Studies because it gives my students a step-by-step pathway to competency. This strategy is particularly well suited for middle grades because they need an increased sense of agency that allows them work independently as they prepare to transition to high school, college, and their careers.
The core ideas of my classroom are big ideas and themes that run through almost every lesson I teach. They are good math values, work values, life values. Whenever they come up during a lesson, I always explicitly make the connection. Next year, I plan on using a graphic for each value (some kind of eye graphic for core idea #1) to show, in my lessons, where the ideas come up.
During Live Investigation and Task sessions (both teacher-led), I often use a whole group discussion format just like a traditional classroom. Blended or not, there is no substitute for discussion.